Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 9 (2025)

Factors Affecting the Academic Performance of Bs Entrepreneurship Students: An Exploratory Analysis

Michael B. Bongalonta | Led L. Despuig | Michelle M. Bongalonta

Discipline: Teacher Training

 

Abstract:

This study explores the factors influencing the academic perfor-mance of third-year Bachelor of Science (BS) Entrepreneurship stu-dents at Sorsogon State University, Bulan Campus. The primary ob-jective is to identify the socio-demographic characteristics, aca-demic performance, and external factors that contribute to the stu-dents' academic success. This research employed a total enumera-tion method, collecting data from 70 students. Descriptive statistical tools, including frequency counts, means, percentages, and standard deviations, were utilized to analyze trends and patterns in the data. The findings reveal that the majority of the respondents are male, within the traditional college age range, and come from low-income families. The students demonstrated a generally high level of aca-demic achievement, with an overall General Weighted Average (GWA) of 90.72. Personal factors, including motivation, study hab-its, and time management, emerged as the most significant determi-nants of academic success, followed by socioeconomic status and teaching strategies. The study also highlighted the importance of ef-fective teaching methods and a supportive learning environment in enhancing student performance. Despite the academic achieve-ments, financial constraints were identified as a significant barrier for many students, impacting their access to resources and overall academic experience. The study further identifies that students prefer interventions focused on improving study skills and time management as the most effective measures to boost academic performance. Additionally, the need for financial aid programs, teacher professional develop-ment, improved classroom infrastructure, and increased access to digital learning tools was emphasized. Collaborative learning op-portunities, such as mentorship programs and peer study groups, were also seen as crucial for enhancing academic outcomes. The findings underscore the importance of a holistic approach to sup-porting students, considering both internal factors, such as personal motivation, and external factors, such as socioeconomic status and teaching quality. Based on these conclusions, the study recom-mends the following actions: (1) educational institutions should pri-oritize programs that promote effective study habits, time manage-ment, and self-regulation; (2) expanding financial aid and resource accessibility to support students from disadvantaged backgrounds; (3) continuous professional development programs for teachers to enhance instructional quality; (4) investments in modern classroom infrastructure and e-learning tools; (5) fostering collaborative learning environments through mentorship and peer study groups; and (6) diversifying assessment methods to cater to different learn-ing styles. By addressing these areas, institutions can better support students' academic success and overall development.



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