Academic Achievement Of Male Students Research Articles

The Impact of Social Networks on Academic Achievement of Students: A Case Study of Badakhshan University Students

Due to the increasing expansion of using social networks among people particularly students, the research in this field is a necessitate. This study aims to examine the impact of using social networks on the academic achievement of male students at Badakhshan University. The data for this research gathered through random sampling of 100 students of Badakhshan University who currently study in the academic years of 2022-2023. The students GPAs of past semester taken as the base to analyze the impact of social network usage and its effect on academic achievement, through which questionnaire designed. The data has been analyzed in SPSS applying one-way ANOVA. There are significant difference between the number of academic achievement of normal users of social network (with 15/13average and 2/01standerd deviation) and students with social media addiction (with 4/84average and 1/27standerd deviation) (p<0.01/0.05). Spending too much time on social media causes a decline in the hours of studying and exhaustion of students in the class. Therefore, it will affect the academic achievement to decline.

한국 고등학생의 학업성취도에 미치는 영향요인: 한국 아동ㆍ청소년 통합조사 원시자료를 이용하여

This study was conducted to identify the factors affecting the academic achievements of Korean high school students. The participants were high school students consisting of 1015 male and 828 female students, totaling 1843. Data were collected from the ‘2019 Study on Indicator Development and Creation of Community Indicators with Happy Youth Ⅶ.’ and analyzed by SPSS 25.0 program using complex sample descriptive statistics, complex sample Rao-Scott x²-test, and multiple logistic regression. The factors affecting the academic achievement of male students were self-worth and optimism, for female students, a sense of belonging, optimism, life satisfaction, resilience, and loneliness. Improving the academic achievement of high school students would require institutional measures to mandate school-level curriculum-linked programs to promote optimism. Also, male students would require counseling and psychological education programs from a specialized institution or encouragement and support from parents and teachers to improve self-worth. For female students, implementation of various programs to improve the sense of belonging, such as student-teacher relationship programs.

Comparison the Effectiveness of Bybee's Teaching Method as Face-To-Face and Non-Face-To-Face on the Academic Achievement of Male Students of the First Secondary School in the Conditions of the Covid-19 Pandemic

Comparison the Effectiveness of Bybee's Teaching Method as Face-To-Face and Non-Face-To-Face on the Academic Achievement of Male Students of the First Secondary School in the Conditions of the Covid-19 Pandemic

Relationship between Locus of Control and Academic Achievement of Secondary School Students in Abia State

The study intended to determine the relationship between locus of control and academic achievement of secondary school students. Some students have been observed to achieve higher while some achieve lower even after being exposed to the same subject matter by the same instructor. The objective of the study was to determine if locus of control correlated with academic achievement of students as moderated by gender and school-type. The study was anchored on attribution theory. The study adopted a correlational research design. A total of 388 SS3 students in Aba Education zone were selected using purposive and simple random sampling techniques. Instruments for data collection were an adopted LOC scale and students’ exam scores in Mathematics, English and CRS. To determine the reliability of the instrument, Kuder-Richardson reliability test (KR-20) was employed and an overall coefficient of 0.76 was obtained for LOC scale. Data were analyzed using Pearson Product Moment Correlation Coefficient. Results showed significant relationship between locus of control and academic achievement of male students. Results also showed significant relationship between locus of control and academic achievement of public school students. Based on the findings, it was recommended that school authority should encourage good performance by rewarding students with excellent performance, because when good behaviour is rewarded, the individual is motivated to do better. Also, government should also provide the schools with necessary infrastructures that would make teaching and learning very interesting.

The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan

This research was designed for discovering the effect of parental involvement as well as teachers involvement upon the students academic achievement at the secondary level. The research explored the impact of two characteristics of parental involvement i.e. parental communication, and their emotional support, and classroom security, and teachers motivation on students academic achievement. Sample selection was done through stratified random sampling. 1438 students were selected from 10th grade students. Data collection was done through self-developed and validated questionnaires. Multiple regression model, mean and standard deviation were used for the purpose of data analysis. The results indicate that parental communication has emerged as the major indicator of involvement of parents. Parental communication and parental emotional support has profound influence upon the academic achievement of students. Additionally, parental communication and their emotional support have deep positive influence on academic achievement of male students.

Comparative Study of Relationship between General Perceived Self-efficacy and Test Anxiety with Academic Achievement of Male and Female Students

Recently, the use of non-cognitive measures such as general self-efficacy and test anxiety in predicting academic achievement besides use of ability tests in predicting academic achievement of learners have much attractiveness to researchers. The aim of this research is comparative study of relationship between general perceived self-efficacy and test anxiety in academic achievement of male and female students. This study is the correlation one. In the present study, 350 students (175 males’ and175 females) were selected by random sampling method. To measure the general perceived self-efficacy, it was used self-efficacy questionnaire (Schwarzer & Jerusalem, 1995), to measure the test anxiety, it was used test anxiety questionnaire (Abolghasemi and colleagues, 1996) and finally to gather demographic data, it was used a prepared inventory. The results showed that there was a positive significant relationship between general perceived self-efficacy and students academic achievement (female: r =0.551, P< 0.000, male: r =0.281, P<0.004) and a negative significant relationship between test anxiety and students academic achievement (female: r =-0.674, P<0.000, male: r =-0.121, P<0.043). The results of regression analysis showed that in academic achievement of female students, test anxiety (-0.084) and in academic achievement of male students, self-efficacy (0.057) had significant predictive power and in academic achievement of male students, test anxiety and female student's general perceived self-efficacy had no significant predictive power. As a result, Anxiety as a female characteristic and belief to be capable as a male characteristic can be imagined reasons of success in context of a gender role.

Assessment of the Impact of Students’ Mode of Admission into University and their Academic Achievement in Nigeria

The purpose of this research work was to assess the impact of students’ mode of admission into university and their academic achievement in Nigeria. The design of the study was an ex post facto research design. To carry out the study four research questions were answered using mean and standard deviation while four hypotheses were tested using analysis of variance and t-test statistic. The sample for the study consisted of 253 students randomly selected from two universities in Benue State using proportionate stratified random sampling technique. The results indicated that there was no statistical significant difference in the mean academic achievement of students who were admitted into the university through unified tertiary matriculation examination, remedial programme and direct entry admissions. There was statistical significant difference in the mean academic achievement of male and female students and that the academic achievement of male students was higher than their female counterparts based on the three modes of admission. The paper recommends that university authority should continue to admit students into the university through the three modes of admission at reasonable proportion to enhance academic excellence of the citizenry. Efforts should be made by the university authority to ensure that none of the categories of students is discriminated against so as to produce good quality graduates. Above all, attempt should be made to reduce the academic achievement gap between male and female students in the universities as a means of addressing issues of imbalance.

NOTE FOR EDITOR: Study of Learning Styles and Their Roles In The Academic Achievement of The Students of Payame Noor University (PNU)

This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU), Ardebli center, Iran. 184 students (90 male and 94 female students) in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as a=0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.