ORIGINALARTICLE

FACTORS INFLUENCING POSTGRADUATE STUDENTS’ ACADEMIC PERFORMANCE: A

QUALITATIVE STUDY

Brekhna Jamil¹, Mahak Shaheen², Nowshad Asim³, Munir Ahmad Khan², Munazza Baseer²

How to cite this article

ABSTRACT

OBJECTIVES

Jamil B, Shaheen M, Asim N, Khan

MA, Baseer M. Factors Inuencing

Postgraduate Students’ Academic

Performance: A Qualitative Study. J

Gandhara Med Dent Sci.2026;13(2):

This study aimed to explore factors aecting academic performance among

postgraduate students.

METHODOLOGY

A qualitative study using a grounded theory approach was conducted from

May to October 2024 at Khyber Medical University, Peshawar. Twelve

postgraduate students from various academic programs were recruited

through purposive sampling. Data were collected through semi-structured

Zoom interviews and analyzed using deductive thematic analysis, following

Braun and Clarke’s approach and guided by Tinto’s theoretical framework.

Strategies, including member checking and reexive memoing, were

employed to ensure credibility.

12-17

https://doi.org/10.37762/jgmds.13-2.815

Date of Submission: 29-10-2025

Date Revised:

Date Acceptance:

03-03-2026

06-03-2026

¹Professor of Medical Education,

Institute of Health Professions

RESULTS

Five major themes emerged from the analysis: academic performance

trajectory, prior academic background, motivation and personal attributes,

academic workload and challenges, and institutional and peer support.

Participants reported two main academic patterns: initial success followed

by academic decline and initial challenges followed by gradual improvement.

Factors facilitating academic success included peer support, motivation,

structured coursework, and eective time management. Conversely,

challenges such as complex research requirements, family responsibilities,

commuting diculties, and heavy workload negatively aected academic

performance.

Education & Research, Khyber Medical

University, Peshawar

²MHPE Scholar, Institute of Health

Professions Education & Research,

Khyber Medical University, Peshawar

Correspondence

³Nowshad Asim, Assistant Professor,

Department of MedicalEducation,

Institute of Health Professions

Education &Research, Khyber Medical

University,Peshawar

CONCLUSION

Postgraduate academic performance is shaped by a dynamic interaction of

personal, academic, social, and institutional factors, consistent with Tinto’s

student integration framework. Strengthening institutional support systems,

mentorship, and peer learning environments may enhance postgraduate

student engagement, academic success, and retention.

+92-300-5898407

drnowshadasim@kmu.edu.pk

KEYWORDS: Postgraduate Education, Academic Performance, Student

Retention, Tinto Model, Qualitative Research, Higher Education

INTRODUCTION

Academic performance is a key indicator of success in

outcome-oriented frameworks, emphasizing measurable

competencies and accountability for training outcomes.²

Longitudinal tracking of students’ educational progress

postgraduate medical education, reecting learners’ has therefore become essential for understanding how

ability to acquire, integrate, and apply advanced competencies develop over time and for informing

knowledge and clinical skills required for professional evidence-based educational policies and standards.^3,4

practice. The primary goal of medical education is to Multiple interacting factors inuence academic

develop competent physicians who possess strong performance in postgraduate medical education.

cognitive abilities, critical thinking skills, and Traditional predictors such as preclinical and clerkship

professional attributes necessary to respond eectively grade point averages, written examination scores, and

to evolving healthcare demands and scientic

advancements.¹ In recent years, medical education has

clinical assessments have long been used to estimate

future professional success.⁵ ⁶ However, growing

increasingly

shifted

toward

competency-based,

evidence suggests that non-cognitive attributes,

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J Gandhara Med Dent Sci

Factors Inuencing Postgraduate Students’Academic

including motivation, resilience, personality traits, and the study seeks to provide evidence that can inform

professional behaviors, also play an important role in educational policies, improve institutional support

shaping educational and clinical outcomes.⁷ Despite

their recognized importance in developing empathetic

systems, and ultimately enhance academic success and

professional development among postgraduate medical

and competent physicians, medical curricula often lack trainees.

structured approaches to nurture these competencies

METHODOLOGY

among learners systematically.⁸ Academic performance

is increasingly recognized as

multidimensional

This qualitative study was conducted from May 2024 to

October 2024 at Khyber Medical University, Peshawar.

Ethical approval was obtained from the KMU-IHPER

construct inuenced by the interaction of personal,

educational, institutional, and socio-environmental

factors. Personal factors include cognitive abilities,

motivation, self-regulation, and time management

skills. Educational factors relate to curriculum design,

instructional quality, mentorship, and access to learning

resources. Institutional inuences encompass the

broader learning environment, organizational policies,

and availability of academic support services.

Additionally, socio-environmental conditions such as

family support, peer interactions, nancial pressures,

and work-life balance can substantially aect students‘

learning experiences and academic outcomes.⁹ Despite

recognition of these diverse inuences, the existing

literature remains inconclusive about the relative

contributions of cognitive and non-cognitive factors to

academic success. Some studies report signicant

Ethical

Review

Board

(Ref.

No.

11/IHPER/MHPE/KMU/24-05,

dated 09-10-2024).

Written informed consent was obtained from all

participants prior to data collection. A total of 12

postgraduate students (male and female) enrolled in

postgraduate programs at Khyber Medical University

were recruited using a purposive sampling technique to

select participants who could provide rich, relevant

information

about

the

phenomenon

under

investigation.¹Participants took part in in-depth

interviews to explore factors inuencing their academic

experiences during postgraduate training. A qualitative

research design was chosen to gain an in-depth

understanding of participants‘ experiences, perceptions,

and

contextual

factors

inuencing

academic

associations

conscientiousness, resilience, and stress management

with academic performance, whereas others

between

attributes

such

performance.² The study was conceptually informed by

Tinto’s Model of Student Integration, which explains

how students’ persistence and academic success are

shaped by their level of academic and social integration

within an educational institution.⁴ This framework was

selected because it provides a useful theoretical lens for

examining how institutional, social, and individual

factors interact to inuence postgraduate students’

academic experiences. Postgraduate students who had

completed at least one academic semester in their

postgraduate program at Khyber Medical University

and were willing to participate voluntarily were

included in the study. Students who had experienced

significant academic interruptions or prolonged breaks

during their postgraduate studies, or those who reported

substantial academic decline during their training, were

excluded from the study. Sampling continued until data

saturation was achieved, dened as the point at which

no new themes or meaningful insights emerged from

additional interviews.⁵ The interview guide was

developed based on the key constructs of Tinto’s Model

of Student Integration, focusing on academic, social,

and institutional factors inuencing postgraduate

students’ experiences. A pilot interview was conducted

to assess the clarity, relevance, and comprehensiveness

of the questions. Based on feedback from the pilot

interview, necessary revisions were made, and the nal

semi-structured interview guide was established.

Participants were invited via email, and interviews were

demonstrate weak or inconsistent relationships.¹⁰ This

variability suggests that isolated predictors cannot

explain academic performance; rather, it emerges from

complex interactions between individual characteristics

and contextual learning environments. Furthermore,

limited research has examined how these combined

factors inuence postgraduate research performance

and scholarly productivity, which are critical

components of postgraduate training. An additional

concern in postgraduate medical education is the

growing prevalence of stress and burnout among

trainees. Burnout, dened as a syndrome characterized

by emotional exhaustion, depersonalization, and

reduced

personal

accomplishment

professional activities, has been widely documented

among medical learners and healthcare professionals.¹¹

High levels of stress and burnout may negatively aect

motivation, learning engagement, and overall academic

performance, yet their inuence on postgraduate

research outcomes remains insuciently explored.

Given these gaps, a comprehensive understanding of

the

factors

inuencing

postgraduate

academic

performance is needed. Therefore, this study aims to

examine how institutional, individual, environmental,

and supervisory factors inuence the research

performance of postgraduate medical students. By

identifying the relative impact of these determinants,

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J Gandhara Med Dent Sci

Factors Inuencing Postgraduate Students’Academic

RESULTS

conducted through online Zoom meetings. All

interviews were conducted by the primary researcher

and were audio-recorded with participants’ consent.

The interviews ranged in duration from 45 to 60

minutes. All interviews were transcribed verbatim, and

transcripts were reviewed twice by the researcher to

ensure accuracy. To maintain condentiality and

anonymity, all identifying information, including

personal names and institutional identiers, was

removed from the transcripts. Participants were oered

the opportunity to review the transcripts and

preliminary ndings (member checking) to ensure

accuracy and credibility of the data. Participants

preferred receiving summarized transcripts and key

findings, which were subsequently shared with them.

Data were analyzed using thematic analysis following

the six-phase approach described by Braun and

Clarke.¹¹ The analysis was guided by the conceptual

framework derived from Tinto‘s Model of Student

Integration, which informed the development of initial

coding categories. The process involved familiarizing

oneself with the data through repeated reading of

transcripts, generating initial codes, organizing codes

into potential themes, reviewing and rening themes,

defining and naming themes, and producing the nal

thematic structure. To enhance credibility, a two-step

member-checking process was conducted. In the rst

step, the researcher summarized the key points from

participants‘ responses during or after the interviews to

ensure that the interpretations accurately reected their

perspectives. In the second step, participants were

invited to review the emerging conceptual model and

Table 1: Demographic Data of the Participants

Variable

Frequency

Characteristics

%age

(n)

Gender

Male

Female

MHPE

MSN

Program

Enrolled

58.5

8.3

EPI & BIO

MHR

M.Phil

MPH

Table 2: Themes and Subthemes Inuencing Postgraduate

Academic Performance

Theme

Subthemes

Representative Qoute

Academic

Initial Success “My Experience in the rst

Performance followed by

year was very good.”

(Respondent 1)

“Honestly speaking, in the rst

year, it was very tough”

(Respondent 5)

Trajectory

decline

Initial

Challenges

followed by

improvement

Familiarity

with course

content

Prior

“My success was because these

subjects were a repetition of

what I studied earlier.”

Academic

Background

(Respondent 10)

Lack of

familiarity

“Everything was new for me…

I was not familiar with the

with discipline terminology of medical

education.” (Respondent 7)

Motivation

Enthusiasm

“The key factor during the rst

year was my enthusiasm and

interest.” (Respondent 8)

“It would give extra marks for

promotion, so it was an

incentive for us.” (Respondent

and Personal and intrinsic

Attributes

motivation

Career

advancement

motivation

assess

its

relevance,

completeness,

and

Academic

Challenges

Increased

research and

“I struggled with the in creased

emphasis on research and

statistical analysis.”

comprehensiveness in explaining the phenomenon

under investigation. Feedback obtained through this

process was incorporated into the analysis, and the nal

thematic model was rened through discussion with

research team members, ensuring analytical rigor and

consistency in interpretation. The primary researcher,

who conducted the interviews and initial coding,

maintained reexive awareness throughout the research

process. Reexive notes and analytic memos were

documented during data collection and analysis to

critically reect on potential assumptions, biases, and

interpretations that could inuence the research

process. Regular discussions with co-authors were

conducted to review coding decisions and emerging

themes, thereby enhancing reexivity and ensuring that

interpretations remained grounded in participants‘

perspectives.

and Workload statistical

demands

(Respondent 11)

Complex

“The increased complexity of

topics and workload became

dicult to manage.”

coursework

and workload

(Respondent 9)

“It was difcult to manage

Personal and Family

Environmental responsibilities everything with family

Challenges

responsibilities and work

commitments.” (Respondent

10)

Travel and

commuting

challenges

“Traveling several hours

drained my energy and made

me think about quitting.”

(Respondent 8)

“My batch fellows were always

supportive and encouraged me

to continue.” (Respondent 8)

“The university should provide

personalized academic

support.” (Respondent 2)

Peer and

Support from

Social Support classmates

Institutional

Support and

Course

Need for

academic

advising and

tutoring.

Structure

Need for

“The sessions should be shorter

exible course and more frequent.”

structure.

(Respondent 1)

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Factors Inuencing Postgraduate Students’Academic

The ndings demonstrate that postgraduate academic performance. Studies have shown that students‘

performance is inuenced by multiple interacting personal characteristics, combined with institutional

factors across personal, academic, social, and limitations and peer inuences, play a signicant role

institutional domains, consistent with Tinto’s model of in shaping academic outcomes.¹²The ndings of the

student integration. While prior academic background present study support this perspective, demonstrating a

and initial motivation facilitated early academic positive relationship between institutional support and

success, challenges such as increased research students‘

academic

experiences.

Participants

workload, family responsibilities, and commuting particularly emphasized the importance of faculty

diculties contributed to declines in performance for mentorship and supervisory guidance for both academic

some students. Conversely, peer support, eective time development

and

personal

motivation.

Similar

management, and institutional resources played a observations have been reported in studies examining

crucial role in helping students adapt to postgraduate postgraduate

students’

satisfaction

with

their

academic demands

educational environments. Research has demonstrated

that the quality of the learning environment,

organizational support, and administrative structures

significantly inuence postgraduate students‘ academic

satisfaction and performance.¹⁴In addition, family

responsibilities and psychological factors have been

shown to inuence students’ academ ic engagement and

performance. Some studies have suggested that

students‘ physical, psychological, and emotional well-

being may inuence their ability to maintain consistent

academic progress .¹⁴Although the participants in the

DISCUSSION

The present study identied several factors inuencing

postgraduate students’ academic performance, which

may act as either facilitators or hindrances. Consistent

with Tinto‘s model of student integration, academic

trajectories may follow dierent patterns, including

initial success followed by mid-program decline and

eventual recovery, or initial academic challenges

followed by gradual improvement. The ndings of the

current study reect similar patterns. Participants

emphasized that maintaining a structured academic

schedule, prioritizing learning activities, and sustaining

focus on coursework were essential for achieving

strong academic outcomes. Furthermore, a supportive

learning environment and supervisors' encouragement

were identified as important contributors to positive

academic performance. The study also highlighted

several factors contributing to academic diculties

during postgraduate education. Participants reported

that family responsibilities, unfamiliarity with course

content, increased academic workload, and complex

research requirements often contributed to declining

present

study

did

not

uniformly

emphasize

administrative roles, several acknowledged the

importance of family support and psychological well-

being, which aligns with these ndings. Other studies

have also highlighted the importance of campus life

quality and student engagement as predictors of

academic success.¹⁵Research involving larger student

populations suggests that active participation in campus

activities and engagement with academic communities

can signicantly inuence learning outcomes. These

factors were not strongly emphasized by participants in

the current study, which may be explained by the

smaller sample size and the specic characteristics of

the postgraduate programs represented in this research.

Larger samples often capture a wider range of

institutional experiences and student perspectives.

Similarly, other studies have identied the interaction

of academic, personal, and institutional factors as

important contributors to academic performance.⁴

Ladyshewsky et al. highlighted the role of learning

modes and teaching approaches in shaping students‘

academic outcomes.¹⁶Their study demonstrated that the

teaching delivery mode and alignment with students‘

learning styles may signicantly inuence academic

achievement. Although participants in the present study

did not prominently highlight this factor, it may reect

dierences in research focus and methodology. The

current study relied on qualitative interviews with a

relatively small group of postgraduate students,

whereas Ladyshewsky’s research examined inuences

on learning modes within a larger sample. Additional

research has emphasized the inuence of institutional

academic performance. Some

students initially

performed well due to familiarity with early

coursework; however, as the curriculum progressed and

became more research-intensive, challenges related to

time management, research skills, and unfamiliar

subject matter became more pronounced. Additionally,

participants who resumed education after a prolonged

academic break reported diculties adapting to the

demands of postgraduate study. Conversely, several

factors were associated with improved academic

performance. Participants emphasized the importance

of peer encouragement, structured course design,

regular attendance, active participation in learning

activities, and eective time management. These

findings highlight the importance of both individual and

environmental factors in shaping academic outcomes

during postgraduate education. Previous research has

similarly reported that personal, institutional, and peer-

related factors are critical determinants of academic

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Factors Inuencing Postgraduate Students’Academic

postgraduate student support, recognizing the inuence

quality, academic reputation, student facilities, and

degree credibility on students’ academic success.⁹

of personal, psychological, and socio-environmental

factors on academic performance. Addressing these

factors through counseling services, wellness programs,

and academic development initiatives may help

improve postgraduate student retention and success.

These institutional

characteristics contribute to

students’ motivation and engagement with their

academic programs. Similarly, Muthukrishnan et al.

emphasized the importance of institutional support,

self-management skills, and research competencies in

determining postgraduate academic performance.¹⁷

Their ndings suggest that strong research skills are

particularly important for postgraduate students, as

inadequate research competence may negatively aect

academic outcomes. Interestingly, their study suggested

that supervisors may have limited inuence on

postgraduate academic performance, which contrasts

with the current study's ndings, in which participants

frequently highlighted the positive role of supervisory

mentorship. This discrepancy suggests that supervisors'

inuence may vary across institutional contexts and

educational environments. Another study examining

postgraduate students reported a relationship between

dietary habits and academic performance, suggesting

that unhealthy eating patterns such as frequent

consumption of high-sugar or fast-food meals may be

associated with declining academic outcomes¹⁸.

Although this factor was not explored in depth in the

present study, it highlights the potential role of broader

lifestyle factors in inuencing academic success.

Further research is needed to better understand the

extent to which such variables contribute to

postgraduate academic performance. Overall, the

LIMITATIONS

The study relied on self-reported experiences, which

may be inuenced by recall bias. However, strategies

such as member checking and reexive analysis were

used to enhance credibility. The qualitative design

explored

participants’

experiences

rather

than

establishing causal relationships. Future studies using

larger samples and mixed-method approaches may

provide broader insights into factors inuencing

postgraduate academic performance.

CONCLUSIONS

The present study, supported by the referenced

literature, identifies several key factors inuencing

academic performance among postgraduate students.

Students‘ learning attitudes, institutional support,

economic conditions, and family responsibilities

emerged as important determinants of academic

outcomes. Additionally, factors such as campus

engagement,

teaching

and

learning

methods,

psychological well-being, and lifestyle factors may also

contribute to academic performance. These ndings

suggest that postgraduate institutions should adopt

comprehensive support strategies that address both

academic and non-academic factors aecting student

success. Strengthening institutional support systems,

promoting peer collaboration, and facilitating eective

mentorship may help improve postgraduate students’

academic experiences and overall performance. Further

research with larger, more diverse samples is

recommended to better understand the complex factors

inuencing postgraduate academic outcomes.

findings

the

present

study

reinforce

the

multidimensional nature of academic performance in

postgraduate education. Academic success is inuenced

not only by cognitive abilities but also by personal

motivation, institutional support, peer interactions, and

external life circumstances. The ndings of this study

have important implications for postgraduate education

and institutional policy development. First, universities

should strengthen academic support systems, including

structured mentoring programs, academic advising, and

research skills training, to help students adapt to the

increasing complexity of postgraduate coursework and

research requirements. Second, institutions should

consider implementing exible learning structures, such

as hybrid learning opportunities, improved scheduling

of contact sessions, and enhanced access to learning

resources. These measures may help postgraduate

students who balance professional responsibilities,

family commitments, and academic demands. Third,

promoting peer learning and collaborative academic

environments may enhance social integration and

student engagement. Peer mentorship programs and

collaborative study groups may provide both academic

and emotional support for postgraduate learners.

Finally, institutions should adopt a holistic approach to

DECLARATION STATEMENT

The authors declare that articial intelligence (AI) tools

were used solely to assist with language renement,

grammar correction, and text organization during

manuscript preparation. No AI tools were used to

generate, analyze, or interpret data, nor to draw

scientic conclusions. All intellectual content, including

study design, data analysis, and interpretation, remains

the original work of the authors. The authors have

critically reviewed and nally edited the manuscript to

ensure its originality and alignment with the research

objectives. The authors take full responsibility for the

nal content of the manuscript.

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Factors Inuencing Postgraduate Students’Academic

13. Ahmad H, El-Shaer A. Factors aecting postgraduate nursing

CONFLICT OF INTEREST: None

FUNDING SOURCES: None

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