This study discovers the different types of attributions that undergraduate attribute their educational success and failure. Attribution principle was applied to understand educational success and failure. Inquiries that directed the research were: what are the influencing factors that dominate in students’ academic success? Is there any change if dispositional attribution and grades, factored as standards of academic achievement are measured? Do the measured attribution have any effect when forecasting students’ grades? A self-developed data collection instrument Student Attribution Questionnaire (SAQ) measuring seven different attribution with 40 items on Likert scale were applied to 370 university students.The result showed that dispositional attribution, positive attitude, and perception have strong positive relation with high grades.

1. Students’ attributions for their Success and
Failure in an exam:
Do they relate to achievement?
Researchers: Sekh Nazimul Islam
 PhD Research Scholar; Department of Psychology, Lincoln University College,
Malaysia
 February 8th, 2023 (Int’l e-Conference on Recent Innovation in Science, Technology,
Education, Management and Medicine)

2. INTRODUCTION
LITERATURE REVIEW
STATEMENT OF THE PROBLEM
SIGNIFICANCE OF THE STUDY
METHODOLOGY
RESULTS AND DISCUSSION
CONCLUSION AND RECOMMENDATIONS
REFERENCES
PAPER OUTLINE

3. INTRODUCTION
 Attribution principle was used as means to understood educational success-failure. Some
questions address in this research
 What are the attributions that dominate in students’ academic success? Is there any
difference if dispositional attribution and grades, factored as standards of academic
achievement are measured? Do the measured attribution have any effect when
forecasting student’s grades?
 The result showed that dispositional attribution, positive attitude, and perception have
strong positive relation with high grads.

4. LITERATURE REVIEW
Islam, Abubakar, & Bello (2023) - The students that adopt external uncontrollable attribution to justify their poor semester
results ended up with academic under achievement which conversely leave to depression, low confident and self-esteem, university
dropout, exam malpractice, frustration and social vices
Narayana, (2008) - stated that meaning of attribution as it applies to inspiration is that person’s own perception for
failure or success define the total effort the person will pay on the action in the future.
Schunk & Zimmerman (2006) - Attribution theory explains the cases pupils perceive of educational results for
themselves. Perceived reasons of event results are called attributions. Persons generate attributions for causes of their
own actions.
Rotter’s Adeyemi (Adeyemi, 2001) - Rotter highlights that the variance between internal and external and how
persons make plans for the forthcoming event and respond to various occasions that occur to them. Those who have
trust that they can control the events that occur, internal personalities tend to have high motivation and promise

5. LITERATURE REVIEW
Rotter’s Adeyemi (Adeyemi, 2001). Rotter highlights that the variance between internal and external and how persons make
plans for the forthcoming event and respond to various occasions that occur to them. Those who have trust that they can control the
events that occur, internal personalities tend to have high motivation and promise
Domino, Wingreen, & Blanton, (2015) explained, to attain accomplishment, and vice versa; it is not easy to blame others for
the failures they have. Equally, individuals with external intention feel they have no control over what happens to them, so they will
blame other external circumstances for their attainment or disappointment. Internals people are likely to use all their means and think
hard to attain their goals
Weiner’s (1979, 1985, 1986) attributional theory of achievement motivation described how academic per-formance,
expectations of future performance, and emotional reactions to performance, are all influenced by causal attributions.

6. STATEMENT OF THE PROBLEM
Most educational universities in Kano state are unable to meet set target or goals
for low performing students which particularly due to ineffectiveness and
persistent of scoring low CGPA for a particular group.
This consistent low performance for a group of students is a serious setback for
the schools.
.

7. SIGNIFICANCE OF THE STUDY
 The study will provide necessary framework for finding the controllable causes for awarding
poor marks in examination and also change the perception of students to break the
consistency of low CGPA among undergraduate students in Kano state Nigeria.
 The findings and recommendations of the study will be beneficial and equally provide
valuable sources of information to students, faculty members, advisors, parents, university
counselors, and for future researchers.
 Undergraduate students will be benefit from findings effective pathway to prevent failure
and also, they will be benefited of this study as they will be offered the necessary assistance
on how to develop productive and positive perfection which will help to improve their
academic performance.

8. METHODOLOGY
PARTICIPANTS
In Kano state Nigeria there are four universities/undergraduate college including federal, state
and private universities. In these four universities, there are 100, 200, and 300 level students.
 Bayero University Kano (BUK)
 Sa’adatu Rimi College Education (SRCOE)
 Skyline University Nigeria (SUN)
 Yusuf Maitama Sule Nigeria (YUMSUK)
Total 370 data collected

9. DATA COLLECTION
 Purposive sampling technique used
 The instrument for data collection is a researcher self-develop questionnaire.
 The instrument Students’ Attribution Questionnaire (SAQ) was categorized into three parts.
 The instrument comprises of 78 items. The eight items are ‘locus of control’ and 70 items make
facts from ‘internal’, and ‘external’ factors, ‘perception’, ‘attitudes’, ‘controllable’ and ‘socioeconomic’
status.

10. RESULTS AND DISCUSSION
• Identify situational attribution and academic achievement of undergraduates in Kano
State Nigeria. In this case, B = 27.919, with a standard error of .001.
• The significance of the gradient is shown in the score in this case t = 10.620, at p =
.000.
Therefore, situational attribution) scores has been observed to have weak
contribution to the variance of academic achievement of undergraduates in Kano
State Nigeria scores.

11. RESULTS AND DISCUSSION
• Dispositional Attribution and students cumulative Grade Point Average. Which was made using
regression analysis the beta value which indicate level of predication.
• The result from the table therefore concludes there is significant strong correlation which exist
between external factor (Dispositional Attribution) and CGPA among university students in Kano
state with internal beta value recorded at .211
• Therefore, showed and Dispositional Attribution slightly predict CGPA attainment
among university students in Kano State Nigeria.

12. RESULTS AND DISCUSSION
 Above data regarding the perception and academic achievement of undergraduates in
Kano State Nigeria.
 In this case, B = 26.243, with a standard error of .001. The significance of that gradient
is shown in the score in this case t = 9.839, at p = .000.
 Therefore, perception scores have been observed to have moderate contribution to the
variance of academic achievement of undergraduates in Kano State Nigeria scores.

13. CONCLUSION AND RECOMMENDATIONS
• Identify External Factor (situational attribution) scores do not contribute much to variance of academic
achievement of undergraduates in Kano State Nigeria scores.
• Internal attributions (Dispositional Attribution) predicts CGPA attainment among university students in Kano
State Nigeria.
• Perceptions scores has moderate contribution to the variance of academic achievement of undergraduates in Kano
State Nigeria scores.
 Students should focus more on internal controllable attribution to improve their CGPA.
 Advisors, teachers and parents should motivate students to have positive perception towards their ability to improve
their GPA

14. REFERENCES
Islam, N. I., Abubakar, U. S., & Bello, M. (2023). Social Vices: Causes and Counselling Remedies:
International Journal of Emerging Research in Engineering, Science, and Management, Vol. 2, Issue 1, pp.01-
07, doi.org/10.58482/ijeresm.v2i1.1)
Narayana, R.K.V.S.S. (2008). Attribution Theory: Application in Academic context, Knol
Zimmerman, B., & Schunk, D. (2006). Competence and control beliefs: Distinguishing the means
and ends. Handbook of educational psychology, 2, 349-36)
Adeyemi. B. T., (2001). The impact of leadership style on organizational growth. Work Study.
Domino, M. A., Wingreen, S. C., & Blanton, J. E. (2015). Social cognitive theory: The antecedents
and effects of ethical climate fit on organizational attitudes of corporate accounting professionals
a reflection of client narcissism and fraud attitude risk. Journal of Business Ethics, 131(2), 453
467)
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92,
548-573.

15. Certificate

16. Thank you