Satisfaction and academic performance of undergraduate economics students

Abstract

This study delves into the multifaceted relationship between student satisfaction and academic performance in undergraduate economics. While prior research often overlooks the complex interplay of these factors with cognitive potential, prior knowledge, and gender, this investigation sheds light on their combined influence on student success. Data collected from 115 economics students at the University of Rwanda were analyzed using an econometric approach [both maximum likelihood estimator (MLE) and ordinary least squares (OLS)] and t-test. The findings reveal interesting gender differences: female students reported higher satisfaction, suggesting stronger self-efficacy and intrinsic motivation, while male students showed superior academic performance. Additionally, factors like level of study and personal laptop access impacted satisfaction, while higher cognitive abilities, deeper engagement with the field, and prior math background positively predicted academic achievement. Intriguingly, the study found that female students performed lower despite higher satisfaction levels, prompting further research into potential explanations. Additionally, older students exhibited lower performance, highlighting the need for understanding age-related factors influencing academic success. These findings advocate for a multifaceted approach to supporting student success in economics. By prioritizing student satisfaction, fostering individual cognitive potential, and delivering tailored support based on diverse needs (including gender and age), educational institutions can create the optimal conditions for all economics students to flourish.

Keywords:

• Cognitive abilities
• academic performance
• student satisfaction
• gender differences
• tailored support

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Cognitive Psychology
• Educational Psychology
• Testing
• Measurement and Assessment
• Theory of Education
• Higher Education
• Education–Social Sciences

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

No data were generated during this study.

Additional information

Funding

No funding received.

Notes on contributors

Aristide Maniriho

Dr. Aristide Maniriho, a lecturer in the Department of Economics at the University of Rwanda, brings a multifaceted expertise to the field of agricultural and development economics. His PhD from the University of Liege—Gembloux Agro-Bio Tech (Belgium) in December 2021 solidified his core research focus, encompassing not only agricultural economics but also environmental and natural resource economics, and food economics. His secondary interests in university pedagogy of economics and international economics showcase a nuanced understanding of the interconnectedness of these factors in driving agricultural and rural development. Notably, Dr. Maniriho’s passion and his commitment to participatory learning and teaching methods infuse his research and pedagogical approaches, demonstrating a dedication to fostering sustainable and inclusive development in the agricultural sector and further enriching his multifaceted academic profile.