Abstract:
This study explores the impact of the Student Support Services (tutorial support and
discussion forums), on the academic performance of Bachelor of Education (B,Ed)
Programmes students, with specific focus on the 2019 Cohort. A quantitative descriptive and
cross-sectional survey design was used to examine the impact of student support services, in
the form of tutorial attendance and discussion forums, on the academic performance of
Bachelor of Education students. A simple random sample of 101 students, representing
78.3% of the total population was used. The research instruments contain questionnaire on
perceptions about student support services used to collect data. In addition, the data mining
of existing systems and documents is used to collect information on student attendance,
discussion forum participation and academic performance. The results of Z test and Analysis
of Variance (ANOVA) indicates that gender and age in one programme Integrated Early
Childhood Development programme shows statistical significance. The Pearson correlation
results show no significance in discussion forum participation and academic performance.
The results of Pearson correlations also showed that there is significant correlation between
tutorial attendance and academic performance. The results of Pearson correlation show no
correlation between academic performance and perceptions on students support services.
Institutions need to make consideration of factors that reflect the significant relationship
with academic performance when planning support services to meet the needs of their students
and to enhance students‟ academic performance and subsequent transition through the
system.
