Association Between Study Location and Academic Success of Undergraduate Students

IRB Number: 23-3718
Later Presented in 2022 Health Sciences Symposium Conference and published in James Madison University Research Journal due to awards received by judges.

Research Topic and Question

Operationalization of Constructs

Instruments

Research Aim, Design, & Methodology

Is there an association between academic performance and study location?

The importance of this study has become more relevant within the last 3 years due to

COVID-19. The pandemic has made undergraduate studies more versatile with the

introduction to online learning. Online learning has made the option and availability to

complete a course without physically being in the learning facility. A study observed a

negative relationship between online learning and academic performance with 30.6% of

students' course marks declining (Oducado et al., 2021). Data collected through College

Board noticed a drastic decrease in enrollment rates during/results of COVID-19 for two-

year colleges than four-year colleges (Howell et al., 2021). The long-term impact of low

academic performance is a higher chance a student will dropout and not finish their

degree. A study showed the beginning of the student’s second year was a critical period of

dropout with 20% of students leaving. Students who had the lowest entry grades were 2.17

times more likely to drop out. Among the category of students who lived away from

family and had low entry grades, this group had a 60% dropout rate by the final year.

Compared to 14% for students with high entry grades and who live close to their families

(Sosu et al., 2019).

There are several factors that are associated with a decline in academic performance. The

first being in-person versus online courses. A study found that GPA decreased when

classes transitioned from being in-person to online (Nazempour et al, 2022). Additionally,

where a student lives impacts their academic performance. This factor is gender-based in

the study by Forster, showing that there is more of a difference in performance for women who live off campus. For male students alone, there was no significance of living

arrangements on GPA. On the contrary for female students, there was an impact on living

arrangements on GPA (DF=3, Chi-square = 11.7139, p = 0.0084). Students living on

campus had higher GPAs than students living off campus with roommates. Female

students reported higher average GPAs than male students (3.44 +/- 0.48 vs 3.33 +/- 0.49).

Male students reported lower average GPAs for all four living arrangements. Male

students living off campus alone recorded the lowest average GPA. For female students,

those living off campus had the lowest reported GPAs (Forster et al., 2022). Lastly, there

has not been much research done on how study location affects academic performance.

We chose this factor to investigate in order to fill the gap of research.

During the pandemic of COVID-19, only online classes were available. Once restrictions

of COVID-19 decreased, many classes presented online options for students to take.

Before the pandemic, taking an online class was very rare and also hard to get in. Now,

there is an increase of online courses offered to students for multiple majors. Giving the

option for students to have access to multiple different study locations. Thus, the purpose

of our study is to investigate the association between academic performance and study

location.

In order to answer our research question “Is there an association between academic

performance and study location?,” the study design that is most appropriate is a cross-

sectional design. The advantages of using a cross-sectional design are that it is time-

efficient and inexpensive. Additionally, cross-sectional designs are useful for collecting

data from a large number of participants. For our study, we will be collecting data from a

large number of students at James Madison University. Due to the large number of

students we will be collecting data from, it is beneficial to only need to collect data from

each participant once.

To collect our data, we will send out an online survey to a variety of organizations at JMU

and have a QR code for students to scan at The Quad, Festival lawn, UREC, SSC,

classrooms, and libraries. At each specific location, we will have principal investigators

recruiting potential participants by introducing themselves and explaining the rationale of

our study. The potential participant will be asked to join the study and fill out a survey, if

they choose so. They will be informed that their confidentiality will be protected and that

no identifiable personal information will be included. If they agree to participate, the

participant will be asked to scan the QR code with their phone. We will also utilize the

internet to reach the most amount of students. The QR code will be sent to course group

chats in the app GroupMe, additionally we will post the QR code on social media (Snap-

chat, Instagram, and Facebook) for JMU students to see. The QR code will include our

cover letter, introducing our study and its rationale. The potential participants'

confidentiality will not be disclosed and their name will not be collected. In addition, they

will be asked to provide an electronic signature prior to beginning the survey. The type of

survey we will administer is an online questionnaire that regards utilizing library resources

that impacts academic performance (GPA). During this study, we will all be blinded

towards the responses and not know what participants filled out. We will be blinded by the

use of an online anonymous survey which will prevent us from knowing who is filling out

the survey along with which answers each participant chose. Since we are using a cross-

sectional study design, there will be no follow up with any of the participants.

The duration of the session will be 10 to 15 minutes and the subject’s total time-

commitment for the study will be a maximum of five minutes. The sample size for the

study will be 200 JMU students 18 years or older and the study will be collected online.

The principal investigators, Kaitlin, Jhoselin, Matthew, Ramsey, Will and Caroline will

collect all the data between October 19th to November 21st. We will not be recruiting

participants at a physical location on campus. Instead we will be sending out surveys

through email. We will also recruit participants through social media and group chats that

we are in for different organizations, such as club sports, fraternities and sororities. It will

take students about 5 minutes to fill out the survey.

Demographic data will be summarized and presented in table. Based on distribution of the

quantitative variables, data will be displayed as either mean ± standard deviation or median

(interquartile range). The categorical variables will be presented as frequencies

(percentage). The statistical software we will use is IBM’s SPSS, version 28. The first

statistical test we will conduct is a frequency table. We will use this method to analyze

descriptive data from the questionnaire we will make. This will generate a table that we

will use in our statistical analysis of the participant’s data that can be used in the further

distribution of the respondents in accordance to percentages, means and standard

deviations.

The next test we will conduct is the chi-square goodness of fit test. This test allows us to

compare the results we actually received versus the expected results of this research. This

will also be in table format once generated. Following this, T-tests would be used and

displayed in table formats to compare the means of the different groups as well as analyze

the significant differences that occured between the descriptive data within our study. We

will also use a reliability test using Crohnbach’s Alpha.

To estimate whether or not there exists a significant association between study location

and academic performance, one-way ANOVA will be performed. We will be able to

compare the means of several groups to identify which data points are significant to our

research. We will also format this test into a table after we conduct it.

The inclusion criteria will be undergraduate students 18 years of age or older, who are

enrolled in 12 credits or more. No one who participated in the study will be younger than

the age of 18 or currently be enrolled in less than 12 credits. The rationale for studying

undergraduate students 18 years or older, who are enrolled in at least 12 course credits or

more, is because this is the target population with the most variety of options to study

locations and living accommodations. Additionally, this population is most impacted by

their academic performance and GPA. This study aims to understand the correlation

between study location and academic performance because during the pandemic,

undergraduate GPAs have declined. Therefore, the goal is to understand the determinants

of the decline.

The location of the recruitment will be the Quad, Festival lawn, UREC, SSC, libraries, and

classrooms. We will use a QR code that students can scan to take the survey. We will

approach potential participants on campus and tell them that we are in a Health Research

Methods class and are collecting data for our research project. We will make sure that as

researchers we are blinded by using an anonymous survey. This will prevent us from

knowing who fills out our survey and who answers what.

The limitations of our proposed study design and methods are that COVID-19 impacted

how students utilized library resources and their study habits. The hours of operations of

libraries changed due to COVID-19. Although current hours may have resumed to normal

operation hours, the change during the pandemic may have had an impact on a student’s

desire or ability to use the library. Another limitation is students who do not have access to

transportation. Not every student will be able to drive onto campus to utilize library

resources whenever they desire. If no parking spots are available on campus during the

students’ desired study time, they may choose to return home and study in their room.

Since we are conducting an online survey, the responses from each participant will

inevitably have some sort of bias. Trusting that each response is truthful, with this being a

factor in the self-reported course credits as well, puts the validity of the data received from

our participants at risk as some bias due to self-reporting will always be a present factor.

This study was also cross-sectional in nature and completed at one point in time, involving

the use of specifically James Madison University students. Due to being a cross-sectional

study, no causality can be proven and there is possibility for a temporal bias due to data

being collected at a one-time point. The information being collected through a self-

reported survey creates the possibility for response bias to also be a limitation for this

study. Sample size will rely on students volunteering to participate and campus remaining

open throughout potential weather inclements. The results found can differ significantly if

compared to different universities if future research is replicated, in which measurement

dimensions and study measures would possibly need to be refined in relationship to certain

variables if conducted at other institutions. Furthermore, it would be helpful to analyze the

different resources at varying libraries in order to compare if there are pre-existing

differences in the quality of resources offered. Some colleges may have differences in

technological advancements that are offered in the library facilities, which could possibly

be a variable of significance in assessing the quality of institutional resources provided.

Cover Letter

Identification of Investigators & Purpose of Study

You are being asked to participate in a research study conducted by Will Ballard, Jhoselin Castro, Ramsey

Hammad, Caroline Howley, Kaitlin McNary, Matthew Nghiem from James Madison University. The

purpose of this study is to determine the impact that library resources have on the academic achievement

of JMU undergraduate students. This study will contribute to the researchers’ completion of their

classroom project.

Research Procedures

This study consists of an online survey that will be administered to individual participants through

QuestionPro. You will be asked to provide answers to a series of questions related to your use of library

resources and your academic performance.

Time Required

Participation in this study will require 10-15 minutes of your time.

Risks

The investigators do not perceive more than minimal risks from your involvement in this study (that is, no

risks beyond the risks associated with everyday life).

Benefits

Potential indirect benefits from participation in this to better understand the main determinants of student

success. There are no direct benefits from participation, although information from this study may

possibly lead to the benefit of other people now and/or in the future. The findings of this research can

direct university efforts in assisting the students and helping them achieve academic success more

effectively.

Incentives

You will not receive any compensation for participation in this study.

Confidentiality

The results of this research will be presented in a poster at a research symposium at JMU. The results will

also be displayed in a research paper class assignment. While individual responses are anonymously

obtained and recorded online through QuestionPro, data is kept in the strictest confidence. No identifiable

information will be collected from the participant and no identifiable responses will be presented in the

final form of this study. All data will be stored in a secure location only accessible to the researchers and

be deleted after the termination of the study. Researchers will comply with the longest applicable

standard, to which records may need to be kept longer if other requirements apply. The researchers retain

the right to use and publish non-identifiable data.

Participation & Withdrawal

Your participation is entirely voluntary. You are free to choose not to participate. Should you choose to

participate, you can withdraw at any time without consequences of any kind. However, once your

responses have been submitted and anonymously recorded you will not be able to withdraw from the

study.

Questions about the Study

If you have questions or concerns during the time of your participation in this study, or after its

completion or you would like to receive a copy of the final aggregate results of this study, please contact:

Will Ballard Jhoselin Castro

Health Sciences Health Sciences

James Madison University James Madison University

balla2wj@dukes.jmu.edu castr5jx@dukes.jmu.edu

Ramsey Hammad Caroline Howley

Health Sciences Health Sciences

James Madison University James Madison University

Hammadrk@dukes.jmu.edu howle2ca@dukes.jmu.edu

Kaitlin McNary Matthew Nghiem

Health Sciences Health Sciences

James Madison University James Madison University

mcnarykr@dukes.jmu.edu Nghiemmx@dukes.jmu.edu

Dr. Tony Jehi

Health Sciences

James Madison University

Telephone: (540) 568-6843

Email Address: jehitr@jmu.edu

Questions about Your Rights as a Research Subject

Dr. Lindsey Harvell-Bowman

Chair, Institutional Review Board

James Madison University

(540) 568-2611

harve2la@jmu.edu

Giving of Consent

I have read this cover letter and I understand what is being requested of me as a participant in this study. I

freely consent to participate. I have been given satisfactory answers to my questions. I certify that I am at

least 18 years of age.

Survey, Cover Letter and Consent

Study Location Impact on Academic Performance | Study Location Impact on Academic Performance - Web Survey Tools

Introduction

Academic performance is a primary indicator for graduation rates in a 4 year college

(Gershenfeld et al., 2015). Academic success has shown to have a strong influence on the

students’ life and society as a whole and their motivation to continue pursuing higher education

(Lipson et al., 2018). Furthermore, GPA plays an essential role in students participating in

internships and having the skills to navigate the job market, and workplace (Parker et al., 2016).

However, poor academic performance leads to a higher drop-out rate within undergraduate

students.

In 2020, the impact that COVID-19 had on learning had a massive effect. Teaching

methods went from being face-to-face to being online or hybrid learning. The pandemic has

made undergraduate studies more versatile with the introduction of online learning. Online

learning has allowed the option to complete a course without physically being in the learning

facility. COVID-19’s presence increases the necessity of examining the courses being offered to

undergraduate students.

College students are most affected, especially because they’re susceptible to low

academic achievement amidst COVID-19. Many current students have not experienced college

outside of COVID-19 and online classes, which puts them in a critical period in their college

career to achieve academic excellence. A students’ decision on whether or not they will stay

enrolled in a 4-year college has been found to be significantly indicated from their academic

performance (Sosu et al., 2019).

There are several factors that are associated with a decline in academic performance. One

factor is the mode of learning, whether it is via online or face-to-face. Studies have shown a

decrease in GPA when classes transition from in-person to online (Nazempour et al., 2022).

Another factor is where the student lives in relation to campus. Those who live on campus on

average had a higher GPA than those who lived off-campus (Forster et al., 2022). Women living

on-campus with a roommate had a higher GPA than those living off-campus in an apartment with

roommates. Meanwhile, men had overall lower GPAs in both living situations (Forster et al.,

2022). However, another study discusses the positive impact that studying off-campus with

roommates who have a greater variability in study-focus has on academic performance (Jain et

al., 2015). Thus, leaving a gap in the research in regards to the effect that study location has on a

student's academic performance (if any exists). Study locations can vary from on campus

libraries/study rooms, dorm rooms, off-campus housing with roommates, living at home with

family, or residing individually in an apartment.

Currently there is not a significant amount of research that has been done focusing on

how study location affects academic performance. This factor was chosen to investigate in order

to fill in the gaps of research due to its relation with the dependent and independent variables.

During COVID-19, only online classes were available with many online options remaining to

students once the restrictions of the pandemic began to decrease.

The research fills new gaps because university students have moved away from

traditional study locations and habits due to the pandemic. The research fills gaps that currently

exist due to the adaptation of university students moving away from traditional study locations as

a result of the pandemic. This has created opportunities for students to take classes remotely, to

which the amount of time set in accordance to specific locations may provide greater insight on

those most significant to a students academic success (if any exist) (Oducado et al., 2021). The

purpose of this study is to investigate if any association exists between study location and its

affect on academic performance among college students.

References

Forster, B. L., & Reuter, P. R. (2022). DO college students’ living arrangements affect their

health behaviors and academic performance? Journal of American College Health, 1–7.

Gershenfeld, S., Ward Hood, D., & Zhan, M. (2015). The role of first-semester GPA in

predicting graduation rates of underrepresented students. Journal of College Student

Retention: Research, Theory & Practice, 17(4), 469–488.

Jain, T., & Kapoor, M. (2015). The impact of study groups and roommates on Academic

Performance. Review of Economics and Statistics, 97(1), 44–54.

Lipson, S. K., & Eisenberg, D. (2017). Mental health and academic attitudes and expectations in

university populations: Results from the Healthy Minds Study. Journal of Mental Health,

27(3), 205–213. https://doi.org/10.1080/09638237.2017.1417567

Nazempour, R., Darabi, H., & Nelson, P. C. (2022). Impacts on Students’ Academic Performance

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Oducado, R. M., & Estoque, H. (2021). Online learning in nursing education during the

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Nursing Practice, 4(2), 143–153.

Parker, E.T., III, Kilgo, C.A., Sheets, J.K.E., & Pascarella, E.T. (2016). The Differential Effects

of Internship Participation on End-of-Fourth-Year GPA by Demographic and Institutional

Characteristics. Journal of College Student Development 57(1), 104-109.

Sosu, E. M., & Pheunpha, P. (2019). Trajectory of university dropout: Investigating the

cumulative effect of academic vulnerability and proximity to family support. Frontiers in

Education, 4. https://doi.org/10.3389/feduc.2019.00006