Determinants of the academic performance of undergraduate students in statistics bachelor’s degree program: A study in an Arabic setting

Darwish Abdulrahman Yousef (Department of Business Administration, UAE University, Al Ain, United Arab Emirates)

Quality Assurance in Education

ISSN: 0968-4883

Publication date: 4 February 2019

Abstract

Purpose

The present study aims to investigate the effects of a number of demographic and academic factors, such as gender, age, nationality (Emirati vs non-Emirati), high school major (arts vs science) and high school score, on the academic performance – measured by overall grade point average – of undergraduate students majoring in statistics at United Arab Emirates University.

Design/methodology/approach

This study includes 188 undergraduate statistics students (142 female and 46 male) for the academic years 2012-2013 to 2015-2016. Descriptive and inferential statistics were used to analyze the collected data.

Findings

The results indicate that gender, age and nationality have no significant impacts on the academic performance of undergraduate students in statistics bachelor’s degree program, while high school major and high school score do.

Research limitations/implications

This study had several limitations. First, only students of one university were included in this study, which would have limited the generalizability of the results. Second, the study focused on the impact of a limited number of factors on academic performance of undergraduate statistics students. But, the study has a number of implications for students, educators and university policy-makers.

Originality/value

The present study is the first attempt to explore the factors that might affect the academic performance of undergraduate students in statistics bachelor’s degree program in an Arabic setting.

Keywords

Citation

Yousef, D.A. (2019), "Determinants of the academic performance of undergraduate students in statistics bachelor’s degree program: A study in an Arabic setting", Quality Assurance in Education, Vol. 27 No. 1, pp. 13-23. https://doi.org/10.1108/QAE-12-2016-0087

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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