Comparative analysis on the academic performance of student-commuters and non-commuters

Recognizing group differences on the academic achievements between student-commuters and non-commuters is critical, as the commuter population nationwide continues to increase and universities are forced to compete for the patronage of these commuter students” (Newbold, Mehta and Forbus, 2011, p. 142). This study aimed to compare and analyse the academic performance of student-commuter and non-commuter of the College of Teacher Education. The researcher utilized a descriptive correlational design to analyse the academic performance of the student-commuter and non-commuter of the College of Teacher Education. The questionnaire which was patterned from Glenda Lee Cacdan et.al was used to gather data that are relevant to the study. The questionnaire consisted of two parts. Part I is the profile of the respondents and Part II includes the perception of the respondents on commuting and staying in the campus. Based on the findings of this study, it is therefore concluded that the perception of the respondents on the effects of commuting and staying in the campus has no significant relationship with the academic performance of student-commuters and non-commuters. There is no significant difference between the academic performance of the student-commuter and non-commuter of the College of Teacher Education. In the light of the foregoing results of this study, it is strongly recommended that students should focus on their study and allow themselves the opportunity to participate on academic and non-academic activities to improve and promote their highest potential as students, whether they are commuting or staying in the campus.