I Promise to Work Hard: The Impact of a Non-Binding Commitment Pledge on Academic Performance

Academic stress is a significant issue university students face, often arising from academic pressures such as deadlines, exams, and high expectations. These pressures disrupt mental and physical balance, leading to issues like insomnia, which can negatively impact students' health and academic performance. This study examines the relationship between academic stress levels and insomnia among university students, seeking to provide insights and practical recommendations for managing stress and improving sleep quality. A comprehensive review of 15 studies was conducted to analyze the connection between academic stress and insomnia. The research focused on various contributing factors, including academic workloads, social support, and environmental influences such as the COVID-19 pandemic. The findings indicate a significant relationship between academic stress and insomnia. Heavy academic workloads, tight exam schedules, and high faculty and parent expectations contributed significantly. Additionally, factors such as depression, anxiety, poor sleep hygiene, excessive digital device use, and unsupportive family dynamics were found to exacerbate sleep disturbances. The COVID-19 pandemic further intensified academic stress, leading to worsened sleep quality. While some studies found no direct correlation, they suggested that coping mechanisms, social support, and sleep habits might mitigate the impact of stress on sleep. Academic stress contributes significantly to insomnia among university students, affecting their quality of life and academic performance. Key triggers include heavy workloads, exams, and high expectations, worsened by poor sleep habits and technology dependence. The COVID-19 pandemic has further intensified these issues. Interventions in stress management, sleep habits, and mental health support are essential, with further research needed to explore the role of social support in reducing insomnia.

Parental expectations have been found to play a critical role in children's academic success. The objectives of the study were to assess both father and mother expectations regarding academic performance among school children and find out the association between expectations of father and mother regarding academic performance among school children. An exploratory research design was used to assess the both father and mother expectations regarding academic performance among 320 school children studying in Golden Bells School and Paragon Sr. Sec. School. Non observation checklist on parent expectations regarding academic performance was used and data was analyzed by descriptive and inferential statistical methods. The result showed father and mother expectation level score regarding academic performance among school children, father's expectation level score 93.4% had high expectations, 6.3% had moderate expectations and 0.3% had less expectations and mother's expectation level score 90.3% had high expectations, 9.7% had moderate expectations and none of them had less expectation. There was significant association between expectations of father and mother regarding academic performance among school children and there was a linear positive correlation between expectations of father and mother regarding academic performance among school children.

A for effort: Incomplete information and college students’ academic performance

Extensive research has demonstrated the positive relationship between parental expectations and adolescents’ academic performance. However, little attention has been paid to the negative influence of parental expectations on adolescents’ emotion well-being. The present study investigated the effects of high parental expectations on both academic performance and depression of adolescents. In addition, it also explored whether these relationships could be mediated through adolescents’ value of academic success, self-efficacy, and supports from parents and school. The sample consisted of 872 adolescents from secondary schools in Hong Kong and the results revealed that high parental expectations were positively associated with adolescents’ academic performance and also positively associated with their depression. The mediating roles of adolescents’ value of academic success and school support frequency were also confirmed. This study provides some implications for parenting practice by clarifying the complex roles of parental expectations and the need for social support for adolescents.

Findings from previous prospective research suggest the association between alcohol use and undergraduate academic performance is negligible. This study was designed to address weaknesses of the past research by relying on objective measures of both drinking and academic performance. A prospective study was conducted with repeated measures of exposure to alcohol linked to institutional academic records. Alcohol data were collected in residence halls at a nonselective, midwestern, public university in the United States. A total of 659 first- and second-year undergraduate students were tracked over the course of 15-week semesters. A statistically significant negative association with semester academic performance was found for different alcohol indicators: frequency of breath alcohol concentration (BrAC) above .08, mean BrAC, standard deviation, and maximum BrAC recorded. These associations remained statistically significant when controlled for sociodemographic variables and individual level confounders, but the effect sizes were relatively small with a contribution to explained variance of less than 1%. When additionally adjusted for residence hall building, all alcohol indicators no longer reached statistical significance (p > or = .05). Consistent with past prospective research, the magnitude of the association between undergraduate alcohol use and academic performance is small when the effects of high school academic aptitude and performance are accounted for in multivariable analyses. This is the first study to find that living environment may have a robust effect on the academic achievement of undergraduates. Future research should examine more closely the relation between residence and academic performance and the role that alcohol use may play in creating residential environments.

The standard level of preparedness among secondary school teachers plays an important role in improvement of students’ academic performance. Hence, the study sought to examine the influence of teachers’ preparedness on students’ academic performance in public secondary schools in Gatsibo district in Rwanda. Correlation research design was employed. The target population was 308 respondents including 280 teachers and 28 directors of studies. The sample size was 174 (158 teachers and 16 directors of studies). Yamane formula was utilized to get the sample size. Interview guide, question and document analysis were taken as instrument of data collection. The findings revealed that majority of respondents with the mean of 3.13 and the standard deviation of 1.28 corresponding with 45.6% of teachers’ agreed that they have effective use of instructional materials. It was also revealed that majority of the respondents with the mean of 3.19 and 1.28 of standard deviation revealed they use computer to prepare their lessons. The study also indicated that majority of respondents having the mean of 3.09 and the standard deviation of 1.35 corresponding with 40.5% of teachers agreed that there is active class participation. The findings also reveal that there is 26.2% of teacher preparedness able to affect the level of students’ academic performance and the remaining 73.8 % of students’ academic performance can be affected by other variables. The study found there is a statistically significant high correlation between teacher preparedness and students’ academic performance (P=.000 and r = .817). The study recommended the school head teachers to make regular checking of teachers’ documents for the purpose of enhancing the level of teachers’ readiness. The Ministry of education responsible to improve teaching profession is recommended to enhance to quality and quantity of professional training given to teachers. The Non-governmental organizations should make collaboration with the school administration for the purpose of improving the level of teachers’ preparedness and students’ academic performance. Keywords: Teacher preparedness, Students’ academic performance, Public secondary schools

This study examined the Impact of School Facilities on Students’ Academic Performance in Senior Secondary Schools in Lafia Local Government Area, Nasarawa State. The population of the study comprised both public and private senior secondary schools’ teachers and students. The study adopted descriptive survey research design. Simple random sampling was used to select 140 teachers and 129 SSS2 students from four secondary schools. Two hypotheses were formulated to guide the study. The instruments used for data collection were Proforma for students’ test scores and a thirty-item questionnaire titled “Teachers Perceived Impact of School Facilities on Students’ Academic Performance in Senior Secondary Schools in Lafia Local Government Area (TPISFSAPQ)”. The validity index of each section of the questionnaire stood at 0.85, 0.73, 0.80, 0.76 and 0.88 respectively. Mean and standard deviation were used to answer the research questions; Multiple Regression was used to test the hypotheses at 0.05 level of significance. Findings revealed that school facilities have high impacts on students’ academic performance. Also, school facilities variables did not significantly predict students’ academic performance in English Language and Mathematics. Based on the findings of this study, it was concluded that school facilities provide better quality and richer environment for students, while making teaching more enjoyable for teachers. It was therefore recommended among others that school managers should carry out a comprehensive inventory of school facilities to obtain information on the components, policies and procedures of new or existing facilities.

This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.

Leadership has small but educationally significant indirect influence on students learning outcomes. Conversely, teachers account for significant variance of students’ academic performance. Principals’ leadership styles can increase teachers’ capacities and commitments and thus increase their output which can be reflected in improved students’ academic performance. Transformational leadership practices have been shown to increase employee capacities and commitments. The purpose of this study was to establish the relationship between principals’ involvement in developing teachers and students’ academic performance in public secondary schools in Machakos County, Kenya. This study adopted a descriptive survey design. The study targeted all the 331 principals and 3,006 teachers in public secondary schools in Machakos County. Using simple random sampling, a total of 100 principals were selected and five teachers equally selected from the schools with the sampled principals making a total of 500 teachers. Data collection instruments included questionnaires for principals, questionnaires for teachers and document analysis checklists. Quantitative data was analyzed using both descriptive and inferential statistics. Descriptive statistical tools used were frequencies, percentages, Mean and Standard Deviation while inferential statistical tools such as ANOVA and regression analysis were used to analyze the quantitative Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistical relationship (p<0.05) between principals involvement in teacher development and students’ academic performance which was positive but moderate (R= .671). Based on the results, it was concluded that transformational leadership practices influence students’ academic performance. The study recommends principals to increase transformational leadership practice of developing teachers since it influences students’ academic performance. Keywords: Leadership, Leadership style, Transformational Leadership practices, developing teachers DOI: 10.7176/JEP/11-23-06 Publication date: August 31 st 2020

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, eliminates the 21 percentage point gender disparity in enrollment, and dramatically reduces the disparity in test scores. The intervention increases formal school enrollment by 42 percentage points among all children and increases test scores by 0.51 standard deviations (1.2 standard deviations for children that enroll in school). While all students benefit, the effects accrue disproportionately to girls. Evidence suggests that the village-based schools provide a comparable education to traditional schools. Estimating the effects of distance on academic outcomes, children prove very sensitive: enrollment and test scores fall by 16 percentage points and 0.19 standard deviations per mile. Distance affects girls more than boys – girls' enrollment falls by 6 percentage points more per mile (19 percentage points total per mile) and their test scores fall by an additional 0.09 standard deviations (0.24 standard deviations total per mile).

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, eliminates the 21 percentage point gender disparity in enrollment, and dramatically reduces the disparity in test scores. The intervention increases formal school enrollment by 42 percentage points among all children and increases test scores by 0.51 standard deviations (1.2 standard deviations for children that enroll in school). While all students benefit, the effects accrue disproportionately to girls. Evidence suggests that the village-based schools provide a comparable education to traditional schools. Estimating the effects of distance on academic outcomes, children prove very sensitive: enrollment and test scores fall by 16 percentage points and 0.19 standard deviations per mile. Distance affects girls more than boys – girls' enrollment falls by 6 percentage points more per mile (19 percentage points total per mile) and their test scores fall by an additional 0.09 standard deviations (0.24 standard deviations total per mile).

Academic performance is the prerequisite of clinical performance in nursing programs which are affected by various factors such as anxiety, lack of supervision, lack of facilities, and many more, resulting in attrition by many students. To evaluate the factors which affect the academic and clinical performance of nursing students in tertiary care institutes along with attrition. After getting REC approval, this study was conducted at the College of Nursing Nishtar Medical University Multan from December 02, 2022, to May 01, 2023. Both genders, ranging from 17-26 years of age, were included in this study. Those who refused to participate were not included. A self-structured questionnaire was formulated, and two field experts checked validity and reliability. Demographic data were depicted in frequencies (%ages), mean, and standard deviation. Association among various factors affecting academic and clinical performance and sociodemographic was checked using chai square in SPSS ver.21. The significance level was &lt;0.05. The mean &amp; SD of age in this study was 21.32+2.57. The association among factors and socio-demographic characteristics demonstrated the effect of these variables on the clinical and academic performance of nursing students, along with the attrition of their degrees. It was concluded that socio-demographic characteristics and attrition affect nursing students' academic and clinical performance.

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development while the dependent variable is the learners’ academic performance. This study was conducted at West City Central School in the Division of Cagayan de Oro City. The researcher used the convenience sampling technique and a descriptive-correlational with content analysis research design and employed an adopted questionnaire given to teachers (n=161) while data analysis of learners’ (n=701) academic performance was gathered. The collected data were analyzed and interpreted using descriptive and inferential statistical tools such as frequency and percentage, mean and standard deviation, and Pearson product moment correlation coefficient. Results revealed that the level of teachers’ gained information on PPST domains was at Very High Level of Information while the learners’ academic Performance was at Very Satisfactory Level. Moreover, Teachers’ gained information on PPST domain was significantly correlated with the learners’ academic performance. Thus, it is recommended that schools may provide more trainings and information drive on the PPST Domain Community Linkages and Professional Engagement as it will provide ideas, guidance and assistance for teachers so that they can fully perform well in all of the PPST domains and improve learners’ academic performance.

The purpose of the current cross-sectional research study was to analyze the effects of emotional intelligence (EI) on the academic performance of students at universities. The investigation population covered 5,859 students from public sector universities. A sample of 200 students was selected through simple random sampling from different departments within the Faculty of Social Sciences from the three public universities of Multan district in South Punjab, Pakistan. The Schulte Emotional Intelligence Scale served as the standardized data collection. The research investigation employed descriptive statistics using mean and standard deviation, inferential measures, t-tests, and regression for data analysis. The findings reveal a significant positive relationship between emotional intelligence and academic performance, with no notable gender differences. The study emphasizes integrating EI-focused interventions in university curricula to enhance student outcomes. The study recommended integrating EI development programs within university curricula to improve universities' academic engagement and performance.

The purpose of this study was to examine the effect of parents’ participation and students’ academic performance in secondary schools in Nyabihu district, Rwanda. In Rwandan culture, parents are the primary foundation of their children’s learning, whereby parents have primarily responsibilities to train children in different cultural activities that intend to educate them in different key values, skills, attitudes, and knowledge. This research was conducted under the following guiding research objectives: To examine the effect of parents’ participation in financial activities on students’ academic performance and to assess the effect of parents’ participation in academic activities on students’ academic performance. The study adopted a descriptive and correlational research design to answer some research questions, and the data were analysed quantitatively. This research used a target population of 1224, while the sample from the target population was 301 participants obtained using Sloven’s formula. Data collection used a structured questionnaire, interviews, and documentation. The data collection was analysed through the mean of percentages, means, standard deviation, and regression analysis. Findings of the first objective showed that there were financial activities that parents participated in that increased the academic performance of their children. The results of the second objective reported that parents’ participation in academic activities inevitably increases students’ academic performance. Hence, the study revealed that parents’ participation in school activities has a great positive effect on students’ academic performance. The study recommends that parents take their children's studying seriously by involving them in financial activities and academic activities in order to be aware of their children's learning situation. In addition, schools have to create a good environment that encourages parents to collaborate with the teachers to enhance students’ academic performance. Parents or guardians must attend the different meetings organized by schools, such as PTAs. Government officials should encourage parental involvement in teaching and learning activities in order to enhance children’s academic performance.