FACTORS INFLUENCING STUDENTS’ACADEMIC EFFORT OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Abstract

This study aimed at investigating the influence of teaching and supportive practices of Industrial University of Ho Chi Minh city (IUH) on student academic effort. A survey with the participation of 500 students was employed to collect data. The teaching and supportive practices were grouped into 10 factors, acting as independent variables in the research model. The research findings showed (i) all factors had positive correlations with student academic effort; (ii) 10 factors as a whole had positive effect on student academic effort but the effect level was not high; (iii) 5/10 factors, including Learning strategies; Student – lecturer interaction; Examination challenge; Collaborative learning; and Quality of interaction (in descending order) significantly and positively affected student academic effort; (iv) factors such as Higher-order thinking; Integrative and reflective learning; Quantitative reasoning; Effective teaching practices; and Institutional support had no influence on student academic effort. To promote students’ academic effort, IUH should enhance the development of higher-order thinking, integrative and reflective learning and quantitative reasoning in its academic programmes and learning assessment; create favourable conditions for more student-lecturer interaction; increase the degree of difficulty of examinations and diversify types of examinations.