Factors Impacting Higher Education Students’ Academic Performance in English Course: A Case Study in a University in Kunming, China

Min Zheng
China
Keywords: Extrinsic Motivation, Intrinsic Motivation, Self-efficacy, Study Engagement, Teaching Style, Academic Performance, Cooperative Learning
Published: May 21, 2025

Abstract

Background and Aim: Higher education students' academic performance in English is crucial as it enhances their communication skills, which are vital for global competitiveness. Strong English proficiency also supports success in other academic areas and future career opportunities. This study investigates the impact of Extrinsic Motivation (EM), Intrinsic Motivation (IM), Self-efficacy (Se), Study Engagement (SE), and Teaching Style (TS) on the Academic Performance (AP) of university students in an English course in Kunming, China. It also examines the effect of a 14-week cooperative learning intervention on these variables.


Materials and Methods: The questionnaire's validity was assessed using the Index of Item-Objective Congruence (IOC), and reliability was determined using Cronbach's Alpha in a pilot test (n=30). Multiple linear regression was used to analyze data from 140 students to identify relationships between the variables. A paired-sample t-test was then used to compare pre- and post-intervention data from 30 students.


Results: Multiple linear regression revealed that Intrinsic Motivation (IM), Self-efficacy (Se), and Teaching Style (TS) significantly impacted Academic Performance (AP). While Extrinsic Motivation (EM) and Study Engagement (SE) did not show significant direct effects. The paired-sample t-test indicated significant improvements in Academic Performance following the cooperative learning intervention.


Conclusions: The study suggests that Intrinsic Motivation, Self-efficacy, and Teaching Style are key factors influencing English Academic Performance. Cooperative learning interventions can lead to significant improvements in student performance. These findings offer practical implications for enhancing teaching strategies in similar contexts.

Article Details

How to Cite

Zheng, M. (2025). Factors Impacting Higher Education Students’ Academic Performance in English Course: A Case Study in a University in Kunming, China. International Journal of Sociologies and Anthropologies Science Reviews, 5(3), 819–834. https://doi.org/10.60027/ijsasr.2025.7417

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