The Relationship Between Academic Challenges and Academic Performance among Working Postgraduate Students

Abstract

One of the most important outcomes of the educational process is successful academic performance which is a reflection of the information, abilities, and attitudes that are developed via the experiences that are gained in university. This performance holds special significance for postgraduate students who struggle to balance jobs and educational obligations because it has an influence on both the success of their careers and their own personal growth. In this study, the academic challenges that working postgraduate students at UiTM Shah Alam encountered are investigated. Particular attention is focused on aspects like psychological well-being, peer group influences, financial management, and time management. In accordance with Walberg’s Theory of Educational Productivity, data were gathered from 158 respondents through the use of a questionnaire with a quantitative research design. According to the results, there is a significant relationship between psychological well-being and time management with academic performance. As a result, psychological well-being and time management emerged as significant predictors of performance. The necessity of holistic support systems became more apparent. The fact that students had to deal with financial difficulties, despite their prevalence, underlined their endurance and resourcefulness in balancing dual tasks. In conclusion, the study suggests a specific solution that might be used to address these obstacles, improve educational experiences, and encourage academic success among working postgraduates. These findings are intended to contribute to the formation of institutional policies and to the promotion of an academic climate that is more welcoming to students from a variety of backgrounds.