Relationship Between Students' Academic Achievement and Each of: Study Approaches, Gender, and Socio-Economic Status

Abstract

This study examined the relationship between student's academic achievment and each of study approaches, gender and socio-economic status. Data was collected using the following; Approaches and study skills inventory for students (ASSIST), gender, GPA, and socio-economic status. In this study, study approaches (deep, strategic, and surface) were predictor variables. The criterion variable was academic achievement as measured by students GPA. A sample of 204 subjects (101 female, 103 males) were obtained from the Yarmouk University (Irbid-Jordan). Three questions were tested using bivariate and multivariate correlational statistics (MANOVA), correlations and multiple regressions which display the specific dependent and independent variables. The results showed that the predictor deep approache contributing to almost 6%, and prdictor strategic approache contributing to almost 2% to academic achievement. However, surface approache was not contributing. Moreover, there were a significant difference in the mean score of strategic approach between male and female students, (F value (1,197) = 12.989, p = 0.00 < 0.05) and there were a significant differences in the mean score of deep approach based on socio-economic status, (F (2,196) = 5.589, p = 0.00 < 0.05). SES less 300 (mean = 2.84), SES 310 to 500 (mean = 3.30), and SES more 510 (mean = 3.072).