Factors which Influence the Academic Performance of Level 7 Engineering Students

Abstract

High module failure rates can lead to poor student retention and a need exists for improved understanding of the determinants to academic performance. This research examines the influence of a number of factors on academic performance among Level 7 Engineering students in Dundalk Institute of Technology over a four year period.  Using statistical regression techniques age-group, attendance, marks available for continuous assessment, class-size, semester of study and year of study were investigated.   Statistical evaluations based on a sample set of 1263 identified that mature students, students with positive levels of attendance and modules with high levels of continuous assessment marks appear to result in better performance.  It is envisaged that this work will contribute significant data to the limited knowledge base in this area especially in terms of engineering education.  Based on the findings of this study, it is recommended that continuous assessment activities, which take place during class time, be used to incentivise student attendance and engagement, which should lead to better academic performance.