BSB123 Research Report

Factors of Student Success for BSB123:

An Analytical Report
21 May 2016
Report Commissioned by QUT Business School

Prepared for Associate Professor Amanda Gudmundsson

Assistant Dean of QUT Business School

Word count: 1198

BSB123 Research Report

Introduction
In 2014, in attempt to provide the best possible education experience, QUTs Dean Assistant
conducted a survey of student demographic characteristics, learning behaviour and learning
outcomes of 703 BSB123. This report analyses the collected data and aims to reveal factors
that determine student success in BSB123 for QUTs use to enhance their education
experience.
1.0 Outliers
In the case of the provided data set, outliers were considered for TOTAL mark values. This
was achieved by converting each TOTAL value to a Z-score (Appendix A). Fortunately, the
greatest Z-score = 2.474 and the smallest = -2.531. Both calculated Z-scores lie within the
range 3 < < 3, confirming that there are no outliers in TOTAL mark values.
2.0 General Analysis of BSB123 in 2014
Graph 1 displays the demographic breakdown of students enrolled in BSB123. Students
have been categorised as either Male or Female, Single or Double Degree, and Australian or
International students.
Graph 1: Percentage Breakdown of Demographics in BSB123 in 2014.

Percentage Breakdown of the BSB123 2014 Cohort

100%
90%

48.36

34.14

22.05

Percentage of Students

80%
77.95

70%

60%
50%

65.86
51.64

40%
30%
20%

10%
0%

Female/Male

Single/Double

Australia/International

Demographic Characteristic

In Graph 2, student grades are symmetrically distributed around the mean, 4, (also the
mode) and since > 30, normality can be assumed. Overall, 72.97% of the BSB124 cohort
of 2014 passed the unit.

BSB123 Research Report

Graph 2: The Grade Achievement Distribution in BSB123 in 2014.

Grade Achievement in BSB123

Percentage of students (%)

45.00%

40.54%

40.00%

35.00%
30.00%

25.00%
20.00%

16.50%

15.00%

15.22%

10.10%

9.53%

10.00%

5.00%

7.68%

0.43%

0.00%

Grade

3.0 The Assessment Tasks

A Correlation Analysis of the three assessment marks with the TOTAL mark in Table 1
indicates their relative influence.
Table 1: Correlation Matrix for the Assessment Tasks
QUIZ
REPORT
EXAM
TOTAL

QUIZ

REPORT

EXAM

1
0.281228057
0.535919598
0.69155682

1
0.293002005
0.490519616

1
0.959050698

TOTAL

Table 1 proves the nature of the assessment tasks is different. A students success in the
QUIZ cannot predict success in the REPORT because the tasks require different Learning
Outcomes (outlined by QUT BSB123 unit summary). This is suggested by the comparably
weaker correlations of REPORT with the EXAM, QUIZ and TOTAL marks. The QUIZ and the
EXAM test Knowledge and Technological Skills and require qualities such as memory recall,
whereas the REPORT evaluates aspects of Higher Order Thinking and Professional
Communication.
The coefficient of determination for EXAM against TOTAL has the strongest significance,
2 = 0.9591; the EXAM mark accounts for 60% of a students mark TOTAL mark, explaining
the strong correlation. Due to the similar nature of the QUIZ and EXAM, the QUIZ is
moderately significant in determining TOTAL mark (2 = 0.6916), despite its 20%
weighting.
4.0 Demographic Effects on Unit Success
The assessment tasks are far more influential than a students characteristics as
demographics only explain approximately 6% of student success in BSB123 (Appendix B).
Initial analysis revealed that best performing students in BSB123 were Australia female

BSB123 Research Report

students enrolled in a Double Degree and the worst performers were Australian males
completing a Single Degree (Appendix C)
4.1 The Correlation of Student Demographics and Assessment Tasks
Graph 3 concludes the male QUIZ mark has very weak correlation with TOTAL mark,
2 = 0.00225. However, correlation for the remaining demographics sits between a
moderate score of 0.425 < 2 < 0.504 (Appendix D). There is sufficient evidence
supporting the moderate effect of QUIZ mark a students TOTAL mark.
Graph 3: The Effect of QUIZ mark on TOTAL mark for Demographics

The Effect of QUIZ mark on TOTAL mark

Female

TOTAL mark

100

90

Male

80

Single Degree

70

Double Degree

R = 0.0014

60

Australia

50

International

40

Linear (Female)

30

Linear (Male)

20

Linear (Single Degree)

10

Linear (Double Degree)

10

15

20

Linear (Australia)

Linear (International)

QUIZ mark

The correlation of REPORT and TOTAL mark is reasonably similar for each
demographic with 0.217 < 2 < 0.281 as seen in Graph 4 (Appendix E). Less
variance of the REPORT mark was observed for Double Degree students , perhaps
explained by the fact that Double Degrees usually attract high achievers (Kermode,
2016).
Graph 4: The Effect of REPORT mark on TOTAL mark for Demographics

The Effect of REPORT mark on TOTAL mark

TOTAL mark

100

Female

90

Male

80

Single Degree

70

Double Degree

60

Australia

50

International

40

Linear (Female)

30

Linear (Male)

20

Linear (Single Degree)

10

Linear (Double Degree)

0
0

10

REPORT mark

15

20

Linear (Australia)
Linear (International)

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Lastly, Graph 5 shows the EXAM mark correlates strongly to the TOTAL mark
achieved by each demographic as 0.903 < 2 < 0.938 (Appendix F). The graph
indicates that all demographics performed similarly, with little variation, suggesting
that demographics have little effect on the EXAM and TOTAL mark correlation.
Graph 5: The Effect of EXAM mark on TOTAL mark for Demographics.

The Effect of EXAM mark on TOTAL mark

100
Female

90

Male

80

Single Degree

70

Double Degree

60

Australia

50

International

40

Linear (Female)

30

Linear (Male)

20

Linear (Single Degree)

10

Linear (Double Degree)

Linear (Australia)

0
0

10

20

30

40

50

60

Linear (International)

4.2 The Effect of Gender on Unit Success

In BSB123 the 51.64% of students were female, and interestingly the trend in Graph
6 indicates that females increasingly outperformed their male counterpart.
Graph 6: Males and Female Student GRADE Distribution

Male and Female Student GRADE Distribution

100%

Male vs Female Percentage

90%
80%
17.06%

70%

38.82%

13.82%

12.94%

6.18%
10.29%

60%
50%

0.88%

Male

40%

Female

30%
20%

15.98%

42.15%

16.53%

7.44%

9.09%
8.82%

10%
0%

0.00%
1

Grade Achieved

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Female and male average grades were 4.306 and 4.074 respectively. However,
Stepwise Regression (Appendix B) signified that Gender has weak impact on TOTAL
mark which is insignificant to the comparably strong evidence in support of Study
Package and Country of Origin (Table 2).
Table 2: P-values from a Multiple Regression
Demographic
P-value
Gender
0.0295
Study Package
3.24981E-09
Country of Origin
6.7197E-05
4.3 The Effect of Degree Type on Unit Success
Study Package has the strongest influence over a students TOTAL mark (Table 2 and
Appendix B). Dr. M. Kermode from the Australia Career Resources (2016) states that
Double Degrees attract high achievers; these students are likely to be more
dedicated to their studies than Single Degrees students. In 2014 in BSB123, such was
the case. Graph 7 and Appendix G explain that Double Degree students increasingly
achieve higher grades than Single Degree students, with average grades of 4.9892
and 5.544 respectively.
Graph 7: Single and Double Degree Students GRADE Distribution

Percentage of Double or Single Dehree

Students

Single and Double Degree Students GRADE Distribution

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

12.53%

19.22%

40.39%

13.82%

7.78%

5.62%

0.65%

Single

5.42%
0.00%
1

11.25%

40.83%

17.92%

12.92%

11.67%

Double

Grade Achieived

A detailed analysis of Study Package revealed that BBus/LLB students excelled in

BSB123. Their GRADE distribution was extremely negatively skewed, resulting in a
5.9 GRADE average (Graph 8). A T-test established very strong evidence indicating
that BBus/LLB students achieved higher results than students enrolled in any other
Study Package (Appendix H).

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Graph 8: GRADE Distribution of BBus/LLB Students

BBus/LLB Student Perctange

GRADE Distribution of BBus/LLB Students

0.4
0.35

0.3

33.77%

0.25
0.2

20.78%

0.15

20.72%
15.58%

0.1
0.05

9.09%

0
3

Grade Achieved

4.4 The Effect of Country of Origin on Unit Success

Many international students choose to undertake their tertiary studies at QUT.
Graph 9 shows there was little difference observed in GRADE distribution of
Australian and International students in BSB123
Graph 9: Australian and International Student GRADE Distribution

Australia vs Interntional Percentage

Australian and Interntional Student GRADE Distribution

100%

90%
6.45%

80%

70%

16.13%

39.35%

0.65%

18.06%

11.61%

7.74%

60%

50%

International

40%

11.13%

30%
20%

Australia
16.61%

40.88%

0.36%

14.42%

8.94%

7.66%

10%
0%
1

Grade Achieved

However, foreign students can expect to perform better than Australian students. A
T-test has confirmed this (Appendix I). PhD. student Rachel DeDeyn of Melbourne
University (2008) claims that international students face more academic pressure
due to financial and emotional costs overseas study has on an individual and their
family. The pressure is highest for students from Asian countries where academia is
highly (Nayak, 2016). The average GRADE for Australians was 4.153, whereas for
Hong Kong it was 5, for China it was 4.491 and for Singapore it was again higher at
5.333.

BSB123 Research Report

4.5 The Effect of Lecture Attendance on Unit Success

Student learning behaviour can be determined by Lecture Attendance. Research
shows that face-to-face teaching is the most effective learning method for students
(University of Queensland, 2016). However, Graph 10 represents a weak correlation
between Lecture Attendance and TOTAL mark, 2 = 0.038.
Graph 10: The Effect of Attendance on TOTAL mark.

The Effect of Attendence on TOTAL mark

100
90

80

TOTAL mak

70
60

50
40
30

20
10
0

10

Lectures Attended

Perhaps QUTs online Lecture Recordings serves as an explanation. Unit content can
be learnt whenever and where ever it best suits the student. However, although
Lecture Attendance may be a more efficient learning behaviour, there is not
sufficient evidence to conclude that it effects TOTAL mark in BSB123 (Appendix J).
Graph 11 shows that male students are expected to perform better if they attend
more lectures. There is sufficient evidence indicating that males will achieve higher
grades when they attend more lectures (Appendix K).
Graph 11: The Effect of Lecture Attendance on TOTAL Mark

The Effect of Lecture Attendence on TOTAL Mark

TOTAL Mark of student

100

80
Female

60

male

40

Linear
(Female)
Linear
(male)

20
0

Lectures Attended

10

BSB123 Research Report

5.0 Demographics and Learning Behaviour
Can we expect learning behaviour and demographics to be related? A Stepwise Regression
reveals Study Package as the only influential factor that determines learning behaviour with
a p-value = 0.0148 < = 0.05 (Table 3). Since the p-value for Gender and Country of Origin
exceed = 0.05, there is insufficient evidence to suggest that either demographic has a
relationship with learning behaviour.
Table 3: Stepwise Regression of Lecture Attendance and Demographics
Demographic Included in
P-value
Adjusted R2
Regression
Gender
0.05374
0.00388
Gender and Study Package
Gender = 0.09731
0.0110
Study Package = 0.0139
Gender, Study Package and Gender = 0.0946
0.00978
Country of Origin
Study Package = 0.0148
Country of Origin = 0.7441
Graph 12 shows that Double Degree students attend more lectures than Single Degree
students.
Graph 12: Single and Double Degree Student Lecture Attendance

Percentage of Students who Attended

Lectures

Single and Double Degree Student Lecture Attendence

25.00%

19.65% 19.44%

20.00%
13.39%

15.00%

9.50%

10.00%
5.00%

10.37%
18.33%

3.46%
0.83%

4.97%
2.92%

4.97%
2.50%

4.54%
5.00%

4.75%

4.97%
9.58%

3.33%

21.67% 21.25%

9.58%

5.00%

0.00%
0

10

Lectures Attended
Double

Single

This trend exists because Double Degrees attract a hardworking and studious personality
type (Kermode, 2016). Also, a minority of the Single Degree students studying BSB123 are
completing a Masters; they likely hold stable jobs, which could inhibit Lecture Attendance.
6.0 Predict a Students Score
This model can predict student success in BSB123:
= 0.217 + 0.00449(1) + 0.0302(2) + 0.0481(3) + 0.00154(4) + 0.999(5) +
0.999(6) + 0.999(7).
See X-variables in Appendix L.

BSB123 Research Report

7.0 Conclusion
Analysis of the data set for BSB123 in 2014 has revealed that the EXAM mark strongly
influences the TOTAL mark due to its 60% weighting. Study Package and Country of Origin
are significant in determining student success in BSB123, but not Gender. Generally,
Australian females studying Double Degrees were the highest achieving, and Australian
males in Single Degrees were the worst. BBus/LLB students are the highest achieving of all
Study Package groups and, in context of Country of Origin, Singaporean students were most
successful. In regards to learning behaviour, Lecture Attendance has insignificant impact on
a students grade due to the online access of Lecture Recordings. However, Double Degree
students are expected to attend more lectures than their Single Degree counterpart. In
conclusion, these factors determine student success. Recommendations for QUT Business
School include

BSB123 Research Report

8.0 Reference List
DeDeyn, R. (2008). A Comparison of Academic Stress Among Australian and International
Students. Retrieved on 3 May 2016 from https://www.uwlax.edu/urc/JURonline/PDF/2008/dedeyn.pdf
Kermode, M. (2016). Double Degrees: double the advantage? Australian Courses and Career
Resources. Retrieved on 2 May 2016 from
http://www.careerfaqs.com.au/news/news-and-views/double-degrees-double-theadvantage/
Malson, G. (2013). Degrees of Separation: more women enrolling at universities. The Sydney
Morning Herald. Retried on 2 May 2016 from
http://www.smh.com.au/national/education/degrees-of-separation-more-womenenrolling-at-universities-20131124-2y46e.html
Nayak, S. (2016). Singapore schools: 'The best education system in the world' putting
significant stress on young children. ABC News Online. Retrieved on 16 May 2016
from http://www.abc.net.au/news/2016-01-06/best-education-system-puttingstress-on-singaporean-children/6831964
The University of Queensland. (2016). Face-to-Face Engagement. Retrieved on 10 May 2016
from http://www.uq.edu.au/teach/flipped-classroom/face-to-face.html

BSB123 Research Report

9.0 Appendix
Appendix A: Outliers
( )

Formula for Z-score: Z =

Mean (TOTAL) = 57.945

Standard Deviation (TOTAL) = 15.783
Max Z-score (TOTAL) = 2.474
Min Z-score (TOTAL) = -2.531
Therefore, there are no outliers in TOTAL mark.
Appendix B: Stepwise Regression
Demographic Included in
P-value
Regression
Gender
0.01384
Gender and Study Package
Gender = 0.0508
Study Package = 9.7122E-07
Gender, Study Package and Gender = 0.02954
Country of Origin
Study Package = 3.2499E-09
Country of Origin = 6.7197E-05

Adjusted R2
0.007196
0.03929
0.0596

Notes:
Adjusted R2 value increases the most with the addition of Study Package, indicating
that this demographic has the largest impact on TOTAL mark.
For a moment, Gender p-value = 0.0508 > alpha = 0.05, and is thus insignificant.
The addition Country of Origin raises the Adjusted R 2 value from 0.03929 to 0.0596, and
thus is second in significance on its effect on TOTAL mark.
Appendix C: Pivot Table Analysis of TOTAL and GRADE marks of Demographic Groups
Average of
Average of
Row Labels
GRADE
TOTAL
F
4.305785124
59.36088154
Double
4.725352113
64.21126761
Australia
4.727941176
64.34558824
International
4.666666667
61.16666667
Single
4.036199095
56.24434389
Australia
3.968553459
55.30188679
International
4.209677419
58.66129032
M
4.073529412
56.43235294
Double
4.336734694
59.15306122
Australia
4.336842105
59.2
International
4.333333333
57.66666667
Single
3.966942149
55.33057851
Australia
3.734177215
52.17088608
International
4.404761905
61.27380952
Grand Total
4.193456615
57.94452347

BSB123 Research Report

Appendix D: QUIZ and TOTAL Correlation Graph 3

Demographic
R2 Value
Female
0.4349
Male
0.00225
Single
0.4716
Double
0.50398
Australia
0.49141
International
0.42535
Appendix E: REPORT and TOTAL Correlation Graph 4
Demographic R2 Value
Female
0.23767
Male
0.23347
Single
0.21732
Double
0.24056
Australia
0.25599
International 0.28079
Appendix F: EXAM and TOTAL Correlation Graph 5
Demographic R2
Female
0.92907
Male
0.91195
Single
0.90583
Double
0.93834
Australia
0.92378
International 0.90314

Appendix G: T-Test for Double and Single Degree TOTAL marks, assuming unequal variance.
Formula for t-statistic = T =

( )
(

Formula for p-value = P(t-stat)

Excel Output t-Test: Two-Sample Assuming Unequal Variances
Double
Single
Mean
62.188
55.759
t-stat
5.175
p-value
1.687E-07
Appendix H: T-test for BBus/LLB and Remainder of Cohort GRADE marks, assuming unequal
variance.
Formula for t-statistic = T =

( )

Formula for p-value = P(t-stat)

BSB123 Research Report

Excel Output t-Test: Two-Sample Assuming Unequal Variances
BBus/LLB
Remainder of Cohort
Mean
5
4.097
t-stat
5.959
p-value
1.992E-08
Appendix I: T-Test for Australian and International TOTAL marks, assuming unequal variance.
Formula for t-statistic = T =

( )
(

Formula for p-value = P(t-stat)

Excel Output t-Test: Two-Sample Assuming Unequal Variances
Australia
International
Mean
57.319
60.155
t-stat
2.0156
p-value
0.022

Appendix J: Regression Output for Attendance against TOTAL mark

Formula for t-statistic = T =

( )
(

Formula for p-value = P(t-stat)

Excel Output Regression
R2 Value
P-value

0.038
0.0023

Appendix K: Regression Output for Gender Lecture Attendance

Formula for t-statistic = T =

( )
(

Formula for p-value = P(t-stat)

Excel Output Regression
R2 Value
Demographic
0.044
Gender (F=1)
Lecture Attendance
Appendix L: X-variable of the Prediction Model
x1 = Gender (Female=1),
x2 = Study Package (Double = 1)
x3 = Country of Origin (International = 1)
x4 = Lectures Attended
x5 = QUIZ score
x6 = REPORT score
x7 = EXAM score

P-Value
0.033
4.241E-07