Am I the Big Fish? The Effect of Self-Perceived Ordinal Rank on Student Academic Performance in Middle School

Am I the big fish? The effect of ordinal rank on student academic performance in middle school

The development of research in the field of education experiences exponential growth every year. This study aims to analyze the development of research on academic performance from 2010-2022. A total of 1906 articles indexed by the PubMed database were analyzed with a scientometric qualitative approach with bibliometric R bibliophily and VosViewer R tools. The results showed a significant development of research on the object of study of academic performance, especially in 2020-2022. From the analysis of several articles, this development was primarily influenced by the covid-19 pandemic. Some authors are categorized as productive writers on this theme, in most of them are from China. The potential for future research by looking at the research keywords of bibliometric analysis results in cluster 1, such as academic functioning, school performance, educational attainment, socioeconomic status, sleep duration, and parental education, is about increasing "student academic performance" which is supported by "school performance", "parental education" and "socioeconomic" families. This research helps compile study topics regarding academic performance and find novelty in subsequent research.
 
 

This study examines the impact of online gaming on the academic performance of Pokhara university business students in Kathmandu Valley. Academic performance of business students is the dependent variable. The selected independent variables are online games, social media network, time spent on social media, mobile phones, friends and people connection and internet addictions. The primary source of data is used to assess the opinions of the respondents regarding the impact of online gaming on academic performance of Pokhara university business students in Kathmandu Valley. The study is based on primary data with 123 respondents. To achieve the purpose of the study, structured questionnaire is prepared. The correlation coefficients and regression models are estimated to test the significance and importance of online gaming on academic performance of Pokhara university business students in Kathmandu Valley. The study showed that online gaming has a positive impact on academic performance of business student indicating that playing informative online gaming leads to increase in the level of academic performance of business students. Likewise, the result also revealed that social media network has a positive impact on academic performance of business students. It means that use social media network helps in improving student’s academic performance. Moreover, time spent on social media has a positive impact on academic performance of business students indicating that more the time students spent on social media for the purpose, better would be the academic performance of the students. Moreover, mobile phones has a positive impact on academic performance of business students. It indicates that use of mobile phones helps in improving academic performance of business students. Further, the result shows that friends and people connection has a positive impact on academic performance of business students which means that connecting with friends and people through social media helps students to improve their academic performance.

This study aims to explore the impact of teacher self-efficacy on the academic performance of middle school students in Chongqing, to provide an implementation path for improving the academic performance of middle school students, and to provide theoretical and empirical evidence for promoting teachers to reflect on their educational philosophy, teaching attitudes and behaviors. The study used a teacher self-efficacy questionnaire and an academic performance questionnaire to investigate 30 Chinese teachers and 180 middle school students in a middle school of Chongqing. Based on the collected questionnaire data, correlation analysis and regression analysis methods were used to analyze the relationship between teacher self-efficacy and student academic performance. Results: 1) Teachers in Chongqing have a high sense of self-efficacy; 2) Middle school students in Chongqing have good academic performance; 3) Teacher self-efficacy is significantly correlated with student academic performance; 4) Among the various dimensions of teacher self-efficacy, teacher classroom management efficacy has the greatest impact on student academic performance. Overall, teacher self-efficacy has a significant positive impact on the academic performance of students in Chongqing, China.

Teaching and learning are dynamic activities that are predicated on a number of factors. The pedagogical strategy used determines the effectiveness of the teacher and students’ academic performance. This study was therefore on the effect of blended instructional strategy on Commerce students’ academic performance in secondary schools in Uyo Local Government Area of Akwa Ibom State-Nigeria. Three research questions and three null hypotheses were raised to direct the study. The study adopted the pretest- postest non randomized quasi experimental design. Diffusion of Innovative theory and the Material-First-Rationale-Model were used to develop Commerce Instructional Package for experimentation. Two schools out of the 13 secondary schools in Uyo Local Government Area met the requirement for selection and were used for the study. The sample size of 240 students in both the urban and rural schools were selected and used for the study using the simple random sampling technique. An instructional package on Commerce was developed and used in treating the experimental groups while the control groups were taught using the expository teaching strategy. Both the control and the experimental groups were pretested before treatment. Commerce Performance Test was used to examine the effect of the package and the difference in students’ performance. All the students in both control and the experimental groups were post-tested. Their scripts were marked and their scores used for analysis with the help of mean and Analysis of Co-variance. Results of the analysis showed a significant difference in academic performance of Commerce students taught with blended instructional strategy and those taught with expository method. There was also a significant difference in academic performance of male and female students as well as those students in urban and rural school location. Based on these results, the following recommendations were made to improve the teaching of Commerce and academic performance of students namely that blended instruction should be adopted in teaching Commerce and that in-service training, seminars and workshops should be organised by Government and other stake holders in Education to update the knowledge of teachers in the use of ICTs and web-based instructional strategies among other recommendations.

Introduction: Academic performance of a student is most commonly linked with several factors such as family socio-economic status etc. The nutritional status of a child is an important factor in the development of a child, including mental and cognitive development. Purpose: This study investigated the effect of gender and BMI on academic performance of Junior Secondary School students in Owerri Education zone, with the aim of comparing the academic achievement of both genders with their BMI. Methodology: Two research questions and two hypotheses were formulated in order to achieve the objectives. A descriptive survey research design was adopted for the study. The population of the study comprised 23, 229J.S.S students, with sample size of 120 JSS 3 students; 60 males and 60 females, selected by means of simple random sampling technique from 10 schools in the zone. The instruments used for data collection were structured students Test Questions (SSTQ) and school-based result for the last term in English, Mathematics, and Basic Science. Height and weight were recorded to calculate the Body Mass Index (BMI). Result: The findings of the study showed that: Gender has no significant effect on academic performance of students while BMI has significant effect on academic performance of students. Recommendation: It was recommended that underweight students should be counseled on how to improve their weight so as to avoid dropping down to severe underweight, as it may affect the brain’s ability to process information. This can affect the student’s academic performance.

The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academic performance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka and Hyogo prefectures of Japan were randomly selected and used as the sample population. A well-structured questionnaire was used as an instrument for data collection to ascertain the effect of parent's income status and attitude on student's academic performance at school using a four point Likert scale methodology. Academics grade point of students in an examination was also used as the determinant of students' academic achievement. Results showed that greater academic achievement for a student is attained by those students from financially buoyant families (Mean ± SD = 2.97 ± 0.88, X2 = 11.991, P = 0.007), however, 29.7% of students strongly disagree. More than half of respondents (>50%) disagree that financial constraint determines the number of children that goes to school in low income families. Average exam grade (Mean ± SD) points for students from parents with high, medium and low-income status was 77.29 ± 13.1, 77.9 ± 23.3 and 80.79 ± 10.13, respectively (P > 0.05). In conclusion, our finding show parents involvement in children school activities matter most than the parent's financial status in uplifting the children academic performance in school. Our recommendation is that parents should always encourage their children and provide moral support as well for the child to be emotionally stable and have confidence in their academic pursuit to achieve excellence.

Introduction. The relevance of the study is determined by the active involvement of young students in the use of digital technologies and the lack of a holistic view of the cognitive characteristics, indicators of educational activity and academic performance of students with different parameters of digital competence and Internet use. The purpose of the article is to study cognitive and stylistic characteristics, indicators of educational activity and academic performance of schoolchildren and students with different parameters of digital competence and Internet use. Materials and methods. The study involved students from schools and universities in St. Petersburg, Moscow, Novosibirsk, and Yekaterinburg (total sample: N=583). Methods: a survey using a questionnaire to collect socio demographic information (also contained a question regarding the ways of using the Internet and a question to determine self-assessment of academic performance), psychodiagnostic method. Methods: "Digital Competence Index" (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Yu. Zotova); "Thinking Style" (A.K. Belousova); "Schoolchild Academic Activity Questionnaire" (A.A. Volochkov); "Student Academic Activity Questionnaire" (A.A. Volochkov). Statistical processing of the results was carried out in the Python programming language using the Google Colaboratory development environment, using exploratory factor analysis, Student's t-test. KEYWORDS Results. The structure of relationships between digital competence and ways of using the Internet with cognitive characteristics and academic performance of students has been established. It has been determined that the expression of digital competence in schoolchildren and students in the field of content, software, consumption is combined with more effective assimilation of educational material and is reflected in the ability to critically evaluate information, apply it in practice, coordinate joint activities. Compared with schoolchildren, students have higher rates of academic performance (p≤0.01) and learning ability (p≤0.01), associated with their cognitive strategies of organizational orientation (p≤0.01) and active practices of using the Internet for educational purposes (p≤0.01). digital competence, thinking styles, educational activity, academic performance Conclusion. The study contributes to the understanding of the profile of cognitive-style characteristics, indicators of educational activity and academic performance of schoolchildren and students with different parameters of digital competence and use of the Internet.

This study focuses on exploring the socio-emotional aspects of the school trajectory and its impact on the academic performance of students. It is recognized that socio-emotional aspects play a crucial role in the development of students, not only in their general well-being, but also in their academic performance. Understanding how these aspects influence the school trajectory is essential to implement effective strategies to support and promote academic achievement at the high school level. Through an exhaustive review of the scientific and academic literature, the different socio-emotional aspects that can affect the school trajectory and academic performance of students are analyzed. Key variables such as socio-emotional well-being, anxiety, stress and emotional intelligence, and their relationship with academic performance, are examined. The findings highlight the importance of socio-emotional well-being in the school trajectory. Students who experience greater social-emotional well-being show greater motivation, commitment to learning, and better academic results. In addition, it is identified that elevated levels of anxiety and stress can have negative effects on academic performance, affecting attention, concentration, and memory of students. On the other hand, the role of emotional intelligence in academic performance stands out, since students with more developed skills in this area tend to show greater commitment and obtain better results in standardized tests. Recommendations are proposed to improve academic performance in high school, such as implementing social-emotional education programs, providing emotional support and counseling, promoting a positive school environment, setting realistic goals, and fostering collaboration between parents, teachers, and students. These recommendations aim to strengthen the emotional and social health of students, providing strategies and tools that allow them to face academic and socio-emotional challenges effectively.

The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.

This study aimed to investigate social media’s influence on the academic performance of senior high school students. Specifically, aimed to identify the social media platforms that may influence the academic performance of senior high school students; determine the extent of influence of social media on the academic performance of senior high school students in terms of communication; social skills; and time management; determine the academic performance of senior high school students on their second semester of academic year 2024-2025 and assess the significant relationship between the extent of influence of social media to the academic performance of senior high school students. This study utilized a descriptive and correlational research design. The study was conducted in seven secondary public high schools offering senior high school programs in the Schools Division of Borongan City. Respondents of the study were chosen through stratified random selection. The researcher adopted a questionnaire with reference to the previous studies of Alomari (2019). Findings of the study revealed that Facebook shows the highest usage among senior high school students both for academic and social purposes. It is being followed by TikTok, Messenger, YouTube and Instagram. The study revealed the influence of social media to the academic performance of senior high school students in terms of communication, social skills and time management. From the result it shows that there is a high influence of social media to the academic performance of senior high school students in both communication and social skills. On contrary, average influence was evident to social media and academic performance of students in terms of time management. On the distribution of respondents in terms of academic performance, results show that most of the respondents belongs to Outstanding level (60.3%), followed by Very satisfactory level (33.5%) and Satisfactory level (6.2%). The results of the test of relationship between the extent of influence of social media and the academic performance of senior high school students reveal significant correlations that highlight the multifaceted role social media plays in education

Protocol for a Systematic Review: Targeted School‐Based Interventions for Improving Reading and Mathematics for Students With or At‐Risk of Academic Difficulties in Grade 7 to 12: A Systematic Review

The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic performance. The study found that authoritative parenting style had greatest significant positive impact on academic performance of the students (β = 0.104, SE = 0.011, t = 9.539, p < 0.001), followed by authoritarian style (β = 0.044, SE = 0.011, t = 3.971, p < 0.001). However, permissive style had no significant impact on students’ academic performance (β = 0.042, SE = 0.025, t = − 1.682, p = 0.093). Neglecting style had significant negative impact on students’ academic performance (β = 0.072, SE = 0.011, t = − 6.740, p < 0.001). Following from the study findings, it is recommended that the Schools in collaboration with the Parent Teacher Association should organise guidance and counselling programs for parents to sensitise them on various parenting styles and their ramifications on academic performance of students. Also, Class Counsellors’ professional capabilities to manage the psycho-social problems of students are imperative for an improved academic performance of the latter.

The purpose of the study was to identify the effect of the face-to-face tutoring program of undergraduate students in Administration on academic performance, as well as its level of student satisfaction with the program. The research questions were: (a) what are the aspects of the institutional tutoring program that impact on the academic performance of the students? (B) What is the satisfaction stage from the tutored about the tutoring institutional program attended? and (c) what effect does the institutional mentoring program have on the academic performance of administration students during their scholar journey? The methodology used in this study was based on the quantitative approach, non-experimental with a transactional design. 63 eight semester students participated, and they attended the tutoring program. The Pearson correlation test was used for the aspects included in the tutoring program and the academic performance of the students. The results indicate that there is no significant relation between the aspects that the tutorial program covers and the academic performance, however, is a high rate student satisfaction with the tutoring program. In the results of Pearson´s correlation test between the aspects of the program and the general average, no significant relation was found in the aspects covered by the program. As a conclusion, the institutional tutoring program does not have a statistically significant relation in the students' academic performance, in contrast to student satisfaction, which was favorable to the tutoring program.&#x0D; Key words: Effect, student, academic performance, satisfaction, tutor&#x0D; Code JEL: I20, I21, I23&#x0D; Received: 24/06/2019. Accepted: 10/02/2020. Published: 27/04/2020

The present study was conducted to know and compare the factors affecting academic performance and aspirations of undergraduate students of Punjab Agricultural University, Ludhiana. A sample of 150 students was selected through purposive sampling technique from three colleges of PAU, Ludhiana having Government funded programmes namely B.Sc. (Hons.) Home Science, B.Sc. (Hons.) Agriculture, B. Tech. (Agricultural Engineering and Technology). Data were collected with the help of specially prepared questionnaire. The findings revealed that 53 percentage of students had medium and 19 per cent had high level of academic performance. Significant relationship was observed between academic performance of the students and their health status. Family type, family size, use of internet were significantly associated with academic performance of the students. Significant variations were found among students of different colleges in relation to father’s education, father’s occupation and health status. Health status of students had significant and positive relationship with academic performance of the students. Students should be encouraged to improve their health status.