Prediction of Academic Success Based on Teaching Quality Using Fuzzy Logic

Students with intellectual disabilities (ID) have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS) was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.

Although prior research looked into the effects of LMSs upon student success, little is known on the effects of LMSs on student success, particularly during the current Covid-19 pandemic. Informed by technology acceptance model (TAM), this study explores the linkage between the geographic setting and the accessibility of NTs, and examines effects of LMSs upon student academic success in ODL in the context of Covid-19. The purpose of this chapter is to indicate how teaching and learning pedagogies is impacted by the novel coronavirus within the global open and distance learning education system and to suggest possible mechanisms to support students through learning management systems in order to reduce student attritions and to accelerate student success rate. I used a mixed-methods methodological lens, blending the self-administered questionnaires for 177 students with unstructured in-depth interviews with 2 regional directors, and 4 learning and facilitation managers during data collection. I analysed data descriptively and thematically, unveiling, from all cohorts of participants that the greater proportion of students are from remote rural areas with a considerable limited access to technologies, which ultimately adversely influences upon their usage and academic achievements. However, its continued use was valued salient with a potential to improve students’ academic performance and success. I conclude that inaccessibility to new technologies for teaching and learning has a bearing on students’ success. I propose that ODL institutions should support students by increasing accessibility of technologies through the provision of gadgets and data as well as establishing learning support centres and encourage students to use them in learning.

State of the Academy-Challenges to Student Success.

This review synthesizes the findings of research compiled between the relationship on international student success and the International English Language Testing System (IELTS). Increasingly, within higher education, IELTS test scores have become not only a benchmark for testing the language proficiency of international students who speak English as an additional language, and subsequently their entry into higher education institutions, but also a presumption of student academic learning success. A growing concern for many higher education institutions is that proficiency in English does not necessarily equate to international students’ preparedness to study at the higher education level with regards to their academic learning success. Amidst growing ambivalence related to the use of IELTS as a placement tool, this literature review outlines three main themes found in connection to the correlation between IELTS and international students’ academic learning success at the undergraduate level. The first two themes focus on the positive and negative correlations between IELTS scores and international students’ academic learning success. The third theme is related to a social dimension which focuses on the fact that, for international students, linguistic proficiency is linked to how they adapt to their new learning and living environments. Here the relationship between IELTS as an indicator of students’ preparedness for the rigours of academic study is being explored. The review ends with a short examination of published documents by IELTS. Overall, this literature review suggests that a common theme found in the published research is that even with a high IELTS score, international students do need academic support when studying at the higher education level.

The aim of this study was to investigate the predictors of academic success of South African students. The study focused on 164 first to fourth year students. The extent to which students’ grade 12 performance, the type of high school they attended and their academic self-concepts contributed to their academic success during the entry and integration stages of students’ academic careers were examined. The combination of the three variables predicted a significant amount of the variance in the academic success of students in both the entry and integration stages of their academic careers. While all three variables made a unique and significant individual contribution in the entry stage, only grade 12 performance and academic self-concept explained a significant amount of the variance in the academic success of the students in the integration stage. Academic self-concept explained the largest amount of variance in academic success for both groups.

In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of student retention, academic success, and graduation. Factors associated with success and with the maintenance of university studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities, and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school program on academic achievement.

Researching the Relationship between the Influence of Games on Elementary School Students, Their Gender and Lesson Success Variables and Their Game Preferences.

Objective: Our study was planned to examine the academic achievement, physical activity, smart phone use and sleep quality of university students. Methods: Young individuals between the ages of 18-25 studying at a vocational school were included in the study. While recording the demographic information of the participants, individuals were classified as "heavy users" and "light users", taking into account the duration of smartphone use during the day. In addition, the physical activity levels of the individuals were evaluated with the International Physical Activity Questionnaire-Short Form (IPAQ-SF), the smartphone usage level with the Smartphone Addiction Scale-Short Form (SAS-SF), and the sleep quality with the Pittsburg Sleep Quality Index (PSQI). Results: A total of 424 people, 326 of whom were women, with a mean age of 20.30±1.34 years, participated in the study. It was determined that 70.3% of the participants used smartphones for more than 4 hours a day. It was determined that there was a weak negative correlation between the academic success of the students and their physical activity levels, and that their academic success was not affected by smart phone use and sleep quality. However, it was determined that there was a weak positive correlation between the sleep quality of the students and their smartphone use. It was observed that the physical activity levels of male students were higher, while the academic success and sleep quality of normal education students were better. Conclusion: We think that active life, adequate and conscious smartphone use and quality sleep habits can affect academic success in university students.

In this paper the alignment of computer and digital literacy as well as student academic success were examined. Lack of adequate functional digital literacy training and the unreadiness of higher education institutions for the impact of random shocks such as COVID-19 pandemic has gravely affected teaching and learning. The purpose of this paper is to make the case for preparedness of students to meet the needs of technology jobs by mandating and aligning digital literacy and student success. As COVID-19 Pandemic was spreading through the communities of the United States, institutions of higher education transitioned to fully online teaching and learning. Prior to the pandemic, fully online education was secondary to face-to-face format. Only about 20% of classes were fully online while 80% were face-to-face. Digital literacy was given a token treatment as a percentage of the entire curriculum and relegated to only the departments of computer information systems and computer sciences. Faculty, students, staff, families, and communities were not trained for the intensity of fully online education as the only format. Many of them never heard of most of the digital literacy tools. Both faculty and students were forced to learn the use of computers and digital literacy tools to survive the spring 2020 semester. Low-income families were left to the operational schedules of local libraries, many of whom did not have internet presence. The institutions provided limited training for faculty and students to meet the urgency of the time. Faculty and students were forced to purchase expensive tools and hardware to withstand the intensive demand of teaching and learning. Many students were overwhelmed by the pressure of the new way of learning; some dropped out of school while many performed very poorly in their examinations which negatively impacted their overall grade point averages. One year later in spring 2021, the student success outcomes have barely changed. At the same time, technology is advancing despite the raging COVID pandemic. Millions of technology-enabled jobs remain unfilled while millions of university graduates are unemployed. There continues to be a mismatch between current job requirements in the industries and graduating students’ skills. This paper discusses the indispensable value of building computer and digital literacy training into all undergraduate curriculums. We argue for mandated computer and digital literacy exit skills assessment test for all graduating students irrespective of their discipline. We also make the case for increased institutional investment in faculty training in computer and digital literacy readiness. There are a number of remedies suggested to address the speed of advancement in technology, faculty and student functional mastery of basic computer and digital literacy skills. We conclude that all institutions must be proactive rather than reactive to systemic shocks by preparing students for academic success and technological readiness for today’s job markets

In this paper the alignment of computer and digital literacy as well as student academic success were examined. Lack of adequate functional digital literacy training and the unreadiness of higher education institutions for the impact of random shocks such as COVID-19 pandemic has gravely affected teaching and learning. The purpose of this paper is to make the case for preparedness of students to meet the needs of technology jobs by mandating and aligning digital literacy and student success. As COVID-19 Pandemic was spreading through the communities of the United States, institutions of higher education transitioned to fully online teaching and learning. Prior to the pandemic, fully online education was secondary to face-to-face format. Only about 20% of classes were fully online while 80% were face-to-face. Digital literacy was given a token treatment as a percentage of the entire curriculum and relegated to only the departments of computer information systems and computer sciences. Faculty, students, staff, families, and communities were not trained for the intensity of fully online education as the only format. Many of them never heard of most of the digital literacy tools. Both faculty and students were forced to learn the use of computers and digital literacy tools to survive the spring 2020 semester. Low-income families were left to the operational schedules of local libraries, many of whom did not have internet presence. The institutions provided limited training for faculty and students to meet the urgency of the time. Faculty and students were forced to purchase expensive tools and hardware to withstand the intensive demand of teaching and learning. Many students were overwhelmed by the pressure of the new way of learning; some dropped out of school while many performed very poorly in their examinations which negatively impacted their overall grade point averages. One year later in spring 2021, the student success outcomes have barely changed. At the same time, technology is advancing despite the raging COVID pandemic. Millions of technology-enabled jobs remain unfilled while millions of university graduates are unemployed. There continues to be a mismatch between current job requirements in the industries and graduating students’ skills. This paper discusses the indispensable value of building computer and digital literacy training into all undergraduate curriculums. We argue for mandated computer and digital literacy exit skills assessment test for all graduating students irrespective of their discipline. We also make the case for increased institutional investment in faculty training in computer and digital literacy readiness. There are a number of remedies suggested to address the speed of advancement in technology, faculty and student functional mastery of basic computer and digital literacy skills. We conclude that all institutions must be proactive rather than reactive to systemic shocks by preparing students for academic success and technological readiness for today’s job markets.

Despite the pervasiveness of Food Insecurity (FI) in Higher Education Institutions (HEI), its effects on student success are still not well understood. It is evidenced from studies conducted in HEIs that students report FI as negatively impacting their ability to learn; however, limited studies have objectively explored the nexus between FI and student academic success, and worse still, the scant literature lacks consensus. The extent of FI in HEIs is unknown, which makes this study important, and this will help policymakers set plans to better support students in all areas of their well-being. Using systematic literature review methods, the study assesses research conducted on the relationship between FI and academic success to consolidate the knowledge, demarcate the research gap, and make recommendations for further inquiry and/or policy. The study found that FI is in different forms and is rampant among higher education students, disproportionately affecting those from lower-income households even when receiving financial aid. The results have implications on practice, in that they indicate the need to complement financial aid with advisement and training on financial literacy, as well as food and nutrition workshops, to enhance student purchasing choices and food preparation skills.

This research is a quantitative study with a non-experimental correlational survey approach, aimed at developing and testing a theory about the influence of various factors on student academic success with academic culture as a mediator. The research population was class 8 C (PMSR) at the Faculty of Economics, Mayjen Sungkono University, Mojokerto, totaling 41 people. Data was collected through a questionnaire that measured the quality of mentoring, materials, methods, student participation, institutional support, evaluation and feedback, learning environment, academic culture, and academic success using a Likert scale. Data analysis used SmartPLS version 4.1.0.2 via Partial Least Square (PLS) analysis. The results show that the quality of mentoring, mentoring methods, and institutional support significantly improve students' academic achievement with academic culture as an important mediator.

Since 2003, we have been providing consultations in the fields of childhood and education, offering guidance to both children and parents to improve academic performance and elevate educational standards. In recent years, I have seized the opportunity to study a topic that has caught my attention: the influence of parental educational level on a student's academic success. It's crucial to recognize that the family serves as the primary driver in nurturing a child and ensuring their academic advancement through collaborative efforts with other educational institutions, including schools, as highlighted in this study.

The question of the connection between the psychosocial climate in the classroom and student's academic success is of great importance today, as the role of environment and social factors in the learning process is increasingly emphasized. Adequate research on this issue could illuminate the significant role of social and emotional aspects in education. The initial section of the paper presents terminological definitions of key concepts such as the psychosocial climate in the classroom, the teacher's educational style, and student success. These definitions aim to provide a clearer picture of how different factors such as students' attitudes towards the teacher, the classroom environment and the teachers' educational styles can affect educational outcomes. The aim of this research was to examine the impact of the psychosocial climate on the academic success of elementary school students, with a particular focus on the social and emotional aspects of the school environment. The study included 111 students from fifth to eighth grade, from three elementary schools in the Gora municipality, in Kosovo and Metohija, using a descriptive-analytical method with a 26-item Likert scale. The research results showed that students place great importance on social and emotional factors such as the classroom atmosphere, relationships with teachers and peers, and parental support. Additionally, positive communication between teachers and students, as well as teachers' educational styles play a significant role in fostering student motivation and academic success. It was found that democratic and permissive teaching styles have a positive effect on students while an authoritarian teaching style tends to negatively impact student autonomy and motivation. Thus, the results highlight the significant role of quality communication between teachers and students in creating a positive educational climate that directly influences academic success. The implications of this study suggest the need for developing a positive educational climate, which includes quality communication and appropriate teaching methods, to enhance motivation and improve students' academic success.

This study investigates the impact of integrative curriculum implementation and character education on the academic success of students in Islamic boarding schools in East Java. Utilizing a quantitative research design, the study gathered data from a sample of 150 students, employing a Likert scale ranging from 1 to 5 to measure responses. The analysis was conducted using SPSS version 25 to determine the relationship between the variables. Findings reveal a significant positive effect of both integrative curriculum and character education on academic performance. Integrative curriculum implementation (r = 0.64, p < 0.01) and character education (r = 0.58, p < 0.01) were both positively correlated with academic success. Multiple regression analysis showed that these variables together explained 52% of the variance in academic success. The results underscore the importance of a holistic educational approach that combines academic and character development to enhance student outcomes. These insights offer valuable implications for educators and policymakers aiming to improve educational strategies in Islamic boarding schools.