Psychosocial factors influencing the academic performance of students at a rural college in the Covid-19 era
DOI:
https://doi.org/10.38140/ijspsy.v3i1.897Keywords:
Academic performance, psychological factors, Social factors, Rural college, Technical Vocational Education and TrainingAbstract
This study explored the psychosocial factors influencing students' academic performance in a rural college. It employed a quantitative approach through descriptive design. Questionnaires were used as data collection tools. One hundred and fifteen respondents were conveniently and purposively sampled from a rural college. The study used descriptive statistics to determine frequency and percentages to analyse quantitative data. The findings revealed that psychological and social factors could influence the students' academic performance in a rural college. This recommends that postsecondary institutions: TVET colleges and other higher education institutions should develop programs and create student support systems that can help enhance academic performance, course completion and manage psychosocial factors.
References
Aafreen, M., Priya, V., & Gayathri, R. (2018). Effect of stress on academic performance of students in different streams. International Journal of Advance Study and Research Work, 10(9), 11776-1780. Retrieved from https://content.ebscohost.com.
Abigail, O., & Okonkwo, I. (2013). Influence of family background on the academic achievement of secondary school biology students in Anambra State. African Research Review, 7(3), 156-167. http://doi.org/10.4314/afrrev.v7i3.12.
Ajmal, M., & Ahmad, S. (2019). Exploration of anxiety factors among students of distance learning: A case study of allama iqbal open University. Bulletin of Education and Research, 41(2), 67-78. Retrieved from https://files.eric.ed.gov/fulltext/EJ1229454.pdf.
Akessa, G., & Dhufera, A. (2015). Factors that influences students academic performance: A case of rift valley university, Jimma, Ethiopia. Journal of Education and Practice, 6(22), 55-64. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079600.pdf.
Badenhorst, J. W., & Radile, R. S. (2018). Poor performance at TVET colleges: Conceptualising a distributed instructional leadership approach as a solution, Africa Education Review, 15(3), 91-112. https://doi.org/10.1080/18146627.2017.1352452.
Bernal-Morales, B., Rodríguez-Landa, J., & Pulido-Criollo, F. (2015). Impact of anxiety and depression symptoms on scholar performance in high school and university students. A fresh look at anxiety disorders (pp. 225-242). London, UK: IntechOpen. https://doi.org/10.5772/60711.
Buthelezi, Z. (2018). Lecturer Experiences of TVET college challenges in the post- apartheid era: A case of unintended consequences of educational reform in South Africa. Journal of Vocational Education & amp Training, 70(3), 2-14. https://doi.org/10.1080/13636820.2018.1437062.
Dislen, G. (2013). The reasons for lack of motivation from the students’ and teachers’ voices. The Journal of Academic Social Science, 1, 36-45. http://doi.org/10.16992/ASOS.13.
Engzell, P., Frey, A., & Verhagen, M. (2021). Learning loss due to school closures during the COVID-19 pandemic. National Academy of Sciences, 118(17), 1-7. https://doi.org/10.1073/pnas.2022376118.
Fan, F. (2012). Teacher- students’ interpersonal relationships and students’ academic achievement in social studies. Teachers and Teaching Theory and Practice, 18(4), 483-490. https://doi.org/10.1080/13540602.2012.696048.
Fong, C., Davis, C., Kim, Y., Kim, W., Marriott, L., & Kim, S. (2016). Psychosocial Factors and Community College Student Success. A Meta-Analytic Investigation, 87(2), 1-37. https://doi.org/10.3102/0034654316653479.
Frida, A. M., Nduku, E., & Ntabo, J. A. (2020). Financial factors and students’retention in private universities in langata sub-county, Nairobi county. African Journal of Emerging Issues, 2(12), 1-17. Retrieved from https://ajoeijournals.org/sys/index.php/ajoei/article/view/143.
Gaffoor, A., & Van der Bijl, A. (2019). Factors influencing the intention of students at a selected TVET college in the Western Cape to complete their National Certificate (Vocational) business studies programme. Journal of Vocational, Adult and Continuing Education and Training, 2(2), 23-42. https://doi.org/10.14426/jovacet.v2i2.70.
Gang, G. C. A., Han, C. G. K., & Bansa, L. A. (2019). The contribution of psychological factors on academic achievement of rural students in the interior school of Sabah division. International Journal of Education, Psychology, and Counseling, 2(27), 76-90. Retrieved from www.ijepc.com.
Gulzar, S. A., Ali, T. S., Aijaz, A., & Hussain, N. (2010). The influence of psychosocial factors on academic performance of adolescents: a quality assurance project. Journal of the College of Physicians and Surgeons, Pakistan, 20(7), 494-495. Retrieved from https://ecommons.aku.edu/pakistan_fhs_son/5.
Hako, A. N., & Shikongo, P. T. (2019). Factors hindering students from completion of studies within the prescribed duration: a case study of the public university in Namibia, JISTE, 23(1), 39-52. Retrieved from https://files.eric.ed.gov/fulltext/EJ1237575.pdf.
Hattie, J. (2012). Visible Learning for Teachers Maximising Impact on Learning. Routledge: London and New York.
Kolo, A. G., Jaafar, W. M. W., & Ahmad, N. (2017). Influence of psychosocial factors on student's academic performance in one of Nigerian colleges of education. Malaysian Journal of Social Sciences and Humanities, 2(1), 1-10. https://doi.org/10.47405/mjssh.v2i1.32.
Kraak, A., Paterson, A., & Boka, K. (2016). Change management in TVET colleges. Lessons learnt from the field of practice. African Minds: Cape Town, South Africa.
Li, K., Uvah, J., & Amin, R. (2012). Predicting Students' Performance in Elements of Statistics. US-China Education Review, 10, 875-884. Retrieved from https://files.eric.ed.gov/fulltext/ED537981.pdf.
Li, Y., Allen J., & Casillas A. (2017) Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students. Journal of Adolescence, 56, 179-189. http://doi.org/10.1016/j.adolescence.2017.02.007.
Majali, S. A. (2020). Positive anxiety and its role in motivation and achievements among university students. International Journal of Instruction, 13(4), 975-986. https://doi.org/10.29333/iji.2020.13459a.
Malaspina, M. (2018). Psychological factors associated with academic performance in statistics. International Statistical Institute, 10, 1-4. Retrieved from: https://bit.ly/30GBiKz.
Mihailescu, A., Diaconescu, L., Donisan, T., & Ciobanu, A. (2016). The influence of emotional distress on the academic performance e in undergraduate medical students. Romanian Journal Child Adolescence Psychiatry, 4(1-2), 27–39. Retrieved from https://www.researchgate.net.
Mushtaq, I., & Khan?, S. (2012). Factors affecting students’ academic performance. Global Journal of Management and Business Research, 12(9), 17-22. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/49686973.
Naz, S., Nawaz, S., Liaqat, S., Rasheed, T., & Fatima, S. (2020). Effects of social and psychological factors on students’ learning achievements in english at intermediate level in Pakistan. Palarch’s Journal of Archaeology of Egypt/Egyptology, 18(4), 443-462. https://doi.org/10.48080/jae.v18i4.6046.
Nnamani, C., Dikko, H. G., & Kinta, L. M. (2014). Impact of Students’ Financial Strength on Academic Performance: Kaduna Polytechnic Experience. African Research Review, 8(1), 83-98. http://doi.org/10.4314/afrrev.v8i1.7.
Othman, S. M., Steen, M., & Fleet, J. (2020). A sequential explanatory mixed methods study design: An example of how to integrate data in a midwifery research project. Journal of Nursing Education and Practice, 11(2), 75-89. https://doi.org/10.5430/jnep.v11n2p75.
Rajkumar, E., Sooraj, K. V., Sandeep, B. H., & Harish, C. (2015). Psychosocial problems among students of the university of Karnataka: A Cooperative Study. International Journal of Science Study, 3(9), 44-47. https://doi.org/10.17354/ijss/2015/552.
Ramírez-Granizo, I., Zurita-Ortega, F., Ubago-Jiménez, J., & Sánchez-Zafra, M. (2019). The association between violent behavior, academic performance, and physical activity according to gender in scholars. Journal Sustainability, 11(15), 2-10. https://doi.org/10.3390/su11154071.
Ratanasiripong, P., Wang, C., Ratanasiripong, N., Hanklang, S., Kathalae D. & Chumchai, P. (2022). Impact of psychosocial factors on academic performance of nursing students in Thailand. Journal of Health Research, 36(4), 598-606. https://doi.org/10.1108/JHR-072020-0242.
Roopa, S., & Rani, M. S. (2012). Questionnaire designing for a survey. The Journal of Indian Orthodontic Society, 46(4), 273-277. https://doi.org/10.5005/jp-journals-10021-1104.
Singh, S., Darwish, T. K., & Potocnik, K. (2016). Methodology corner measuring organizational performance: A case for subjective measures. British Journal of Management, 27(1), 214–224. https://doi.org/10.1111/1467-8551.12126.
Wright, G. (2011). Student-Centered Learning in Higher Education. The International Journal of Teaching and Learning in Higher Education, 23(3), 92-97. Retrieved from https://files.eric.ed.gov/fulltext/EJ938583.pdf.
Wu, B., & Xin, X. (2019). Investigation and study on the causes of college students' poor academic performances and intervention mechanism, advances in social science. Education and Humanities Research, 3(10), 1649-1658. https://doi.org/10.2991/iccese-19.2019.364.
Published
How to Cite
Issue
Section
Copyright (c) 2023 Nomthandazo Prudence Zwane
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by GAERPSY Publishing are under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license, allowing author (s) to share copies and redistribute the material in any medium or format. The GAERPSY Publishing cannot revoke these freedoms if they follow the license terms:
• Attribution: Author (s) must give appropriate credit, provide a link to the license, and indicate if changes were made. Author (s) may do so reasonably but not in any way that suggests the licensor endorses his/her or thier use.
• NonCommercial: Author (s) may not use the material for commercial purposes.
• NoDerivatives: If author (s) remixes, transforms, or builds upon the material, he/she (they) may not distribute the modified material.
• No additional restrictions: Author (s) may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
