Abstract
The objectives of the study are to investigate factors that affect academic performance of undergraduate students at Najran Preparatory Year for Girls. It will also examine the effect of students’ admission points, previous school background, residence outside Najran city, transportation problems, educational factors, change of instructional language from Arabic to English, academic qualifications, and Faculty members' skills on academic performance. The participants of the study consist of currently enrolled students at Najran University Preparatory Year for Girls in two semesters; To analyze the data, a number of statistical methods have been used, namely, descriptive statistics, Chi square and linear regression analysis. The study found that the majority of students entering Preparatory Year have an excellent academic level. 72.6% of students scored 90+ percent in the Saudi Arabia Secondary school certificate examination. Their performance however, tends to drop when they take their first exam at PYP where 43% of them obtain GPA (4-5) and 17.3 % of them fail. The educational level of their parents is still low. Student's educational background is very good from their secondary schools results. However, they suffer from the change of instructional language from Arabic to English. They also complain that it has affected their academic level. The qualifications and skills of staff members in the Preparatory Year for Girls are excellent. There was a highly significant relationship between the GPA and the percentage of students entering the College, and a lengthy the length of experience of lecturers in teaching. However, there was an insignificant relationship between GPA and education of single or both the parents. And qualifications of staff (Master- PhD). The study recommends a radical revision and improvement of the English language curriculum by incorporating the inclusion of modern strategies and teaching methods for foreign language learning in secondary schools and Najran Preparatory Year for Girls and intensive use of instructional software and computers in girls’ schools.