Identification and analysis of factors that affect student’s learning among university students

Learning, in psychology, is the process by which a relatively lasting change in potential behavior occurs that brought about by experience. The purpose of this study was to identify and analyze the factors that affect students learning in University graduate students. The main focus of this study was to see how some students perform well than the other in the academic achievement. Four departments in the college of social science and humanities were selected. Of the respective total population size of the study groups, 52 students as sample size were taken. The data for analysis were collected from students in the graduate class through focused group discussion and structured instrument. In here, factorial analysis, Pearson correlation, coefficient alphas, descriptive statistics, and percentage were employed on the data. The use of factor analysis has accomplished in identifying six distinct factors, so that using the highest load of the items the highest six components were considered to infer the result of the study: teaching methodology, teacher student relationship, peer influence, class size, context of the students and personal interaction were identified as factors that affect in the university students’ learning. Based on these findings conclusions and possible recommendations were made.