Factors Affecting Study Habits
Factors That Affect Academic Performance Among Pharmacy Students
Sujit S. Sansgiry, PhD, Monali Bhosle, MS, and Kavita Sail, MS
College of Pharmacy, University of Houston
Corresponding Author: Sujit S. Sansgiry, PhD. Address: Department of Clinical Sciences and Administration, College of Pharmacy, University of Houston, Texas Medical Center, 1441 Moursund Street, Houston TX 77030. Tel: 713-795-8392. Fax: 713-795-8383. E-mail: ssansgiry@uh.edu
Received February 3, 2006; Accepted April 14, 2006. Other Sections▼
Abstract
Objective
The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program.
Methods
A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study.
Results
Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills.
Conclusion
Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.
Keywords: academic performance, academic competence, test competence, time management, strategic
Sujit S. Sansgiry, PhD, Monali Bhosle, MS, and Kavita Sail, MS
College of Pharmacy, University of Houston
Corresponding Author: Sujit S. Sansgiry, PhD. Address: Department of Clinical Sciences and Administration, College of Pharmacy, University of Houston, Texas Medical Center, 1441 Moursund Street, Houston TX 77030. Tel: 713-795-8392. Fax: 713-795-8383. E-mail: ssansgiry@uh.edu
Received February 3, 2006; Accepted April 14, 2006. Other Sections▼
Abstract
Objective
The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program.
Methods
A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study.
Results
Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills.
Conclusion
Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.
Keywords: academic performance, academic competence, test competence, time management, strategic
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