Empirical Factors that Influence Academic Performance in Secondary Grade Result

Abstract

Academic performance is influenced by both students’ personal characteristics and the social and educational environments in which learning takes place. This study examined intrinsic and extrinsic factors associated with the academic performance of Grade IX students in a secondary school in Bhutan, with particular attention to grit and academic motivation. A mixed-methods, descriptive cross-sectional design was employed with 87 Grade IX students. Quantitative data were collected through a structured questionnaire and students’ examination results, while qualitative data were obtained through semi-structured interviews with 10 students. Descriptive statistics, correlation and regression analyses were used to examine relationships between selected factors and academic performance, while interview data were analysed thematically. The mean examination score was 66.3% (SD = 8.9), with mean grit and academic motivation scores of 3.92 (SD = 1.42) and 4.85 (SD = 1.62), respectively. Grit and academic motivation demonstrated comparatively strong positive relationships with academic performance. Other internal factors, including study habits, interest, self-discipline, and learning attitude, were also positively associated with academic performance. Among extrinsic factors, parental support, teacher support, learning resources, and school environment showed positive relationships, while home responsibilities showed a negative relationship. The qualitative findings reinforced the importance of perseverance, motivation, family support, peer relationships, and learning conditions. Overall, the findings suggest that academic performance is multidimensional and associated with interactions between students’ internal characteristics and their learning environments.