Closing the academic gap: Insights into student performance and institutional support for master of arts in English students

Abstract

The purpose of this research is to explore how much support institutions provide to MA students in English and the relationship between institutional support and students’ performance at Tribhuvan University, Nepal. This study employed a mixed approach to evaluate the hypotheses related to factors that influence master-level English literature students’ performance. Descriptive statistics, a correlation matrix, and an OLS regression model were used for demographic representation, relational presentation, and inference in the study, respectively. Results indicate that fluency, summarizing ability, proficiency, and the structure of coursework are positively correlated with academic success. The results show that the most important factors contributing to improved student writing outcomes are institutional support, collaborative learning, and student-centered factors. Results also indicated that obligatory requirements and excessive priority given to mechanics have negative impacts on learners since they minimize creativity and originality. Systematic learning opportunities, inspiring learner engagement, and institutional support can help students overcome barriers to academic achievement. To bridge the gap, institutions require flexible, need-based, adjustable methods to make learning collaborative and effective. Therefore, official support and mentorship, including resource management, a cooperative academic environment, and a student-centric approach, positively impact students’ academic writing performance, which in turn supports overcoming their academic barriers. Adjustable guidelines and student-centered procedures and practices make learning effective.