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This study examines the factors influencing the academic performance of undergraduate students at the University of Peshawar. By employing a stratified random sampling method with 530 students, and utilizing Multiple Linear Regression, the research identifies several key predictors of cumulative grade point average (CGPA). The findings reveal that higher marks in the Secondary School Certificate (SSC) examinations are strongly associated with a higher CGPA, underscoring the significance of prior academic achievement. Additionally, a positive correlation is observed between parental education levels and students' academic performance, suggesting that parents with higher education levels contribute to a more supportive educational environment. Active parental support is also a significant predictor of higher CGPA, emphasizing the crucial role of encouragement and assistance from home. Furthermore, students who exhibit greater attention in class tend to achieve higher CGPA, highlighting the importance of classroom engagement. Other notable factors include HSSC marks, father's income, financial support for accommodation, effort in solving tutorial questions, the presence of a study space, and daily study time. These insights offer valuable guidance for educators and policymakers in developing targeted strategies to enhance student support systems and improve academic outcomes.
Zaman et al. (Sun,) studied this question.
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