Determinants of students scholastic achievement a practical circumstance at banking institute of HCMC

MINISTRY OF EDUCATION AND TRAINING THE STATE BANK OF VIETNAM BANKING UNIVERSITY OF HO CHI MINH CITY GRADUATE THESIS 2020-2021 DETERMINANTS OF STUDENTS' SCHOLASTIC ACHIEVEMENT – A PRACTICAL CIRCUMSTANCE AT BANKING INSTITUTE OF HCMC HOANG THI KIM KHANH BUSINESS ADMINISTRATION SUBJECT CODE: 7340101 ADVISOR DR NGUYEN VAN THUY HCMC March 24th, 2021 DECLARATION I hereby undertake the research: “DETERMINANTS OF STUDENTS 'SCHOLASTIC ACHIEVEMENT - A PRACTICAL CIRCUMSTANCE AT BANKING INSTITUTE OF HCMC” is my own research paper Except for the material cited in the thesis, I guarantee that the full text of this thesis has never been published or used for qualifications elsewhere No other person's product has been used in this thesis that has not been properly cited The data in the thesis is collected from the clear, reliable, and honestly and objectively processed I confirm that the thesis is my own project Student ACKNOWLEDGEMENTS In the beginning, I would like to express my deep gratitude to the teachers who guided and passed on my knowledge and experience, as well as how to think and solve problems during my studies in Economics at Banking University of HCMC Especially, I want to dedicate my gratitude to thank Mr Nguyen Van Thuy, who always enthusiastically guided and encouraged me during the process of this study Next, I would like to thank the students for being enthusiastic and opening to exchange and supplement knowledge, as well as practitioners who helped me a lot in collecting research data Finally, I would like to thank my family and close friends for their encouragement and support so that I can complete my degree in Business Administration In the course of implementation, although I tried my best to complete the study, there were inevitably shortcomings I hope to receive comments from teachers and readers TABLE OF CONTENTS LIST OF ACRONYMS .6 ABSTRACT 10 CHAPTER INTRODUCTION 11 1.1 Problem 11 1.2 Objective and Research Questions 11 1.2.1 Main Objective .11 1.2.2 Detail Objective 12 1.3 Questionnaire .12 1.4 Method, Subject, Scope and Significance of the Research 12 1.4.1 Research Method 12 1.4.2 Research Subject 13 1.4.3 Research Scope .13 1.4.4 Research Significance 13 1.5 Structure .13 1.6 Summary of chapter 14 CHAPTER LITERATURE REVIEW 16 2.1 Basic Concept 16 2.1.1 Define academic performance 16 2.1.2 Define study result 16 2.1.3 Define Evaluating study result 17 2.2 Theoretical Background of the Factors Affecting Student Results-Maslow Motivation Theory by Abraham Maslow 17 2.3 Literature Review 19 2.4 Summary Table and Research Model 26 2.5 Hypotheses influencing on academic outcomes 27 2.6.1 Academic ranking 27 2.6.2 Relation among Learning Methodologies and Academic ranking .30 2.6.3 Relation among Self-study Time and Academic ranking .30 2.6.4 Relation among Study Motivation and Academic ranking 31 2.6.5 Relation among Teaching Methodologies and Academic ranking .31 2.6.6 Relation among Family and Friends and Academic ranking .32 2.6.7 Relation among Society and Academic ranking 32 2.6 The conceptual model and hypotheses 33 2.7 Summary of chapter 35 CHAPTER METHODOLOGIES 36 3.1 Research process 36 3.1.1 Steps of Research process .36 3.1.2 Research methodology and data 38 3.2 Formal research 41 3.3 Survey questionnaire 41 3.4 Collecting data .42 3.5 Modified the scale of factors influencing on students' study results 42 3.5.1 The scale of Learning Methodologies group 42 3.5.2 The scale of Self-study Time group 43 3.5.3 The scale of Study Motivation Time group 44 3.5.4 The scale of Teaching Methodologies 44 3.5.5 The scale of Family and Friends 45 3.5.6 The scale of Society Influence 46 3.5.7 The scale of Evaluating the factors influencing students study results 46 3.6 Statistic process 47 3.7 Verifying scale by Cronbach’s Alpha 47 3.8 EFA (Exploratory Factor Analysis) 48 3.9 Regression analysis and ANOVA test 48 3.10 Summary of chapter 49 CHAPTER DATA ANALYSIS AND FINDING 50 4.1 Sample description 50 4.2 Descriptive statistics 51 4.3 Descriptive statistics for quantitative variables 57 4.4 Evaluating the reliability of the scale 58 4.5 Result of exploratory factor analysis (EFA) 62 4.5.1 Exploratory Factor Analysis for independent variables .62 4.5.2 Result of exploratory factor analysis (EFA) the second time .64 4.5.3 Discriminant Values .66 4.5.4 Exploratory Factor Analysis for dependent variables 68 4.6 Correlation of the independent and dependent variables 69 4.7 Result of linear regression analysis .70 4.7.1 Resulting Test Hypotheses (Regression coefficients are not standardized) 71 4.7.2 4.8 Resulting Test Hypotheses (Standardized regression coefficients) 72 Summary of chapter 74 CHAPTER CONCLUSION AND APPLICATION .76 5.1 Conclusion 76 5.2 Application 79 5.2.1 Teaching Methodologies .79 5.2.2 Learning Methodologies .80 5.2.3 Society Influence 81 5.2.4 Study Motivation 82 5.2.5 Family and Friends .83 5.3 Limitations and future research direction 84 5.3.1 Limitation 84 5.3.2 Future direction .84 5.4 Summary of chapter 84 APPENDIX .88 LIST OF ACRONYMS Acronyms BUH HCMC GPA EFA FERPA LM ST SM FF SI TM EF Meaning Banking University Ho Chi Minh city Ho Chi Minh City Grade Point Average Exploratory Factor Analysis Family Educational Rights and Privacy Act Learning Methodologies Self-study Time Study Motivation Family and Friends Society Influence Teaching Methodologies Evaluation Factors LIST OF PICTURES AND DIAGRAM Chapter 02 Figure 1: A model of Hermino Rodriguez Principe (2005) 20 Figure 2: A model of Kawtar, Elizabeth, Nathan, Sheela and Anne (2019) .21 Figure 3: A model of Irfan, Shabana (2012) 22 Figure 4: A model of Tai, Hien and Lam (2016) 23 Figure 5: A model of Nguyen Thuan's research paper (2015) 24 Figure 6: Research model 33 Chapter 03 Diagram 1: Research process model .37 LIST OF TABLES Chapter 02 Table 1: Chosen factors influencing student’s academic result 26 Table 2: BUH point scale list 28 Table 3: BUH ranked academic list 29 Table 4: Synthesize hypotheses and expectations .34 Chapter 03 Diagram 1: Research process model .33 Table 1: Number of participants in the survey 39 Table 2: Encode the Learning Methodologies group 43 Table 3: Encode the Self-study Time group 43 Table 4: Encode the Study Motivation scale 44 Table 5: Encode the Teaching Methodologies scale .45 Table 6: Encode the Family and Friends scale .45 Table 7: Encode the Society Influence scale 46 Table 9: Encode Evaluating the factors influencing students study results scale 47 Chapter 04 Table 1: Descriptive statistics for relevant variables 51 Table 2: Average Point of two choices questions 52 Table 3: Average Point of different level of students' academic years 53 Table 4: Descriptive statistics question A .53 Table 5: Descriptive statistics for question B .54 Table 6: Descriptive statistics for question C .54 Table 7: Descriptive statistics for question D .55 Table 8: Descriptive statistics for question E 55 Table 9: Descriptive statistics for question F 56 Table 10: Descriptive statistics question G 56 Table 11: Descriptive statistics for question H .57 Table 12: Descriptive statistics for the Evaluation Factors variable 57 Table 13: Result of the reliability assessment of Learning Methodologies scale 58 Table 14: Result of the reliability assessment of Self-study Time scale 58 Table 15: Result of the reliability assessment of Self-study Time scale 59 Table 16: Result of the reliability assessment of Teaching Methodologies scale 60 Table 17: Result of the reliability assessment of Family and Friends scale 60 Table 18: Result of the reliability assessment of Social Influence scale 61 Table 19: Result of the reliability assessment of Evaluation Factors scale 61 Table 20: The result of KMO and Bartlett’s Test for independent variables .62 Table 21: Eigenvalues and covariance deviations for independent variables .62 Table 22: Result of independent factor analysis with Principal Varimax rotation method .63 Table 23: The result of KMO and Bartlett’s Test for independent variables .64 Table 24: Eigenvalues and covariance deviations for independent variables .65 Table 25: Result of independent factor analysis with Principal Varimax rotation method .65 Table 26: Discriminant Values of observed variables 67 Table 27: The result of KMO and Bartlett’s Test for dependent variables 68 Table 28: Eigenvalues and covariance deviations for dependent variables 68 Table 29: The factor rotation matrix of the dependent variable 69 Table 30: Pearson correlation analysis 69 Table 31: Model summary table 70 Table 32: Anova analysis 70 Table 33: Result of dependent variables linear regression 70 Chapter 05 Table 1: Descriptive statistics for the Teaching Method variable 79 Table 2: Descriptive statistics for the Learning Methodologies variable .80 Table 3: Descriptive statistics for the Society Influence variable 81 Table 4: Descriptive statistics for the Study Motivation variable 82 Table 5: Descriptive statistics for the Family and Friends variable 83 REFERENCES An, N T (2016) Evaluation of educational results of pedagogical university students according to competency Hanoi: Vietnam Institute of Educational Science BUH, T d (2019) Student handbook from 2019 to 2020 Ho Chi Minh: Banking University of HCMC Circulars (2011) Promulgate the regulations to evaluate and classify secondary and high school students Ha Noi: Ministry of Education and Training Dang, N H (2014) Factors affecting students 'self-study time: Students of economics & Business Management in Can Tho University Science Journal of Can Tho University Do Huu Tai, L T (2016) Determinants of student’s learning motivation – An empirical case at Lac Hong University Journal of Science of Lac Hong University Eva H Telzer, K T (2018) Advances in Child Development and Behavior USA: Academic Press Gass, R H (2015) International Encyclopedia of the Social & Behavioral Sciences (Second Edition) USA: Elsevier Ha, L T (2010) Assessment of student learning outcomes: definition and classification, Center for Research in Psychology and Education Educational Science vol Henk Schmidt, J H (2009) Learning more by being taught less: a ‘‘time-for-selfstudy’’ theory explaining curricular effects on graduation rate and study duration The Netherland: Springerlink Hoang Duc Nhuan, L D (2008) Theoretical basis for the assessment of learning quality of high school students Hanoi: State-level flower program KX-0708 85 Hoanh, T B (1996) Evaluation in education Hanoi: Education Publishing House Igor, W a (2004) A method of defining learning processes Sydney: University of Technology Irfan, S (2012) Factors Affecting Students’ Academic Performance Global Journal of Management and Business Research Joann, J a (2001) Interactive Effect of Support from Family and Friends in Visually Impaired Elders Journal of Gerontology Kim, N B (2011) Math teaching methods Hanoi: Pedagogical University Publishing House Kirby, S (2019, 01 02) Study Motivation for Students of All Ages Retrieved from https://www.betterhelp.com/advice/motivation/study-motivation-forstudents-of-all-ages/ Luyen, D T (2014) Using integrated strategy in Teaching chapter i - Biology 11 Hanoi: Hanoi University of Education 2, Nhi, T (2019) Maslow Motivation Theory by Abraham Maslow Retrieved from https://vietnambiz.vn/li-thuyet-dong-co-cua-abraham-maslow-maslowmotivation-theory-la-gi-20190909214216952.htm Principe, H R (2005) Factors influencing students' academic performance in the first accounting course: a comparative study between public and private university in Puerto Rico Sarasota: Argosy University Serintel (2018) Training Methodology Retrieved from https://serintel.org/trainingmethodology/ Strayhorn, T L (2006) Factors Influencing the Academic Achievement of FirstGeneration College Students NASPA Journal Tani, K D (2019) Evaluation of external factors affecting students’ academic performance in higher education in New Zealand Journal of Pedagogical Research 86 Thuan, N (2015) Analysis of factors affecting the learning results of working-class students in Open university Ho Chi Minh: Luan Van Publishing House Tong, D T (2005) Testing and measuring academic achievement (practical method) Hanoi: Social Science Publishing House Williams, E (2018, June 29) What is the meaning of academic performance Retrieved from Hearst Newspapers: https://work.chron.com/meaningacademic-performance-17332.html 87 APPENDIX SURVEY QUESTIONNAIRE Dear friends, I am currently doing this research " Determinants of Students' Scholastic Achievement – A Practical Circumstance at Banking Institute of HCMC" To get the best results and to help BUH’s studendts improve the learning performance, please kindly take the time to answer your survey Thank you very much Your gender:  Male  Female Your academic year:  Freshman  Sophomore  Junior  Senior Your major:  Finance  Banking  International Economy  Business Law  System Management Information  Business Administration  Accounting and Auditing  English Linguistics Your recent GPA:  From points to 10 points  From 7.0 to 7.7 points  From 8.5 points to 9.2 points  From 6.3 to 6.9 points  From 7.8 points to 8.4 points  Under 6.3 points A-Do you have a particular plan and method for study?  Sure  Not really B-Do you have motivations and aims for study?  Yes  Not sure C-How many hours you spend on self-study time?  Under hour  Above hour 88 D-Do mostly lecturers have enthusiastic manners on teaching that you can understand the lessons easily?  Yes  Normal E-Is it quiet or noisy in where you live?  Quiet  Noisy F-Do you ask for help from your friends when it comes to study?  Yes  Sometimes G-Do you have a job or participate in any outside door activities?  Yes  No H-Do you find study is essential and important?  Yes  Not really Based on your personal perception, please choose the degree of influence on learning in the order of strongly disagree (1) to strongly agree (5) by ticking (X) or circling the box choose Strongly agree (5) 5 Neutral (3) Disagree (2) Questions Agree (4) Strongly disagree (1) No Questions of Learning Methodologies hypothesis I take notes of what the professor said when they are not on the slide I complete the group assignments and homework whenever teacher assigns them I actively build up lessons in class and usually ask questions if I don’t understand clearly 89 I usually go to school to make sure I don’t miss any classes 5 I stay focus on the lessons and try not to distract myself from other business Questions of Self-study Time hypothesis When I spend a lot of time studying my subjects (going to class, doing assigned homework, reviewing the lessons before 5 5 taking the exam), my academic results are usually better When I spend a little time on a subject (miss class, quit homework, don't review lessons before taking the exam) my results are often worse I am interested in my academic results so I usually spend a lot of time reviewing lessons, reworking assignments before taking the exam to get the best possible results I care about the learning results whether the subjects are counted or not I usually spend more time in difficult, 10 important subjects and less time on more comfortable subjects Questions of Study Motivations hypothesis I want to achieve success at future work so 11 try I to study 5 5 I want to have good career opportunities so I 12 try to study I want to have a stable high-class job so I try 13 14 to study I want to become a better version of myself 90 (graduate study, study abroad, good promotion in the company) so I try to study I want to get awards (scholarship, praise, 15 good student, entrance exam for big companies) so I try to study Questions of Teaching Methodologies hypothesis I learn more quickly when teachers connect 16 with students through practical examples 5 5 instead of theory I learn more quickly when the instructor 17 speaks briefly and focuses on the lesson I am more eager to build lessons when the 18 instructor has incentives for plus points If the subject is in English, I will be more 19 receptive when the lecturer translates it in Vietnamese I learn more quickly when the lecturers have 20 group discussions Questions of Family and Friends hypothesis I received help, orientation and support from 21 my family when it comes study 5 5 5 I want to study well to change my family’s 22 life and to make my parents happy I competed positively with my friends about 23 grades while we are studying If my family had an argument, it would be 24 difficult for me to concentrate on my studies I get support from my friends about my 25 studies Questions of Society Influence hypothesis 26 I study to gain more knowledge and to catch 91 up with the society I go to university in order to gain recognition 27 and earn higher position in society 5 5 If I have a job or participate in social 28 activities, I will distract myself from study I found that people with degrees usually get 29 more social benefits than people without degrees so I try to study I go to university because it is the trend of 30 Vietnamese society to have a bachelor degree to have a good job Evaluating the factors influencing your academic performance Regular attendance and adequate homework 31 have helped improve my results 5 5 The goal I have set for my career is the 32 driving force for me to strive for good academic results Investing my time wisely and appropriately 33 in each subject has helped me get the results I want I have an interest in learning and will 34 better when guided by an instructive and understandable instructor Recognizing and aligning my perceptions 35 according to social priority has helped me get the desired results 92 AVERAGE POINT OF TWO CHOICES QUESTIONS Type Answer Value of point Quantity 55 75 20 36 47 17 56 108 45 3 22 16 22 45 16 56 89 22 1 55 72 Sure Total Average point 154 8.3 101 7.5 214 8.0 41 7.1 83 7.4 172 8.3 152 8.3 A Not really Yes B Not sure Under hour C Above hour D Yes 93 21 39 46 17 38 64 1 18 47 65 17 54 83 35 1 2 Normal Quiet E Noisy Yes 103 7.5 107 8.4 148 7.7 177 8.2 78 7.5 113 7.7 142 8.2 F Sometimes 28 32 15 12 44 43 14 Yes G No 94 Yes 44 67 24 56 102 33 34 16 196 8.2 59 7.3 H No Source: Result of data processing 95 Component FULL TABLE OF EIGENVALUES AND COVARIANCE DEVIATIONS FOR INDEPENDENT VARIABLES (THE FIRST TIME) Initial Eigenvalues Total 10 11 12 13 14 15 16 17 18 19 20 21 22 23 4.625 3.309 2.834 2.311 1.735 1.672 1.307 1.223 1.128 951 845 796 759 692 609 565 529 502 467 450 396 351 327 % of Variance 15.417 11.029 9.448 7.703 5.784 5.575 4.355 4.075 3.761 3.171 2.816 2.653 2.529 2.306 2.029 1.883 1.763 1.673 1.558 1.501 1.319 1.172 1.091 24 25 295 270 983 900 95.592 96.493 26 27 262 233 874 778 97.366 98.144 28 29 204 184 681 614 98.825 99.439 30 168 561 100.000 Total Variance Explained Extraction Sums of Squared Loadings Cumulativ e% 15.417 26.446 35.894 43.597 49.382 54.956 59.311 63.386 67.148 70.319 73.135 75.788 78.316 80.622 82.652 84.535 86.297 87.970 89.528 91.029 92.347 93.519 94.610 Total 4.625 3.309 2.834 2.311 1.735 1.672 Rotation Sums of Squared Loadings % of Cumulativ Total Variance e% 15.417 15.417 3.048 11.029 26.446 2.920 9.448 35.894 2.764 7.703 43.597 2.658 5.784 49.382 2.648 5.575 54.956 2.449 % of Variance 10.161 9.733 9.215 8.860 8.825 8.162 Cumulativ e% 10.161 19.894 29.108 37.968 46.794 54.956 Source: Result of data processing 96 FULL TABLE OF EIGENVALUES AND COVARIANCE DEVIATIONS FOR INDEPENDENT VARIABLES (THE SECOND TIME) Component Initial Eigenvalues Total Variance Explained Extraction Sums of Squared Loadings Total 4.281 3.234 2.740 2.246 15.856 11.977 10.147 8.318 15.856 27.833 37.980 46.297 4.281 3.234 2.740 2.246 1.679 1.559 6.220 5.776 52.518 58.293 1.679 1.559 10 11 12 13 14 15 16 17 18 19 20 1.145 1.102 949 852 795 707 668 608 542 513 474 440 383 344 4.240 4.080 3.515 3.155 2.944 2.619 2.475 2.253 2.007 1.899 1.755 1.629 1.417 1.275 62.534 66.614 70.129 73.284 76.228 78.847 81.322 83.576 85.583 87.483 89.238 90.866 92.283 93.558 21 22 318 290 1.176 1.073 94.735 95.808 23 24 270 255 1.002 943 96.809 97.752 25 26 239 198 885 733 98.637 99.371 27 170 629 100.000 % of Cumulativ Variance e% Total % of Cumulativ Varianc e% e 15.856 15.856 11.977 27.833 10.147 37.980 8.318 46.297 6.220 5.776 52.518 58.293 Rotation Sums of Squared Loadings Total % of Variance Cumulativ e% 3.039 2.778 2.759 2.481 11.256 10.287 10.219 9.191 11.256 21.543 31.762 40.953 2.417 2.265 8.951 8.390 49.903 58.293 Source: Result of data processing 97 FULL TABLE OF EIGENVALUES AND COVARIANCE DEVIATIONS FOR DEPENDENT VARIABLES Total Variance Explained Initial Eigenvalues Extraction Sums of Squared Loadings Component Total 2.828 % of Variance Cumulative % 56.559 56.559 615 558 12.300 11.165 68.859 80.024 530 468 10.608 9.368 90.632 100.000 Total 2.828 % of Variance Cumulative % 56.559 56.559 Source: Result of data processing FULL TABLE OF PEARSON CORRELATION ANALYSIS LM LM ST SM TM Pearson Correlation Sig (2-tailed) N 255 Pearson Correlation Sig (2-tailed) N Pearson Correlation Sig (2-tailed) N Pearson Correlation Sig (2-tailed) N Pearson Correlation 304** 000 255 -.137* 029 255 103 100 255 084 Correlations ST SM ** 304 -.137* 000 029 255 255 -.001 993 255 255 -.001 993 255 018 777 255 176** FF Sig (2-tailed) 181 005 N 255 255 Pearson Correlation 002 210** SI Sig (2-tailed) 976 001 N 255 255 ** Pearson Correlation 406 221** EF Sig (2-tailed) 000 000 N 255 255 ** Correlation is significant at the 0.01 level (2-tailed) * Correlation is significant at the 0.05 level (2-tailed) TM 103 100 255 FF 084 181 255 SI 002 976 255 EF 406** 000 255 018 777 255 -.108 085 255 176** 005 255 057 363 255 180** 004 255 210** 001 255 -.023 709 255 155* 013 255 232** 221** 000 255 238** 000 255 547** 000 255 519** 000 255 000 255 476** 000 255 255 -.108 085 255 057 255 180** 363 255 -.023 709 255 238** 000 255 004 255 155* 013 255 547** 000 255 255 232** 000 255 519** 000 255 255 476** 000 255 Source: Result of data processing 98 255 99 ... understudy learning techniques There are sorts of appraisal are Diagnostic evaluation, Formative appraisal and Summative appraisal (Ha, 2010) As indicated by research, the evaluation of learning results...DECLARATION I hereby undertake the research: ? ?DETERMINANTS OF STUDENTS 'SCHOLASTIC ACHIEVEMENT - A PRACTICAL CIRCUMSTANCE AT BANKING INSTITUTE OF HCMC? ?? is my own research paper Except for the material... there are two ways of marking: qualitative scores and quantitative scores Qualitative Scores are meant for skill subjects that evaluate pass or fail Quantitative Scores are meant for subjects that