Student Success in a University First-Year Statistics Course: Do Students’ Characteristics Affect Their Academic Performance?
Alexandr AkimovGriffith University, Southport, QLD, AustraliaMirela MalinGriffith University, Southport, QLD, AustraliaYermone SargsyanInstitute of Economic Studies, Faculty of Social Sciences, Charles University, Prague, Czech RepublicGayrat SuyunovWestminster International University in Tashkent, Tashkent, UzbekistanSalim TurdalievInstitute of Economic Studies, Faculty of Social Sciences, Charles University, Prague, Czech Republic
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In this paper, we explore the drivers of students’ success in a first-year university statistics course. Using a unique sample from Westminster International University in Tashkent, we discover that student engagement with their studies is reflected in their class attendance and in the use of online resources, which continue to play an important role in their academic performance. Moreover, we discovered that socio-demographic factors such as age, gender, marital status, employment, and language of instruction of prior schooling are significant in explaining student academic outcomes. These factors have important policy implications for both the university and the broader national level.
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