Effect of Teaching Method, Choice of Discipline and Student-Lecturer Relationship on Academic Performance

Abstract

The main aim of this study is to provide new evidence on  factors affecting students’ performance. A sample of 192 students who have taken at least not less than four semesters examinations were considered. Student-Lecturer relationship, examination contents, students mode of study and assimilation, effort and students’ CGPA were the parameters used for this purpose. The result of the findings reveals that choice of disciplines has negative effect on students’ CGPA if unduly influenced by university authority or parents, and that student’s CGPA rises as rapport between student and lecturer gets better. Although we obtained mixed, and sometimes controversial result when effort was compared with performance. Those students who make special effort in their studies but performed below those who do not take their studies seriously gave different reasons for the variation: 46% of female students reported rushed lectures while 29.69% of male reported lack of access to learning facilities such as internet. In order to encourage good performance, we suggest that lecturers should try to maintain good rapport with their students. However, they should ensure that moral hazard is not created in the process. Moral hazard is created when students believe they can pass examinations without making special effort to study.

Keywords:  effort, assessments, examination, validity and reliability