Study Hours vs. Exam Results: Academic Success of Students through Performance Prediction
Study Hours vs. Exam Results: Academic Success of Students through Performance Prediction |
||
![]() |
![]() |
|
© 2024 by IJETT Journal | ||
Volume-72 Issue-7 |
||
Year of Publication : 2024 | ||
Author : Lida Asencios-Trujillo, Lucia Asencios-Trujillo, Carlos La-Rosa-Longobardi, Djamila Gallegos-Espinoza |
||
DOI : 10.14445/22315381/IJETT-V72I7P113 |
How to Cite?
Lida Asencios-Trujillo, Lucia Asencios-Trujillo, Carlos La-Rosa-Longobardi, Djamila Gallegos-Espinoza, "Study Hours vs. Exam Results: Academic Success of Students through Performance Prediction," International Journal of Engineering Trends and Technology, vol. 72, no. 7, pp. 118-123, 2024. Crossref, https://doi.org/10.14445/22315381/IJETT-V72I7P113
Abstract
This study investigates the correlation between study hours and students' exam results to identify key predictors of academic success. Using a dataset of 500 records that include study hours, previous exam scores, and pass/fail outcomes, we applied regression models and machine learning to analyze the influence of these factors on exam performance. Our findings indicate that while study hours have a significant impact on the likelihood of passing an exam, previous exam scores provide a more accurate prediction of the outcome. This study highlights the importance of considering multiple factors when assessing academic performance and suggests targeted strategies to improve educational outcomes. The implications of these results could guide educators and policymakers in developing more effective interventions to support student success.
Keywords
Academic performance, Student success prediction, Predictive models in education, Influence of study hours, Academic history.
References
[1] James S. Cole, David A. Bergin, and Tiffany A. Whittaker, “Predicting Student Achievement for Low Stakes Tests with Effort and Task Value,” Contemporary Educational Psychology, vol. 33, no. 4, pp. 609-624, 2008.
[CrossRef] [Google Scholar] [Publisher Link]
[2] Fernando Robert Ferrel Ortega, Juana Vélez Mendoza, and Lucia Fernanda Ferrel Ballestas, “Psychological Factors in School Adolescents with Low Academic Performance: Depression and Self-Esteem,” Encuentros, vol. 12, no. 2, pp. 35-47, 2014.
[Google Scholar] [Publisher Link]
[3] Lorraine C. Taylor, Jennifer D. Clayton, and Stephanie J. Rowley, “Academic Socialization: Understanding Parental Influences on Children’s School-Related Development in the Early Years,” Review Of General Psychology, vol. 8, no. 3, pp. 163-178, 2004.
[CrossRef] [Google Scholar] [Publisher Link]
[4] Nahid Shirani Bidabadi et al., “Effective Teaching Methods in Higher Education: Requirements and Barriers,” Journal of Advances in Medical Education and Professionalism, vol. 4, no. 4, pp. 170-178, 2016.
[Google Scholar] [Publisher Link]
[5] Jocelyne Matar Boumosleh, and Doris Jaalouk, “Depression, Anxiety, and Smartphone Addiction in University Students- A Cross Sectional Study,” Plos One, vol. 12, no. 8, pp. 1-14, 2017.
[CrossRef] [Google Scholar] [Publisher Link]
[6] Diego Danilo Rodriguez Rosero, Ruber Erlinton Ordonez Ortega, and Mario Eduardo Hidalgo-Villota, “Determinants of Academic Performance in Secondary Education in the Department of Nariño, Colombia,” Economics Readings, no. 94, pp. 87-126, 2021.
[CrossRef] [Google Scholar] [Publisher Link]
[7] Villena Alcantara, and Mirian Noemy, “Factors Determining the Academic Performance of University Students in Peru, between 2009 and 2013,” National University of Trujillo, pp. 1-54, 2017.
[Google Scholar] [Publisher Link]
[8] Andrés Escarbajal Frutos, Marta Sánchez, and Isabel Guirao, “Factors Determining the Academic Performance of Students who are Children of Immigrants and Natives of Foreign Origin in Contexts of Social Exclusion,” Journal of Childhood and Adolescence, no. 9, pp. 1-16, 2015.
[CrossRef] [Google Scholar] [Publisher Link]
[9] Cindy Rodriguez Tapia et al., “Analysis of the Impact on the Academic Performance of Scholarship Students Taking Into Account the Hours of Study and Grades of a Group from the Autonomous Regional University of the Andes,” Contemporary Dilemmas: Education, Politics and Values, no. 1, pp. 1-17, 2019.
[CrossRef] [Google Scholar] [Publisher Link]
[10] María Dolores Cáceres Zapatero, and Enrique Morales Corral, “Chapter 6.4. Case Study on 24-Hour Media Disconnection in Spanish University Students,” Mirror of Monographs of Social Communication, no. 2, pp. 287-301, 2021.
[CrossRef] [Google Scholar] [Publisher Link]
[11] Ramon Cladellas et al., “Effects of Sleeping Hours and Sleeping Habits on the Academic Performance of Six- and Seven-Year-Old Children: A Preliminary Study,” Culture and Education, vol. 23, no. 1, pp. 119-128, 2011.
[CrossRef] [Google Scholar] [Publisher Link]
[12] Eva Fita Lladó, Sebastian Rodriguez Espinar, and Mercè Torrado Fonseca, “Academic Performance in the Transition from Secondary School to University,” Journal of Education, no. 334, pp. 391-414, 2004.
[Google Scholar] [Publisher Link]
[13] Á. Menéndez-Aller et al., “Academic Resilience: the Influence of Effort, Expectations and Academic Self-Concept,” Latin American Journal of Psychology, vol. 53, pp. 114-121, 2021.
[CrossRef] [Google Scholar] [Publisher Link]
[14] Javier Mella Norambuena, María Graciela Badilla-Quintana, and Yaranay López Angulo, “Predictive Models Based on the Use of Learning Analytics in Higher Education,” Texto Livre: Linguagem E Tecnologia, vol. 15, pp. 1-22, 2022.
[CrossRef] [Google Scholar] [Publisher Link]
[15] Manuel Ángel Río Ruiz, and MaRía luisa JiMénez RodRigo, “6000 Scholarships Under Review, Results, Practices, Expectations and School Opportunities for Families and Students Included in the Program,” International Journal of Sociology, vol. 72, no. 3, pp. 609-632, 2014.
[CrossRef] [Google Scholar] [Publisher Link]