M PRA

Munich Personal RePEc Archive

Factors Affecting Students’ Performance

Harb, Nasri and El-Shaarawi, Ahmed

July 2006

Online at http://mpra.ub.uni-muenchen.de/13621/
MPRA Paper No. 13621, posted 25. February 2009 / 17:46
 Factors Affecting Students' Performance

Nasri Harb1*
Department of Economics
College of Business & Economics
United Arab Emirates University
P.O. Box 17555
Al-Ain, UAE
Tel.: 971 3 7133228
Fax: 971 3 7624384
E-mail: [email protected]

Ahmed El-Shaarawi*
Department of Economics
College of Business & Economics
United Arab Emirates University
P.O. Box 17555
Al-Ain, UAE
Tel.: 971 3 7133261
Fax: 971 3 7624384
E-mail: [email protected]

16 July 2006

1
Corresponding author
* The authors would like to express their sincere appreciation to the Research Affairs at the United Arab Emirates
University for the financial support for this project under fund grant # 01-02-4-11/04. The authors would also like to
express their gratitude to all faculty members at the College of Business and Economics at the United Arab Emirates
University and to the following students for helping with data collection and entry: Mohammad Abou Haliga,
Mahmoud Adde, Jimaleh Ahmed, Duaa Shaikh Ali, Dalia Al-Iriani, Hiba Al-Khadra, Nina Greeshkeeva, Lamis
Hafez, Baina Madvenova, Dhuha Musleh, Tahseen Rajoub, and Khabab Sissanga.
 Factors Affecting Students' Performance

Determinants of students' performance have been the subject of ongoing debate among
educators, academics, and policy makers. There have been many studies that sought to examine
this issue and their findings point out to hard work, previous schooling, parents’ education,
family income and self motivation as factors that have a significant effect on the students GPA.
Most of those studies have focused on students' performance in the U.S. and Europe. However,
since cultural differences may play a role in shaping the factors that affect students'
performance, it is very important to examine those relevant factors to the UAE society. The aim
of this study is to investigate the socio-economic characteristics of students of the College of
Business and Economics-UAEU in relation to these students' performance and taking into
account variables pertaining to the UAE Society. Using a sample of 864 CBE student and
regression analysis, our results show that the most important factor that affects student's
performance is the student's competence in English. Besides competence in English, students
who participate in class discussion and those on leave outperform other students. The factors
that negatively affect student's performance the most are missing too many lectures and living in
crowded household. The results also show that non-national students outperform national
students and female students outperform their male counterpart.

1. Introduction

Determinants of students' performance have been the subject of ongoing debate among

educators, academics, and policy makers. There have been many studies that sought to examine

this issue and the findings of these studies point out to hard work and discipline, previous

schooling, parents’ education, family income and self motivation as factors that can explain

differences in students' grades. For example, Siegfried and Fels (1979) concluded that the

student’s aptitude is the most important determinant of his/her learning. In a study of high school

students who are in an economics class and want to take another economics course, Beron (1990)

found that there is a link between the perceived usefulness of an additional course in economics

and the performance of the students in a current economics course. Gender wise, Williams et al

(1992) found no evidence to support the hypothesis that significant and consistent gender

2
differences exist in college students' performance on economic exams. Romer (1993) found that

class attendance is reflected significantly on the students’ GPA. Anderson and Benjamin (1994)

found that the most important factors that affect students' performance in university introductory

economics course were the overall achievement level and taking a course in calculus. With

regard to gender, they found that male students outperform their female counterpart. Kennedy

and Tay (1994) concluded in their survey article that the research on the factors affecting

students’ performance in economics points out to student’s aptitude as the most important

determinant of learning. Study effort, age of student, and a good match between student’s

learning style and instructor’s teaching style all have positive effect on student's performance.

Cohn et al (1995) found that memory and note-taking affect learning in the introductory courses

in economics. Devadoss and Foltz (1996) studied the effects of previous GPA, class attendance,

and financial status on the performance of students of some agriculture economics related

courses. They concluded that previous GPA and motivation affect positively the current GPA.

They also found that students who support themselves financially are likely to have better

performance. Zimmer and Fuller (1996) in their survey article of the factors affecting students'

performance in statistics found that statistics anxiety and attitude, and computer experience are

linked to students' performance in statistics courses. Ellis et al (1998) in their study on the

factors affecting student performance in principles of economics, found that the likelihood of a

student making a grade of A or B significantly decreases as the number of absences increases;

when the student is a member of fraternity or sorority; and as the number of credit hours carried

by the student during the semester increases. On the other hand, the chance of a student making

an A or B in the course significantly increases with having taken a calculus course; a higher

GPA; and higher SAT scores. Lane and Porch (2002) studied the factors affecting students'

3
performance on an introductory undergraduate financial accounting course and found that age

and students attitude toward accounting have significant effect on students' performance.

Karemera (2003) found that students' performance is significantly correlated with satisfaction

with academic environment and service received. He also found that the existence of

professional development programs and internship opportunities are associated with better

academic performance. With regard to background variables, he found a positive effect of high

school performance and school achievement while there was no statistical evidence of significant

association between family income level and academic performance.

As it can be seen from the above literature review, the previous studies have focused on

students' performance in the U.S. and Europe. However, since there are cultural differences

between western societies and traditional middle eastern societies, United Arab Emirates (UAE)

in our case, and since such differences may play a role in shaping the factors that affect this

performance, it is very important to examine those relevant factors to UAE society and in

particular to the UAE University (UAEU) students' population.

The aim of this research is to examine determinants of students' performance in the College

of Business & Economics-UAEU taking into account variables pertaining to the UAE Society.

Besides the conventional factors, this study will investigate the effect of gender on students'

performance especially that UAEU has different campuses for male and female students.

Another factor to be investigated is whether living on campus has any role in determining

students' performance. This factor interacts with gender since there exist very restrict rules on the

female campus especially with regard to their movement in and out of the campus. Another

factor that may affect students' performance is family size which differs significantly among

different ethnic and economic sub-groups. On the other hand, since the language of instruction at

4
the CBE is English, students' competence in English is included in our list of variables affecting

students' performance.

The importance of this study is two folded:

1. It focuses on factors that affect students' performance in the UAEU.

2. It should help policy makers in the UAE in general and in the UAEU in particular

to design and implement policies to improve students' performance on one hand

and improve the efficiency of education on the other hand.

The remaining of this paper is organized as follows: section (2) presents a general

description of the population of the College of Business and Economics in UAEU and the

methodology used in conducting this research. In section (3) we discuss the regression

results, and we conclude in section (4).

2. Methodology:

UAE is composed of seven emirates: Abu-Dhabi, Dubai, Sharjah, Ajman, Um Quwayn,

Fujairah and Ras Al Khaymah. UAEU is located in Al-Ain city in Abu Dhabi emirate. The

College of Business and Economics (CBE) at UAEU offers seven majors: Accounting,

Economics, Finance, Management, Management Information System, Marketing, and Statistics.

In late February 2004, students' population at CBE consisted of 2,207 students. Among those, a

majority of 1395 were female students (63.2%). The higher female presence in the students'

population can be explained by the fact that many UAE male high school (HS) graduates prefer

to join the lucrative public service, especially the army and the police, instead of attending

college. Amongst those who decide to go to college, some choose to go to European or U.S.

colleges and universities.

male students. We will try to examine the effects of social factors on each group. Moreover, the

non-national students' population represents about 20% of the overall student's population. Most

of these non-national students are Arabs who live with their families as residents in the UAE.

Besides the Arab students, there are some non-Arabs who are mostly from some African

countries and some republics of the former Soviet Union.

This study was carried using a sample of students from the CBE. A questionnaire was

prepared and distributed to a representative sample of students. Data was collected in an

anonymous way. The questionnaire included three sets of questions: the first set addressed

individual student background information such as HS background, parent's education, working

experience, and studying hours. The second set covered the perception of the students to the

university environment such as the attitude towards the university and students' perception

towards their professor. The third set of questions addressed the socioeconomic characteristics of

the student's family studying environment, such as how affluent or traditional the family is as we

will discuss below.

6
3. Analysis and Results:

3.1 Sample Overview:

Table (1) represents some descriptive statistics of our sample and it can be noticed from

the table that non-national students have higher GPA, attend private schools more frequently, a

larger proportion of them are with high school diploma in science, they have a higher average in

English language in high school and in the University General Requirement Unit (UGRU), they

are more likely to pass the English challenge exam at UGRU, their parents are more educated,

they are more appreciative of the university and their professors, and participate more in class

discussions. However, they miss more classes than their national counterparts.

Comparing male and female students, it can be seen from the table that female students

have higher GPA, have higher score in English, more likely to live with their family or in the

dorm, participate more in class (except for non-national females), have higher percentage of

marriages, and study more. For male students and compared to their female counterpart, higher

percentage of them attend private schools, they are more likely to have high school diploma in

science, more likely to pass UGRU challenge English test, more likely to be employed, their

parents are better educated, have better attitude towards the university, have better attitude

towards their professors (except for non-national), miss more classes (except for non-national

males), live in more crowded households, more likely to have driver license, spend more time on

their social responsibilities, and go to the movie and shopping malls with their friends more

frequently.

7
 Table 1: Students Characteristics by Gender and Nationality*
ALL FEMALE MALE
Surveyed NAT NON- BOTH NAT NON- BOTH NAT NON- BOTH
NAT NAT NAT
Factors (1) (2) (3) (4) (5) (6) (7) (8) (9)
673 188 864 460 88 550 213 100 314
GPA 2.47 2.95 2.58 2.51 3.16 2.61 2.41 2.77 2.53
# of Students with 38 57 95 15 26 41 23 31 54
private schooling (6%) (30%) (11%) (3%) (30%) (7%) (11%) (31%) (17%)
# of Students with 380 142 524 254 66 322 126 76 202
Science major in HS (56%) (76%) (61%) (55%) (75%) (59%) (59%) (76%) (64%)
Grade in English in HS 79 88 81 81.4 89.9 82.8 74.3 86 78
Grade in English in
77.7 83.8 79 78.0 85.7 79.3 77 82.1 78.4
UGRU
Passed Challenge 48 49 97 21 21 42 27 28 55
Exam (7%) (26%) (11%) (5%) (24%) (8%) (13%) (28%) (18%)
71 13 84 13 5 18 58 8 66
Employed Students
(11%) (7%) (10%) (3%) (6%) (3%) (27%) (8%) (21%)
Students living with 338 79 419 236 37 274 102 42 145
their family (50%) (42%) (48%) (51%) (42%) (50%) (48%) (42%) (46%)
Students living on 278 100 379 207 50 258 71 50 121
campus (41%) (53%) (44%) (45%) (57%) (47%) (33%) (50%) (38%)
Father education 1.15 3.21 1.6 0.95 3.14 1.3 1.57 3.28 2.12
Mother education 0.74 2.45 1.11 0.67 2.34 0.94 0.9 2.55 1.42
Students with UAEU 267 99 368 169 41 211 98 58 157
positive attitude (40%) (53%) (43%) (37%) (47%) (38%) (46%) (58%) (50%)
Attitude towards
2.29 2.54 2.34 2.27 2.57 2.32 2.32 2.52 2.39
professors
Participation in class 354 116 473 225 55 282 129 61 191
discussion (53%) (62%) (55%) (49%) (62%) (51%) (61%) (61%) (61%)
Number of missed
1.74 2.05 1.8 1.73 2.08 1.78 1.75 2 1.83
lectures/course
Crowding of House
1.27 1.35 1.29 1.26 1.32 1.28 1.29 1.37 1.32
Hold
Married students 11% 3% 9% 11% 4% 10% 10% 1% 7%
Studying hrs
2.93 2.80 2.90 3.14 3.17 3.14 2.57 2.49 2.54
/weekday
Studying hrs
2.26 2.35 2.28 2.55 2.68 2.57 1.75 2.08 1.86
/weekend
Students with driving 227 80 307 32 26 58 195 54 249
license (33.7%) (42.6%) (35.5%) (7%) (29.5%) (10.5%) (91.5%) (54%) (79.3%)
Hours for family
7.91 5.75 7.43 6.75 5.45 6.54 10.4 6.02 8.99
responsibilities
Number of maids 2.55 0.48 1.88 2.29 0.43 1.99 2.18 0.53 1.68
Students go to movies
23% 59% 31% 6% 49% 13% 60% 68% 62%
with friends
Students go to
shopping malls with 23% 62% 31% 10% 53% 17% 51% 69% 56%
friends
*The percentage numbers shown is the percentage of students where the factor applies amongst the category of students shown in the top of
the column.

8
3.2 Regression Results:

In order to conduct our econometric evaluation of the effect of the above discussed factors on the

students’ performance, we used OLS to estimate the following model:

GPAi   0  1GradeUGRUi (1  Challengei )   2 Challengei   3Weekendsi   4 Sciencei

The variables in the above model include most of the variables discussed in the previous section.

Some variables were not included because they are expected to be strongly correlated with

others. For instance, grade in English in HS is expected to be highly correlated with the grade in

English in UGRU, also students who regularly go to shopping malls are expected to go

frequently to movie theatre.

The first variable represents grade in English at UGRU for those students who did not pass

UGRU challenge English test while the second variable represents students who passed the

challenge test and did not have to take English at UGRU, therefore, both variable reflect

competence in English for all students in the sample. We chose to include studying hours during

the weekend and not studying hours in weekdays because the data for the later was unreliable for

many students. It is expected that β1, β2, and β3 have positive signs. Since the study at the CBE

requires quantitative analytical skills, it is expected that students with scientific background in

high school do better than those with literature background. It is expected also that private

schools provide better quality education to their students compared to public schools; therefore,

we expect β4 and β5 to be positive. Class attendance and class participation are expected to have

positive effect on student's grade; β6 is expected to be positive while β7, which measures how

9
many lectures are missed per course and is expected to be negative. We expect also that a

positive attitude towards the university and professors has a positive impact on students’

performance (β8>0). Indeed, previous literature has shown a positive link between attitude and

performance (Zimmer and Fuller, 1996 and, Lane and Porch, 2002). The UAEU students have to

enroll in some English, Arabic, math, and IT classes at UGRU before they enroll in their

respective colleges and usually their performance in these classes is higher than their

performance in the regular classes. Therefore, it is expected that as the student's takes on more

credit hours, his/her overall GPA will be negatively affected; β9 is negative. The only reliable

data that may be used as proxy for the student's economic background is CROWDING (the ratio

of the number of people who live in the student's household divided by number of rooms in her

house). Therefore, β10 is expected to be negative because a crowded home does not provide a

quiet studying environment. The effect of Maids/Household on the student performance is

ambiguous. Since this variable may be a proxy for how affluent the family is and it is not clear

whether this will have positive or negative effect on student's performance, therefore β11 may be

positive or negative. The coefficients on the nationality and on gender, β12 and β13, are expected

to be positive in favor of non national students and female students as was observed in the

previous section. β14 is expected to be positive because more responsibility means less time to

study. In relation to job, two variables are included: leavei and Jobi*(1-leavei). Both variables

are taken into account only in the case of male national students since they are the only group of

students who may have jobs and work at the same time or have leave from their jobs. Those

students are usually mature enough and value studying time more, moreover, their performance

is monitored by their employers and are subject to penalties if they do not perform well in

school. Therefore β15 is expected to be positive. Students who have jobs are also expected to be

10
mature but to have less studying time; therefore the sign of β16 is ambiguous. For female

students, going to movie theatre with their friends is indicator of how liberal a family is within

the UAE context and we expect that it has positive effect on students' performance.

We ran the regression for all the students in the sample, then we split them into different

subgroups: nationals, non-nationals, males, females, male nationals, male non nationals, female

nationals, female non nationals, juniors (students with less than 66 credits hours), and seniors

students (with more than 66 credit hours). Table (2) represents the regressions’ results where it

can be seen that the most important factor that positively affect student's performance regardless

of gender or nationality is the student's competence in English measured in passing the UGRU

challenge test or his/her grade in English at UGRU. The other background schooling factors such

as studying hours during the weekend, scientific background, and private schooling do not have

that persistent and clear significant effect on students' grade in most of the subgroups. Class

participation also has positive and significant effect on students' grades especially for female

students. This is an indication that female students who participate in class discussion and are,

therefore, not passive are likely to have better performance. Having positive attitudes towards the

university has positive effect on overall students' performance and for senior students. The

results also show that being on leave has positive effect on student's grade as expected. There

are some variables that have negative effect on student's grades such as missing too many classes

which have negative and significant effect overall and for most subgroups. The crowding

variable has negative and significant effect for the whole sample and for the national and senior

students only. Finally, the results show that non-national students and female students

outperform their counterparts.

11
 Table 2: Regression Results For Students' Performance By Nationality and Gender
[Dependent variable is student' GPA]
Non- Non - <= 66 > 66
Nation Non Nationals National
Variables All Male Females National National
als nationals Males Females Cr. Hrs. Cr. Hrs
Males Females

Regression (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)

Grade UGRU 0.03* 0.02* 0.04* 0.02* 0.03* 0.02* 0.04* 0.04* 0.03* 0.03* 0.03*
(0.003) (0.004) (0.01) (0.003) (0.005) (0.003) (0.005) (0.01) (0.01) (0.004) (0.005)
Challenge 2.64* 2.52* 3.88* 2.32* 3.30* 1.83* 3.20* 3.89* 3.21* 2.70* 2.67*
(0.27) (0.29) (0.49) (0.28) (0.47) (0.30) (0.52) (0.65) (1.38) (0.37) (0.45)
Weekends 0.00004 -0.01 0.06* 0.01 -0.01 0.03 -0.04** -0.03 0.10* -0.01 0.0004
(0.02) (0.02) (0.02) (0.02) (0.02) (0.02) (0.02) (0.05) (0.04) (0.02) (0.02)
Science 0.06 0.006 0.41* 0.02 0.08 -0.03 -0.01 0.17 0.30 0.02 0.16**
(0.06) (0.06) (0.10) (0.06) (0.09) (0.06) (0.09) (0.15) (0.21) (0.09) (0.09)
Private 0.03 0.19** -0.08 0.14 -0.01 0.41* 0.03 -0.18 0.07 0.01 -0.02
(0.08) (0.11) (0.10) (0.09) (0.13) (0.13) (0.18) (0.14) (0.19) (0.11) (0.13)
Class participation 0.11** 0.08 -0.01 0.04 0.16** 0.01* 0.19* 0.07 0.07* 0.16** 0.04
(0.05) (0.06) (0.09) (0.06) (0.08) (0.07) (0.09) (0.12) (0.17) (0.08) (0.08)
Missing lectures -0.06* -0.04** -0.06 -0.10* 0.01 -0.07* -0.002 -0.16* 0.02 -0.07* -0.04
(0.02) (0.02) (0.03) (0.02) (0.03) (0.03) (0.04) (0.06) (0.08) (0.03) (0.03)
Attitude 0.12* 0.06 0.14 0.09 0.09 0.06 -0.01 -0.02 0.24 0.21* 0.09
(0.05) (0.06) (0.09) (0.06) (0.08) (0.06) (0.10) (0.14) (0.22) (0.08) (0.08)
Credits -0.003* -0.003* -0.002 -0.003* -0.003* -0.003* -0.003* -0.002 -0.005**
--- ---
(0.001) (0.001) (0.002) (0.001) (0.001) (0.001) (0.001) (0.002) (0.002)
Crowding -0.05** -0.06** -0.05 -0.05 -0.001 -0.05 -0.09 -0.04 -0.02 -0.08* 0.08
(0.03) (0.03) (0.06) (0.03) (0.08) (0.03) (0.09) (0.08) (0.18) (0.03) (0.07)
Maids / household -0.08 0.01 -0.23 -0.09 0.07 -0.03 0.05 -0.61 -1.62** -0.29 0.13
(0.10) (0.10) (0.26) (0.14) (0.13) (0.14) (0.13) (0.42) (0.82) (0.20) (0.13)
NonUAEU 0.22* 0.14** 0.39* 0.18** 0.23*
--- --- --- --- --- ---
(0.07) (0.07) (0.12) (0.11) (0.10)
Gender 0.14* 0.04 0.24* 0.21* 0.07
--- --- --- --- --- ---
(0.07) (0.07) (0.08) (0.10) (0.09)
Responsibility 0.00002 0.002 -0.001 0.0002 -0.01 0.002 -0.004 -0.01 0.01 0.002 -0.002
(0.04) (0.004) (0.007) (0.003) (0.01) (0.003) (0.01) (0.01) (0.02) (0.005) (0.005)
Leave 0.25* 0.19** 0.20* 0.20* 0.37* 0.14
--- --- --- --- ---
(0.11) (0.10) (0.10) (0.10) (0.16) (0.15)
Job*(1-Leave) 0.07 -0.11 -0.08 -0.11 0.16 0.009
--- --- --- --- ---
(0.11) (0.14) (0.10) (0.10) (0.15) (0.12)
Movie 0.09 0.08 -0.04 0.09 -0.33** 0.15 0.06
--- --- --- ---
(0.30) (0.12) 0.10 (0.13) (0.19) (0.14) (0.12)
2
Adjusted R 0.40 0.28 0.56 0.38 0.43 0.32 0.28 0.55 0.58 0.42 0.32
observations 296 215 119 223 137 165 101 58 36 165 131
J-B normality test,
p-value 0.12 0.02 0.17 0.10 0.67 0.13 0.34 0.24 0.91 0.38 0.18

Standard error between parentheses.

12
4. Conclusion:

This paper examined the factors that affect students' performance at the College of Business and

Economics-UAE University. The results show that the most important factor with positive effect

on students' performance is student's competence in English and class participation. The results

also show that the most important factors that have negative effect on students' performance are

missing too many classes and credit hours achieved (progression of the students in his/her study

plan. Finally, our analysis shows that non-national students outperform national students and

female students outperform male students.

References:
Anderson, G., and D. Benjamin. 1994. The determinants of success in university introductory
economics courses. Journal of Economic Education 25(2): 99-119.
Beron, K. 1990. Joint determination of current classroom performance and additional economics
classes: A Binary/continuous model. Journal of Economic Education 21(3): 255-264.
Cohn, E., S. Cohn, and J. Bradley. 1995. Notetaking, working memory, and learning in
principles of economics. Journal of Economic Education 26(4): 291-308.
Devadoss, S., and J. Foltz. 1996. Evaluation of factors influencing students attendance and
performance. American Journal of Agricultural Economics August: 499-507.
Ellis, L., G. Durden, and P. Gaynor. Evidence on the factors that influence the probability of A
good performance in the principles of economics course. University of West Georgia,
http://www.westga.edu/~bquest/1998/perform.html
Karemera, D. 2003. The Effects of academic environment and background characteristics on
students' satisfaction and performance: The Case of South Carolina State University's School
of Business. College Student Journal, 37(2): 298- 11.
Kennedy, P., and Tay, R. 1994. Students' performance in economics: Does the norm hold across
cultural and institutional settings? Journal of Economic Education 25(4): 291-301.
Lane, A., and M. Porch. 2002. Computer Aided Learning (CAL) and its impact on the

13
 performance of non-specialist accounting undergraduates. Accounting Education 11(3): 17-
34.
Romer, D. 1993. Do Students go to class? Should they? Journal of Economic Perspectives
7(3): 167-74.
Siegfried, J., and R. Fels. 1979. Research on teaching college economics: A Survey. Journal
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Williams, M., L. Waldauer, C. Duggal, and G. Vijaya. 1992. Gender differences in economic
knowledge: An extension of the analysis. Journal of Economic Education 23(3): 219- 231.
Zimmer, J., and D. Fuller. 1996. Factors affecting undergraduate performance in statistics: A
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ED406424

14
 Appendix

The following is a list of the variables used in our survey:

CAMPUS = 1 if the student lives on campus, 0 otherwise.

CHALLENGE = 1 if the student has successfully passed the English challenge exam at UGRU,
0 otherwise.

CREDITS = total number of credit hours that the students had cumulated when she / he filled
the questionnaire.

CROWDING = the ratio of the number of people who live in the student's household divided by
number of rooms in her house. In our sample, its values vary in the range [0.14, 12.57].

DRIVING = 1 if the student holds a driving license, 0 otherwise.

EDUF = the education level of the father, EDUF = 0 if he has no formal education, = 1 if he has
less than high school diploma, =2 if he has high school diploma, =3 if he has junior college, = 4
if he has college degree, and =5 if she has more than college degree (5).

EDUM = the education level of the mother, EDUM = 0 if she has no formal education, = 1 if she
has less than high school diploma, =2 if she has high school diploma, =3 if she has junior
college, = 4 if she has college degree, and =5 if she has more than college degree (5)

FAMILY = 1 if the student lives with his family, 0 otherwise.

GPA = the Grade Point Average. In our sample its values is in the interval [1.21, 4.0].

GRA_HS = the student's grade in English language at High School. In our sample, its values
vary in the range [50, 99].

GRA_UG = the student's grade in English at UGRU. In our sample, its values vary in the range
[62, 95].

JOB = 1 if the student holds a job, 0 otherwise.

LITERATURE = 1 if the student holds a literature diploma in High School, = 0 otherwise.

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MAIDS = the number of maids in the student's house. In our sample, its values vary in the range
[0, 20].

MARRIED = 1 if the student is married, = 0 otherwise.

MISSING = number of missed lectures per course. . In our sample, its values vary in the
range [0, 6.5]

MOVIES =1 if the student go to movies with friends, = 0 otherwise.

NEGATIVE = 1 if the students has a negative feelings towards UAEU, 0 otherwise.

PARTICIP =1 if the student participates in class discussions, = 0 otherwise.

POSITIVE = 1 if the students has a positive feelings towards UAEU, 0 otherwise.

PRIVATE =1 if the students had ever attended a private school, = 0 otherwise.

PROF = how the student perceives and appreciates his professors at the UAEU = 0 if very poor,
= 1 if poor, = 2 if good, = 3 if very good, = 4 if excellent.

RESP = the number of hours the student spend every week on family responsibilities. In our
sample, its values vary in the range [0, 50]

SCIENCE = 1 if the student holds a scientific diploma in High School, = 0 otherwise.

SHOPPING =1 if the student go to shopping malls with friends, = 0 otherwise.

UAEUF = 1 if the students have positive feelings towards UAE University, = 0 otherwise.

UGRU = the University General Requirement Unit where the students prepare their freshman
courses.

WEEKDAYS = the average number of hours that the students put on homework every weekday.
In our sample, its values vary in the range [0, 15]

WEEKENDS = the average number of hours that the students put on homework every week
end. In our sample, its values vary in the range [0, 12]

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