This paper assesses the role of various characteristics in explaining marks achieved by university students in specific modules and streams. Building on a hedonic analytical framework, this performance-related study aims at being useful for lecturers in their design of learning and teaching policy. Following the presentation of variables and some descriptive statistics, the econometric exercise indicates that the statistically significant factors are those primarily related to semester student performance, i.e. an overall good (mediocre) student performs well (bad) in the modules under consideration. Despite its superficial triviality, this result might have important implications for university administrators and their budgeting strategy.

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