IQ, major in College, and Place of Origin in Relation to Students’ Performance

Introduction

Schools want their children to achieve academically above average. Schools make efforts and use resources to ensure that students acquire the finest education possible since an excellent education will position them for success in the labor market.

Study has revealed that academic characteristics impact work success as manager. According to Howard’s (1986) research, a person’s managerial performance is influenced by a number of elements, one of which is their undergraduate major (which is one of the schooling factor). Knowing what makes students excel in their academic achievement is crucial in the hopes that it will help them do better at work. The academic achievement of the pupils may be impacted by many circumstances. But those elements still need identification. This research aims to provide an answer to that query.

The goal of the research is to determine if IQ, college major, and place of birth are substantially correlated with students’ better performance in their master’s in management degree. The research also aims to determine the extent to which the aforementioned elements contributed to the pupils’ higher performance.

The sampling method used is one of the study’s major limitations. Stratified convinience sampling is utilized in the sample method. Prior to using a convenience sample, employ random sampling. However, by choosing responders from the same school, it was possible to rule out teacher and teaching style differences that could have an impact on student achievement.

Examination of Related Studies

Numerous research have been conducted in connection to student performance.

What Intelligence Does

Student intelligence, or more precisely, intelligence quotient, had a significant impact on academic success (IQ).

According to Nonis et al. (2005), there is a strong correlation between student academic success and the results of the College Testing Assessments (ACT). As it is commonly known that the majority of college admission exams used by business schools test students’ intelligence, the ACT is one of the entrance exams. Another research from the university’s MBA program by Cushing et al. (2004) discovered that candidates had a greater association between test results and undergraduate GPAs. In order to forecast performance of future MBA (master of business administration) students, this research understates the significance of GMAT (general management admission exam) results as one indication of IQ. However, the research by Nonis et al. (2005) found a substantial correlation between the GMAT and the ACT, an admission test that measures intelligence.

Previous Academic Background

Even though certain personal traits were linked to academic achievement, Win and Miller’s (2005) research indicated that prior institutions also had an influence on academic performance. In addition to the students’ personal background variables, Win & Miller’s (2005) research of first-year students at the University of Western Australia found that high schools had an effect on students’ academic success at university. While a different research suggested that academic achievement is likely to be influenced by personality (Conley & Simon, 1993).

In other words, it is predicted to have an impact on graduate students’ undergraduate educational backgrounds. According to Hartnett, Romcke, and Yap’s (2004) research of accounting students at universities, there are statistically significant correlations between accounting performance and undergraduate accounting coursework. This research was confirmed by the anonymous (1996) study that found that a student’s accounting grade is greater if they had previously studied accounting than if they have not. It seems that the prior educational background may have an impact on the academic performance in the next educational level.

The Impact of Additional Personal Qualities

Some research suggested that students’ personal traits had an impact on their academic success. The pupils’ personal qualities include striving for excellence, feeling inferior to others, persistence, and initiative. Each student has unique personal qualities that might have an impact on their academic success.

In their 2005 study, Nonis et al. looked at variables that may be used to forecast academic achievement. They found several determinants of academic performance in their research, and the majority of those variables were personal traits. It was shown that the academic success of students enrolled in marketing education substantially correlates with the College Testing Assessments (ACT) composite score, accomplishment striving, and inferiority sentiments. Achievement seeking and inferiority complexes were listed as two personal traits in this research. Perseverance and initiative are positively correlated with effort, which is a key antecedent of academic achievement, according to another research by Jaramillo & Spector (2004) on the academic performance of undergraduate marketing students. Additionally, the Lee, Jamieson, and Earley (1996) research found a favorable relationship between aspiration and academic success.

Definition of Operational Terms and Hypotheses

IQ, college major, and school of origin all have a vital role in the master in management program students’ excellent achievement. The null hypothesis, those elements have no substantial influence to the higher performance of students in the master in management program.

The operational definitions utilized in this investigation are as follows: The kids’ IQ, or intellectual quotient, is determined by taking an IQ test. Prior to enrolling in the master’s in management program, the students’ undergraduate major was their college major. The pupils’ college majors are either non-business or business. Majors in management, accounting, and economics are all included in the business major. Non-business majors include those in engineering, physics, law, medicine, and other social sciences. School of Origin is the institution where a student received their undergraduate education. Either a state-owned college or university or a private college or university might be involved.

Methodology

This research is cross-sectional and confirmatory. Confirmatory studies are deemed necessary since it must be determined if a number of factors have a meaningful impact. Since the data was collected at the same period, it is sometimes referred to as a cross-sectional research.

It uses a stratified convenience sampling approach. Population is divided into groups based on which institutions provide management graduate programs. Conveniently, a graduate management program in Jakarta was chosen as the information is easily accessible. They chose students who attended the school from 2001 to 2006. They were split into two groups: the graduates with the best performances and the graduates with the worst performances. To determine whether a student belongs to the high or poor performance group, the GPA was employed as the criteria. Low performance was defined as having a GPA of 3.24 or below, while outstanding performance was defined as having a GPA of 3.75 or above. For this research, 40 pupils have been chosen. Between 2001 and 2006, they enrolled as full-time students. Out of 40 responders, 20 students with strong performance and 20 students with bad performance were chosen.

Data was obtained from the PPM Graduate School of Management’s registrar office since that office has information on academic achievement, IQ scores, and prior academic training. The person in charge was sought for permission. When allowed, information was obtained.

LOGISTIC REGRESSION was used to statistically examine the data. In order to process the data, SPSS (Statistical Program for Social Science) was employed as the computer program. The actions listed below were taken: The regression model’s acceptability and fitness were examined using the Hosmer and Lemeshow Test after the data had been entered into an SPSS worksheet. When the Hosmer and Lemeshow score is more than 0.10, the regression model is considered to be acceptable for further study; the data was then evaluated for the significance of the predictive variables (when the model is suitable, the data about the predictive variables was tested). Testing the predictive variables using logistic regression analysis is done at a confidence level of 0.95 and a significance level of 0.05.

Examining and Interpreting

The statistical method of logistic regression is used to test the hypothesis at a confidence level of 0.95 or a significance level () of 0.05. The Hosmer and Lemeshow test is used to determine the model’s significance. It is deemed to be acceptable for further examination when the Hosmer and Lemeshow score is higher than 0.1.

SPSS was used to examine the data. The minimum value required by the model to be accepted for further analysis, which is 0.1, is far exceeded by the signficant (Sig.) value of 0.477 indicated by the Hosmer and Lemeshow test. In other words, the dependent variable may be predicted using the independent/criterion variables.

The Logistic Regression model was used to evaluate whether independent variables were significant.

In accordance with the results, only VAR2, which represents the IQ (Intelligence Quotion), is significant with a significant (Sig.) value of 0.004, which is below the threshold of 0.05. The IQ of the pupils is represented by the beta coeficient of VAR2, which is known to be 0.116. It is determined that the remaining two independent variables are not significant. College Major VAR3 has a significant (Sig.) value of 0.314, while School of Origin VAR4 has a significant (Sig.) value of 0.501. Their significance levels exceed the necessary threshold of significance of 0.05.

The null hypothesis, according to which IQ has no effect on students’ success in the Master in Management program, is REJECTED. The master’s degree in management students’ academic performance was significantly impacted by their IQ. The null hypothesis, according to which college major has no effect on students’ performance in the master’s degree in management, is accepted. Their performance in the Master of Management program did not significantly differ based on their undergraduate major. Additionally, it is ACCEPTED that School of Origin has no impact on students’ success in the Master in Management program. The undergraduate institution from which they graduated had no discernible impact on their master’s program academic achievement.

The results of this research are in line with those of Nonis et al. (2005), who found a substantial correlation between student academic achievement and the results of the College Testing Assessments (ACT). As long as it is assumed that college admission exams like the ACT, which are employed by business schools, evaluate student intelligence, this conclusion will be true. Additionally, the Cushing et al. (2004) research from an MBA program at a university discovered that candidates had a greater association between test results and undergraduate GPAs.

Conclusion

From the research, the following findings may be drawn: (1) The statistics are consistent with the claim that IQ influences how well students succeed in the MM program. (2) The results did not support the claim that the students’ success in the MM program is influenced by their undergraduate college major or their undergraduate institution of origin. (3) A solitary characteristic that contributes to a better academic success in the MM program is an IQ of 130 or above. Other elements, such as the students’ home institution and their undergraduate program’s major, had no bearing on their higher academic performance in the MM program. (4) The MM school seems to place more emphasis on IQ in its assessment of students than on other factors like EQ or SQ (spiritual quotion).

(1) MM schools should make IQ one of their criteria for choosing pupils, it is advised. Undergraduate major (whether in business or not) and place of attendance (state-owned or private-owned institution) don’t appear to be significant criteria to be taken into account. (2) Given that MM schools continue to place a lot of emphasis on IQ, more research is recommended on the following topics: (a) if academic achievement and/or IQ contribute to a student’s job success; and (b) the impact of EQ (emotional quotient) on academic performance.