Page 85 - programme book

ST-018
Multiple Regression Analysis in Identifying Internal and External Factors
Contributing to Academic Achievement: A Case Study in Universiti
Malaysia Sabah

Dg Siti Nurisya Sahirah Ag Isha 1, a) , Siti Rahayu Mohd. Hashim 2, b)

1,2 Mathematics with Economics Programme, Faculty of Science and Natural Resources,
Universiti Malaysia Sabah, 88400, Kota Kinabalu, Sabah, Malaysia

a) Corresponding author: nurisyasahirah@gmail.com
b) rahayu@ums.edu.my

Abstract. Academic achievement is the ability to remember information or facts, to study, and to
communicate knowledge in written form or verbally. It is one of the most essential measures of
understanding and learning in all educational systems. Identifying factors that influence students’
success is important in order to improve their performance in education. Hence, this study aimed to
determine the significant internal and external factors contributing to students’ performance. Self-
esteem, emotional intelligence, IQ, and personality traits were employed as internal factors in this
study, whereas parents' education level and parents’ monthly income were used as external factors.
Students’ academic performance was measured using cumulative grade point average (CGPA). This
study included 327 final-year undergraduate students from the Faculty of Science and Natural
Resources and selected through a stratified sampling method. The data was analysed using stepwise
multiple linear regression. Three regression models have been developed: internal factors model,
external factors model, and the combination of internal and external factors model. The internal factors
model revealed that self-esteem and IQ were significant contributing factors which accounted for 2.7%
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(Adj. R = 0.027) of the variance in academic achievement while the external factors model exposed
that only mothers’ education level was a significant factor which explained 1.9% (Adj. R = 0.019) of
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variance in students’ performance. The combination model of internal and external factors discovered
that mothers’ education level and self-esteem were significant factors that accounted for 3.8% (Adj.
R = 0.038) of variance in students’ achievement. The findings suggested that self-esteem, IQ, and
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mothers’ education level were significant factors in students’ achievement. Therefore, it is highly
recommended for the government collaborating with parents, educators, and university administration
to develop strategies or programs focusing on these three factors in order to improve students’
academic performance.

Keywords: Academic achievement, self-esteem, emotional intelligence, IQ, personality traits, parents’
education level, parents’ monthly income, multiple regression

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