Facilitating and hindering factors associated with academic performance in students of business administration: Exploration of strategies for improvement

Abstract: CONTEXT: Examinations and results are usually psychologically stressful events for students. It is known that various factors may influence examination grades. It was intended to explore the perceived facilitating and hindering factors associated with examination outcomes in adult students. METHODS: In a cross-sectional study, we assessed factors associated with examination outcomes using open-ended questionnaires, comparing postgraduate business administration students in a university with high (Grade A, score 5 and above) and low (Grade B and lower, score up to 4.99) grades. The themes of the responses were analyzed qualitatively and categorized. RESULTS: There were 24 (47.1%) students with higher grades and 27 (52.9%) with lower grades. Comparatively greater proportion of high performers reported personal skills and the teaching process being helpful, whereas a greater proportion of low performers picked up academic facilities, personality, and environmental factors as positively contributing factors. Factors negatively contributing to educational success as perceived by high performers were teaching method, management issues, and the facilities; whereas low performers suggested personal issues and personality factors. CONCLUSION: Students identified many factors contributing to their academic outcomes. A considerable proportion of students reported personality-related factors. The findings suggested strategies that may improve their performance and academic experience.