© IJARW | ISSN (O) - 2582-1008 May 2024 | Vol. 5 Issue. 11 www.ijarw.com IJARW2118 International Journal of All Research Writings 52 THE FACTORS INFLUENCING THE ACADEMIC PERFORMANCE IN THE COURSE OF PROBABILITY THEORY AND STATISTICS AMONG FIRST-YEAR STUDENTS AT THE THAI NGUYEN UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION Nguyen Thi Thu Hang 1 , Pham Hong Truong 2 , Tran Thi Mai Linh 3 Thai Nguyen University of Economics and Business Administration, Thai Nguyen, Viet Nam ABSTRACT This paper investigates the factors influencing the academic performance in the course of Probability Theory and Statistics among first-year students at the Thai Nguyen University of Economics and Business Administration. The study employs quantitative analysis method and is based on a sample consisting of first-year regular students from six specialized departments of the university. The results indicate that several factors such as prior academic performance, gender, department of study, academic year, and hometown of students significantly affect their academic outcomes. However, the study also emphasizes that the research focuses only on a few factors and further investigation is warranted to gain a deeper understanding of the factors impacting students' academic performance. Keyword: academic performance, regression model, Probability Theory and Statistic, first-year students, regular students. 1. INTRODUCTION The course of Probability Theory and Statistics is a crucial component within the curriculum of first- year regular students at the Thai Nguyen University of Economics and Business Administration. This course equips learners with fundamental knowledge in probability and statistics, serving as a cornerstone for their subsequent specialized coursework. Despite the significance of this course in imparting essential knowledge and skills to students, grasping and applying the theories of probability and statistics may pose considerable challenges, particularly for first-year students. These challenges may include the complexity of concepts, the prerequisite of foundational mathematical knowledge, and the abstract nature of the theories. According to annual data, the academic performance of first- year students in Probability Theory and Statistics has exhibited a downward trend in recent years: the proportion of students achieving grades of 'good' or above has gradually declined from 52.3% (2016-2017) to 37.8% (2023-2024); conversely, the percentage of students achieving grades below 'average' has shown an upward trajectory. Academic performance serves as a key metric reflecting students' learning and research capabilities, as well as the teaching proficiency of faculty members in universities. It is also a vital criterion for evaluating the quality of student outcomes - the human resources responsible for the economic and social development of the country. For students, academic performance not only measures their understanding and knowledge but also reflects their effort and commitment in the learning process. This outcome can impact various aspects of students' lives, from career opportunities to self-confidence and conscientiousness in work. Additionally, academic achievements can be decisive factors in receiving scholarships, rewards, or opportunities for further study and research. Students' academic success influences their self-esteem, motivation, and perseverance; conversely, academic failure can lead to reduced opportunities for students in pursuing higher degrees and increase educational costs. For universities, students' academic performance serves as a crucial indicator for assessing the