The study sought to establish significant differential levels of student-related predictors of academic success among various categories of undergraduate students. These categories included gender, mode of study, international students’ status and year of study.
The study first sought to establish significant differences in the academic performance of undergraduate students of the Daystar University in Kenya. Significant differences were also sought among the students in English Language Proficiency, age, attitudes, goal orientations, self-regulatory learning strategies and personality traits, all of which are considered to be predictors of academic success. The data was analysed using both descriptive analyses and the Analysis of Variance.
Significant differences were observed in the various categories with respect to the levels of academic performance, prior high school performance, age, attitudes, goal orientations, self-regulatory learning strategies and personality traits. Attention should be given to enhancing students’ academic performance in the distinct categories through focusing on minimizing the differences in the levels of predictors to academic success in the university.
|Keywords:||Academic Success, Student-related Predictors, Differential Levels in Various Categories of Undergraduate Students|
Assistant Commission Secretary, Curriculum, Commission for Higher Education in Kenya, Nairobi, Nairobi, Kenya
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