FACTORS INFLUENCING ACADEMIC ACHIEVEMENT AMONG BUSINESS ADMINISTRATION STUDENTS OF PUBLIC HIGHER LEARNING INSTITUTIONS (PHLIS)

Abstract

PHLIs provide education that will maximize individual potential especially in disseminating knowledge that will enable graduates to perform their job effectively. However, not much research that studies factors influencing academic achievement of Business Administration students especially in Malaysian context have been undertaken. This research can provide a perspective on how to look into academic and social contexts and the effect of individual differences towards students’ academic aspect. Astin’s Input-Environment-Output (I-E-O) model is adapted to explain relationships between academic achievement and students input and learning environments. The model allows analysis of each component’s contribution on academic achievement. Involvement theory which posits that students’ development is related to the quantity and quality of their involvement in various academic and social activities are explored in the research. Inferential statistics involve are t-test, ANOVA and stepwise multiple regression. Regression analysis shows that input factors are the major contributor for academic achievement. Academic is achievement also show significant differences when compared based on PHLIs, gender, race and students’ entry qualification. Finally, the researcher highlights implication of the findings towards students, academicians and administrators of PHLIs.