Student Success in a University First-Year Statistics Course: Do Students' Characteristics Affect Their Academic Performance?
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Malin, Mirela
Sargsyan, Yermone
Suyunov, Gayrat
Turdaliev, Salim
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Abstract
In this article, 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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Journal of Statistics and Data Science Education
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© 2023 The Author(s). Published with license by Taylor and Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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Specialist studies in education
Sociology of education
Sociology
Social psychology
Social Sciences
Education, Scientific Disciplines
Education & Educational Research
Economics education
Education policy
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Akimov, A; Malin, M; Sargsyan, Y; Suyunov, G; Turdaliev, S, Student Success in a University First-Year Statistics Course: Do Students' Characteristics Affect Their Academic Performance?, Journal of Statistics and Data Science Education, 2023