"Focusing on Factors Influencing Academic Performance in Tertiary Education: A Comprehensive Assessment" provides an in-depth exploration of the diverse elements that impact students' academic success in higher education. Drawing from a range of scholarly research and empirical evidence, this study scrutinizes various factors such as socio-economic background, study habits, classroom environment, instructor effectiveness, and personal motivation. By synthesizing existing literature and empirical data, the assessment aims to offer insights into the intricate dynamics shaping academic achievement in tertiary education settings.

Academic performance, Tertiary education, Higher education

AbuRuz, M. E. (2015). Does excessive absence from class lead to lower levels of academic achievement? European Scientific Journal, ESJ, 11(7).

Aden, A. A., Yahye, Z. A., & Dahir, A. M. (2013). The effect of student's attendance on academic performance: a case study at simad university mogadishu. Academic Research International, 4(6), 409.

Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to the students academic performance: A case study of Islamia University Sub-Campus. American journal of educational research, 1(8), 283-289.

Andrietti, V. (2014). Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics. International Review of Economics Education, Volume 15, January 2014, Pages 1-16

Cheruvalath, R. (2017). Does attending classes help foster human values in college students? Active Learning in Higher Education, 18(2), 143-155.

Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38-50.

Dobkin, C., Gil, R., & Marion, J. (2010). Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment. Economics of Education Review 29(4), 566–575.

Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.

Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demands. Journal of Hispanic Higher Education, 9(4), 317-330.

Feldman, G., Chandrashekar, S. P., & Wong, K. F. E. (2016). The freedom to excel: Belief in free will predicts better academic performance. Personality and Individual Differences, 90, 377-383.

Grebennikov, L., & Shah, M. (2012). Investigating attrition trends in order to improve student retention. Quality Assurance in Education, 20(3), 223-236.

Hamamcı, Z., & Hamamcı, E. (2017). Class attendance and student performance in an EFL class: is there a relationship? Journal of Educational & Instructional Studies in the World, 7(2), 101–106.