Academic Achievement In Higher Education Research Articles

A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews. We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Gender disparity in academic performance in higher education institutions: a case of Wollo University, Ethiopia

IntroductionGender disparity in academic achievement in developing countries is a pervasive issue that requires attention. Examining the gender gap provides empirical evidence for decision-makers. This study explored gender-based disparities in academic achievement in higher education institutions.MethodsWe employed an ex-post facto research design and analyzed the cumulative grade point average (CGPA) and national exit examination results of 1,323 students to attain the study objective. Data analysis was conducted using the Chi-square test, independent samples t-test, correlation, and simple linear regression tests.ResultsThe results revealed a statistically significant underrepresentation of female students in the top-achieving groups (χ2 (1) = 7.929, p < 0.05), whereas their proportion in the lower-achieving groups (χ2 (1) = 19.18, p < 0.05) was higher than expected. Additionally, a significantly more significant proportion of female students scored below the 50% minimum passing mark on the national exit examination (χ2 (1) = 23.857, p < 0.05). Furthermore, the analysis demonstrated that male students attained statistically and significantly higher marks on both their CGPA [t (1231) = 6.432, p < 0.001] and national exit examination [t (1231) =10.855, p < 0.001] at a 95% level of significance. The correlation test results revealed that students who performed well academically in their CGPA were more likely to score higher on the national exit examination [r (1323) =0.525, p < 0.01].DiscussionThe findings suggest that further research is necessary to explore the underlying factors contributing to the observed gender disparities in academic achievement at the tertiary level. Moreover, additional efforts have to be undertaken by concerned bodies to support and mentor female students at higher institutions.

Embracing Christian Values: Positive Relationships and Academic Achievement in Higher Education

<p class="abstracttextDILIGENTIA">This literature review and analysis intricately examines the dynamic interplay between educators and students within the realm of higher education, with a keen focus on the spiritual dimensions elucidated by Christian principles and biblical wisdom. Rooted in the fundamental belief that education embodies a sacred journey, this study delves deep into the profound impact of positive relationships on both academic achievements and spiritual maturation. By establishing meaningful connections between contemporary educational practices and timeless biblical teachings, the research sheds light on how Christian virtues, such as love, compassion, and empathy, serve as foundational pillars in cultivating a spiritually enriching learning environment. The synthesis of empirical studies, theoretical frameworks, and biblical insights not only enhances our understanding of the transformative potential of positive relationships in higher education but also underscores their pivotal role in fostering holistic development on a spiritual level. Through this comprehensive exploration, the study contributes significantly to the discourse on the symbiotic relationship between academic success and spiritual growth, emphasizing the importance of nurturing positive relationships as a cornerstone of holistic education in higher learning institutions.</p>

Predictive model for college students’ performance in higher mathematics

This study investigated the influence of psychological factors (attitude, learning engagement, motivation, and self-efficacy) and instructional factors (teacher-related factors and learning environment) on college students' performance in higher mathematics. It developed a predictive model for higher math performance. This utilized a cross-sectional research design using a survey to gather data at a university in Cebu province, Philippines, with 391 students from Bachelor of Science in Industrial Engineering and Bachelor of Secondary Education Major in Mathematics programs selected through purposive sampling, resulting in an 87% response rate. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Findings revealed that students generally held positive attitudes towards math, demonstrated average learning engagement, were highly motivated, and reported average self-efficacy. Both teacher-related factors and the learning environment were perceived very positively. While both psychological and instructional factors showed significant positive correlations with mathematics performance, multiple regression analysis indicated that only attitude was not a significant predictor. Learning engagement emerged as the strongest predictor, followed by learning environment and self-efficacy. The main contribution of this study is the creation of a predictive model, Higher Mathematics Performance = 1.82 + 0.008 (attitude) + 0.257 (learning engagement) + 0.039 (motivation) + 0.098 (self-efficacy) + 0.084 (teacher-related factors) + 0.155 (learning environment) + e, which accounted for 82.7% of the variance in higher mathematics performance. Hence, the predictive model developed in this study can serve as a valuable tool to design interventions and effective strategies for improving mathematics performance and overall academic achievement in higher education. This leads to a broad picture of the fact that these factors are correlated and how the various correlations can describe strategies for proposing relevant programs necessary for the improvement of performance in higher mathematics.

The Mediation Role of Student Engagement Between the Influence of English Language Anxiety and Academic Achievement in Higher Education

The Mediation Role of Student Engagement Between the Influence of English Language Anxiety and Academic Achievement in Higher Education

Meta-analyzing the effect of online learning on academic achievement in higher education during COVID-19 pandemic

ABSTRACT Investigating the influence of the emergency transition to online learning during the Covid-19 pandemic can significantly enhance our understanding of the benefits and limitations of technology in higher education. We aim to assess the effect of online learning on college students' academic achievement compared to face-to-face learning during the Covid-19 crisis. This study utilizes a meta-analysis approach, examining 35 research studies conducted in 17 different countries and regions from 2020 to 2023, through an extensive database search encompassing the Web of Science Core Collection, EBSCO Host, JSTOR, Springerlink, and SCOPUS. The sample size comprised 8079 students, with 4160 assigned to the experimental group (online) and 3919 to the control group (face-to-face). We found that online learning yields a modest and positive effect (g = 0.336, 95% CI [0.139–0.534]) on students' academic achievement. The effect was consistent across class years and exam types but varied by subject, benefiting students in medicine, engineering, and natural sciences, while negatively affecting social sciences. Additionally, the effect of online learning shows a stronger positive impact on the academic achievement of students from lower-income level nations. Our research indicates that online learning could be a viable and potentially equalizing force in higher education.

The Effect of Online Application Use on Student Academic Achievement in Higher Education

The aim of this study is to analyse the impact of Online Application Use on Student Academic Performance in Colleges using E-Learning and Whatspad. The use of E-learning and WhatsApp as online learning platforms is increasingly applied. E-learning offers flexibility in time and place of study, as well as easy and fast access to information. WhatsApp, on the other hand, enables easy and quick communication between students, lecturers, and learning groups. The study aims to analyze the impact of the use of E-Learning and WhatsApp on student academic achievement in colleges. The survey method was carried out on 200 students from various majors at Mahmud Yunus Batusangkar State Islamic University (UIN). Data was collected through questionnaires that measured the intensity of E-learning and WhatsApp usage, as well as student academic achievement. Research results show that the intensity of E-learning and WhatsApp use by students is high. Descriptive statistical analysis showed that the average student IPK was 3.52 with a standard deviation of 0.48. The average E-learning intensity was 3.2 hours per day with the standard 1.2 hour deviation, while the average WhatsApp usage intensity is 2.8 hours a day with an standard 1.1 hours deviation. Correlation analysis shows a significant positive correlation between the intensity of E-learning usage and student academic achievement (r = 0.52, p < 0.01). This suggests that the higher the use intensity, the higher also the student's academic performance. Significant positive relationship was also found between WhatsApp intensity and students' academic accomplishment (r=0.48, p<0.01). This indicates that the greater the intensities of WhatsApp use, the larger are the student's academical achievements. The study concluded that the use of E-learning and WhatsApp proved to have a significant positive impact on student academic achievement. These online platforms can help students improve their learning outcomes by providing easy access to information, flexibility in time and place of study, and effective communication.

Dampak Integrasi Teknologi dalam Pembelajaran Terhadap Prestasi Akademis Mahasiswa Perguruan Tinggi

This study aims to explore the impact of technology integration in learning on the academic achievement of students in higher education. Through a literature review, we investigate the relationship between the use of technology such as e-learning platforms, augmented reality, and virtual reality with student engagement and academic achievement. Findings from this research highlight the importance of adequate technological infrastructure, teacher training, relevant curriculum design, institutional support, and technology accessibility to enhance the effectiveness of technology use in learning. The implications of this study provide insights for education practitioners and policymakers to maximize the benefits of technology in improving student academic achievement in higher education.

Learning Styles and Motivation: Their Role in Academic Performance

This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments. Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024

On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education

Students' academic achievement relies on a variety of pedagogical, affective, and individual factors. The investigation of academic emotions and epistemic cognition has been a focal point in existing research. Previous studies have predominantly delved into the essence of students' epistemic cognition and academic emotions. Nonetheless, the correlation between the epistemic cognition, academic emotions, and academic success of Chinese undergraduate students remains inadequately explored. This research delves into the interconnectedness of these variables and examines which facets of epistemic cognition and academic emotions can forecast students' academic performance. A total of three hundred and eighty (380) Chinese undergraduate students were chosen via random sampling for this study. Their self-reported academic achievements were taken into account. Additionally, they completed questionnaires tailored to evaluate their epistemic cognition and academic emotions. The participants' scores underwent Pearson correlation and multiple regression analyses. The findings indicate that positive emotions correlate positively, while negative emotions correlate negatively with students' academic success. Furthermore, positive emotions and three categories of epistemic cognition were found to be predictors of students' academic accomplishments. In conclusion, it is deduced that both epistemic cognition and positive emotions play a role in enhancing students' academic success. The implications of these findings extend to educational psychologists, educators, and students, both theoretically and practically.

Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies

Harmonious passion refers to engaging in an activity out of personal volition and sense of meaning, which motivates individuals to devote substantial time and energy while internalizing the activity as part of their identity, and it underpins the promotion of sustainable behaviors and mindsets. The present study aimed to investigate the relationship between harmonious passion and academic achievement among university students in higher education, as well as the mediating role of exploratory and exploitative learning behaviors in this association. Exploratory learning involves seeking new knowledge and skills, whereas exploitative learning involves refining and applying existing knowledge and skills. Data were collected from 528 university students across multiple institutions in China. Using structural equation modeling and multiple regression analysis, results revealed that harmonious passion had a significant positive effect on academic achievement. Furthermore, exploratory and exploitative learning played a chain-mediated role in the relationship. These findings provide insights into how harmonious passion could promote students' academic success in the context of innovation-driven and socially sustainable development, via the facilitation of sustainable learning strategies. Therefore, this study has broader implications for personal and societal sustainability, by emphasizing the role of harmonious passion and sustainable learning strategies in enhancing academic achievement and, ultimately, contributing to a more sustainable society.

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Academic motivation in teaching and learning processes, both in general and in particular in higher education, has been of great interest in educational research, since it is the basis of academic success. In this work, the model "Expectations-Value of achievement motivation" has been considered, which uses a socio-cognitive perspective to design an inventory that allows measuring the motivation for academic achievement in higher education. With this objective, the Motivational Inventory of Academic Achievement (IMLA) is created, supported by a rigorous methodological process in order to make this instrument reliable and valid. The psychometric properties of the IMLA were determined from the analysis of content validity, reliability and construct in a sample of 464 higher education students from a Chilean and a Spanish university. The results indicate that the IMLA has 9 factors that explain 64.11% of the total variance and a Cronbach's alpha of .913, a rating considered high according to the requirements of a measurement instrument. In this way, this study contributes with the creation of a tool that integrates important motivational aspects focused on internal cognitive beliefs, based on expectations and the value of the task, as well as incorporating the assessment of the environment, for which reason it is estimated. that the IMLA is an instrument with a high potential for the educational and scientific field.

Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?

AbstractStudying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields.

The Effect of Classroom Debate on Students' Academic Achievement in Higher Education: an Overview

The use of classroom debate as an instructional technique is prevalent, particularly in secondary and higher education. There have been several studies examining the effects of classroom discussion in areas such as second language acquisition, philosophical thinking, psychology, and pure science, there is a lack of particular research in the subject of administrative science. Multidisciplinary fields that focus on critical and analytical examination of administrative ideas, management principles, and methods. The review papers covered organisational and leadership theories. Therefore, the study aims is to provide a thorough examination of how classroom debate affects students' academic performance in higher education, in various academic settings, and across all departments and disciplines of study. The research findings indicate classroom debates are beneficial and relevant to many academic subjects because they allow students to think more critically and express creative ideas, which improve their academic performance. A theoretical framework shows a clear connection between student academic success and the advantages of conversation in the classroom.

Application of The Learning Strategies and Motivation Questionnaire (LEMO) at the University: Reliability and Relation to First-year GPA

As part of efforts to enhance academic achievement in higher education, incoming first-year students are becoming more and more subjected to surveys and assessments, e.g., regarding motivation and learning strategies. The Learning Strategies and Motivation Questionnaire (LEMO; Donche, Van Petegem, Van de Mosselaer, & Vermunt, 2010) is one of these surveys, applied mostly in professional bachelor programmes. The current study examines the reliability and predictive validity of the LEMO questionnaire in a sample of 416 first-year university students. All 13 scales were included in the study, i.e. Concrete Processing, Analysing, Memorising, Critical Processing, Relating-Structuring, External Regulation, Self-Regulation, Lack of Regulation, Amotivation, Controlled Motivation, Autonomous Motivation, Self-Efficacy, and Learning Together. In line with its reliability in previous studies, Cronbach’s alfa of most LEMO scales was below .70, which is the minimum threshold for scientific research, as was the Composite Reliability of eight of the 13 LEMO-scales. A confirmatory factor analysis showed that several factor loadings were below .70, resulting in an average variance extracted (AVE) below .50 for 11 of the 13 scales. Most scales had no or only a limited correlation to first-year GPA (FYGPA). Only Self-Efficacy and Analysing correlated ≥ .20 with FYGPA. These two scales explained 10.4% of the variance in study success. Hereby, Self-Efficacy is the most important predictor. The other 11 scales had no significant contribution to the prediction of academic performance in addition to Self-Efficacy and Analysing (ΔR2 = 3.4%, n.s.). Additional analyses showed that the correlation between the LEMO scales and FYGPA varied according to Bachelor programme.

Structured learning diary and epistemic beliefs predict academic achievement in higher education

IntroductionEpistemic cognition, which explores how knowledge is acquired, applied, and critically evaluated, is closely linked to learning. However, despite numerous studies from various perspectives, much remains to be learned about this essential and predominantly positive connection. Despite the positive connection between epistemic cognition and learning, epistemic measures have not been widely used in predicting students’ academic achievement. One possible reason for this is the difficulties in measuring personal epistemology. However, in the last decade, learning analytics has emerged as a field of study and practice with new means to collect data on different psychological constructs. This study focused on a learning analytics tool, a structured learning diary, that can support student learning while being used to record student thinking. This study explores the connection of student diaries with academic achievement, students’ epistemic beliefs’ connection with academic achievement, and the viability of implementing an epistemic belief questionnaire and a structured learning diary in a naturalistic degree program setting (N = 105).MethodsConnections between these and academic achievement were investigated at four temporal measurement points. The first aim was to test which measures of the diary tool correlated with academic achievement. The second aim was to test epistemic beliefs’ correlation (Pearson correlation coefficient) with academic achievement. Models of linear regression were then designed and tested at different times. The overarching general aim of the study was to fill the gap in the use of reflective learning diaries in engineering education and epistemic beliefs in predicting academic achievement.Results and discussionThe results show that we should collect student-originated learning process data for the best predictive power and connect that with independent psychological measures. Despite the significant effort required to use the learning diaries, the results indicate that with further design, digital journaling tools are viable learning and measurement tools to be used at scale and for long periods. Future studies should investigate the possibility implement epistemic measures with structured learning diaries more closely and study the connections between diary use and personal epistemology.

The role of visual resources in academic achievement in higher education: Chinese international students’ perspectives

There is limited research concerning the use of visual materials for academic learning in Chinese undergraduate international students’ experiences of studying in the United States. To help address this gap, drawing upon theoretical perspectives on multimodality and a literature review on using visual resources, this article discusses the ways in which five Chinese undergraduate international students described their experiences of using visual materials for academic learning as part of a qualitative study. Primary data sources include two semistructured interviews with each participant. Informal conversations and multiple researchers’ perspectives were also consulted to ensure trustworthiness. The findings show that the participants used visual resources for specific learning purposes, particularly understanding academic content and designing projects. This study calls attention to international students’ perspectives on using visuals to support their academic learning during their study abroad.

Effective Interventions for Enhancing Academic Achievement in Higher Education: Views of Entrepreneurship Students

Entrepreneurship is considered a vehicle for fighting unemployment in developing countries such as South Africa. As a result, research focusing on entrepreneurship education continues to gain traction. Graduates of tertiary institutions are expected to contribute meaningfully either through employment or job creation. This expectation puts the role of tertiary institutions in converting students into graduates in the spotlight. Tertiary institutions deal with many challenges, such as the heterogeneity of the student population, which calls for evidence-based interventions that are tailor-made to the needs of specific cohorts. Thus, various stakeholders should support tertiary institutions by helping them achieve the desired graduate attributes. This paper sought to suggest effective interventions that would enhance the academic success of entrepreneurship students and prepare them to become future job creators. Interventions should capitalize on students’ strengths and improve on their weaknesses. The researchers argue that interventions to promote academic success should consider students’ abilities and drive to complete qualifications, lecturers’ teaching methods, and graduate attributes required by society. The study used a quantitative approach to address the research question and collected data from 204 undergraduate entrepreneurship students at a technology university in South Africa. The study suggests effective interventions from descriptive statistics. This study reveals the importance of understanding students’ backgrounds, entrepreneurial attributes and teaching methods when designing academic interventions. Implications to the academic administrators and lecturers as well as recommendations for future studies are flagged.

The Mediation Role of Student Engagement Between the Influence of English Language Anxiety and Academic Achievement in Higher Education

The purpose of this study is to evaluate the effect that students' anxiety has on their academic performance, taking into account the function that student involvement plays as a mediator, at private institutes in the city of Erbil. To measure the effectiveness of the present research, the researcher employed a quantitative research approach in the form of a survey. The questionnaire was given out of total of four private institutes in the city of Erbil. Despite this, the researcher was successful in collecting 110 fully filled-out questionnaires. After the data collection phase was finished, all of the collected information was analyzed using SPSS to determine the impact that students' anxiety had on their academic achievement, taking into account the role that student engagement played as a mediator, at private institutes located in Erbil city. The findings proved a significant and positive mediation role of student engagement between student anxiety and academic achievement at the selected four private institutes in Erbil city. The study recommended that involvement and participation in class, group projects, and other classroom activities have been shown to improve students' engagement and decrease their anxiety. Furthermore, providing workshops, training sessions, and other resources to help students cope with their anxiety about learning a new language.

The Mediation Role of Student Engagement Between the Influence of English Language Anxiety and Academic Achievement in Higher Education


 
 
 The purpose of this study is to evaluate the effect that students' anxiety has on their academic performance, taking into account the function that student involvement plays as a mediator, at private institutes in the city of Erbil. To measure the effectiveness of the present research, the researcher employed a quantitative research approach in the form of a survey. The questionnaire was given out of total of four private institutes in the city of Erbil. Despite this, the researcher was successful in collecting 110 fully filled-out questionnaires. After the data collection phase was finished, all of the collected information was analyzed using SPSS to determine the impact that students' anxiety had on their academic achievement, taking into account the role that student engagement played as a mediator, at private institutes located in Erbil city. The findings proved a significant and positive mediation role of student engagement between student anxiety and academic achievement at the selected four private institutes in Erbil city. The study recommended that involvement and participation in class, group projects, and other classroom activities have been shown to improve students' engagement and decrease their anxiety. Furthermore, providing workshops, training sessions, and other resources to help students cope with their anxiety about learning a new language.