Academic Achievement Of Undergraduate Students Research Articles

QUR’ANIC EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIPS WITH ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS AT AL-MADINAH INTERNATIONAL UNIVERSITY IN MALAYSIA

The current study aimed to investigate the Qur’anic Emotional Intelligence and its Relationships with the Academic Achievement of Undergraduate Students at al-Madinah International University in Malaysia. A correlation methodology was used to answer the research objectives of the study. The population of this study consisted of 363 undergraduate students in the faculty of Islamic sciences at Al-Madinah International University. Out of this population, 187 undergraduate students were purposively selected as the sample size of this study. The study used a self-administer questionnaire to measure the students’ Emotional Intelligence and their academic achievement. The survey contains 40 items for 5 different domains of Qur’ānic emotional intelligence (QEI). The findings of the study were in three-fold: the result indicated that the respondents have a high level of EI in both religious domain and environmental domain, followed by moderate level for psychological domain and divine laws domain. The finding further showed that there were no significant relationships in correlation between QEI and GPA, the p= value is greater than the threshold of (.05). In terms of the differences in the student QEI and their demographic, the result indicated that significant, at .05 alpha level while other demography variables were not insignificant. Thus, the study recommends the importance of QEI implementation in educational sections especially for students in higher education institutions.

The Academic Achievement of Undergraduate Students with Different English Language Proficiency Profiles

ABSTRACT Many English-medium universities employ a compensatory model to establish cutscores on English language proficiency tests for student admissions. In this model, students can have different scores on different sections of the test provided their overall score meets the admission cutscore. This practice raises questions regarding potential variation in academic achievement among students with diverse score profiles. To address these questions, this study compared the demographic characteristics and academic achievement of 3,694 undergraduate students who met the required cutscore on the IELTS-Academic for admission to a Canadian English-medium university but have different scores on different sections of the test. The findings indicated that, generally, students with medium reading scores combined with low or medium writing scores exhibited lower academic achievement compared to those with high scores on all the IELTS sections or high reading scores combined with medium or high writing scores. The profile groups demonstrated significant differences in certain demographic characteristics, potentially explaining why they have different proficiency levels in different language skills. The implications of the findings are discussed, including whether to maintain the compensatory model or switch to a mixed one, and the implications for providing English language support to students with diverse proficiency profiles.

학업에 어려움을 겪는 대학생의 성격, 동기, 정서, 행동특성과 학업성취도 수준과의 관계

This study was conducted through an MLST-II diagnosis on undergraduate students experiencing academic difficulties with their undergraduate studies, with an aim to identify and analyze the factors that were affecting their academic achievement. For this purpose, the 789 undergraduate students who participated in the MLST-II diagnosis were divided into five groups according to their level of academic achievement: low, low-medium, medium, high-medium, and high. For each group, an analysis was conducted on the levels of personality, motivational, emotional, and behavioral characteristics of the students. The correlation between the sub-characteristics in each area and academic achievement was also analyzed. The results of the analysis confirmed that emotional characteristics such as depression, anxiety, and irritability interfered with behaviors such as concentration and time management, and also had an effect on personality characteristics such as self-efficacy, outcome expectancies, and conscientiousness. In particular, psychological difficulties such as depression, anxiety, and irritability decreased the students’ motivation to learn, more so in groups with low academic achievement, which resulted in a lower level of academic achievement. This confirmed the importance of addressing emotional characteristics, such as depression, anxiety, irritability, and improving academic motivation in order to increase the level of academic achievement of undergraduate students. The results of this study may be used as a basis for utilizing specific counseling strategies that take into consideration characteristics and factors related to academic achievement in order to resolve academic issues.

The Interplay between Parenting Styles and Academic Achievement of Undergraduate Students

The Interplay between Parenting Styles and Academic Achievement of Undergraduate Students

Effect of Google Classroom on Academic Achievement of Undergraduate Students in Computer Database Management System in Universities in South East Nigeria

The study was carried out to determine the effect of Google classroom on the academic achievement of undergraduate students in computer database management systems in universities in Enugu state. A quasi-experimental research design was adopted for the study and intact classes were assigned to the treatment group. The population for the study comprised all 136 third-year computer education students in universities in south east Nigeria that offers database management system. Two research questions were posed and two hypotheses were formulated to guide the study. Mean and standard deviation was used to analyze the research question Analysis of covariance (ANCOVA) was used to test the hypotheses of no significant difference at 0.05 level of significance. It was found out that there is no interaction effect, academic achievement of treatment group improved better than control group in the database management system. Based on the findings, it was recommended that lecturers teaching database management systems should integrate into teaching practices, the use of Google classroom in instructional method.

Statistical Analysis of the Factors Affecting Academic Achievement of Undergraduate Students A Case Study of Faculty of Arts and Science Kufrah -Benghazi University

This study examined the factors affecting the academic achievement of undergraduate students at the faculty of Arts and Science Kufrah -Benghazi University as a case study. This study seeks to identify and analyze some determining factors that influence students' academic achievement in the study area. Four factors namely: psychological, family, learning facilities, and economic; were considered. The sample was randomly selected from the study population. A questionnaire was administered to 240 (90 males,150 females) students as a sample of this study. The responses of the students were analyzed to meet the objectives of the study using (SPSS) and displayed in forms and tables. After collecting the required data on the variables of the study, they were encoded to be entered into the computer to extract the statistical results. Statistical methods within the Statistical Package for Social Sciences (SPSS) were used to process data obtained by the field study of the sample. To analyze the data mean difference test is used. Results of arithmetic means of the psychological, family, learning facilities, and economic factors were medium. Furthermore, there were no statistically significant differences in the factors affecting academic achievement among the participants due to some demographic factors such as gender and marital status. following recommendations were made; provide proper learning facilities to the students and also improve the environment of the faculty. Furthermore, the students would perform well if they are properly guided by both their parents and teachers.

EFFECT OF ACADEMIC ACHIEVEMENT OF UNDER-GRADUATE STUDENTS ON THEIR EMOTIONAL INTELLIGENCE

Emotional intelligence is very important in today’s life for every individual. This study is aimed at investigating the effect of academic achievement of under-graduate students on their emotional intelligence in relation to their gender. A sample of 55 under-graduate college students was selected randomly from graduate degree colleges of Bhopal City. To measure the emotional intelligence of under- graduate students, Emotional Intelligence Scale (EIS) developed by Anukool Hyde and Sanjyot Dethe were used and for measure the academic achievement of under- graduate students, their XII standard obtained percentage were used. Mean, SD and ‘t’ test were used for data analysis. The result reveals that there is no significant effect of academic achievement on emotional intelligence of under-graduate students. The significant effect was found in the area of self motivation of emotional intelligence. This indicates that high achievers are more self-motivated than the low achievers under-graduate students. No significant effect of gender was found in respect of academic achievement, emotional intelligence and factors of emotional intelligence except in the area of emotional stability of emotional intelligence. This shows that the male under- graduate students are better in the area the emotional stability that of their female counterparts.

IMPACT OF SOCIAL SERVICES PARTICIPATION OF UNDERGRADUATE STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

The objectives of the study were to investigate the impact of i) social services participation undergraduate students on their academic achievement; ii) social services participation undergraduate boys students on their academic achievement, and iii) social services participation of the undergraduate girls students on their academic achievement. A sample of 80 undergraduate students of Gangadhar Meher University, 40 each from participants and non-participants students were selected randomly. Out of which 20 each from boys and girls undergraduate students were participants groups and 20 each from boys and girls undergraduate students were from non-participants groups. Information Inventory on Social Service Participation Test was used for data collection and average academic achievement SGPA score of undergraduate students given by university was adopted for accessing the academic achievement of students. The‘t’ test revealed that i) there was no impact of social service on academic achievements of undergraduate students. Academic achievement of both social service participant and non-participant undergraduate students were similarly; ii) there was no impact of social service on academic achievements of participant and non-participant undergraduate boys students’. Academic achievement of both social service participant and non-participan boys undergraduate students’ were same line; and iii) there was no impact of social service on academic achievements of participant and non-participant undergraduate girls students. Academic achievement of both social service participant and non-participant girls undergraduate students’ were same line. KEY WORDS: Social Services, Participation, Under Graduate, Academic Achievement

English

This study examines the influence of study strategy on academic achievement of undergraduate students of ATBU Bauchi. A survey design was adopted. One thousand two hundred undergraduate students of ATBU Bauchi participated in the study and were selected randomly from the seven faculties of the university. A study strategy questionnaire adopted from previous studies relevant to the current research was used as an instrument for data collection, while academic achievement of the students was measured using students’ cumulative grade point average (CGPA). The study found that there was positive and significant relationship between study strategy and academic achievement of undergraduate students. The study further suggests that undergraduate students with efficient and effective study strategy perform better academically. It was, therefore, recommended that, study strategy should be emphasized at ATBU. This will help students improve their poor academic achievements which usually result in many being withdrawn or spend many years in the university.    Key words: Study, strategy, academic, achievement, undergraduate, success.

Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education

The study aimed to identify the impact of utilizing blended learning in teaching mathematics (MTH121) course on the achievement of undergraduate learners at Ajman University. The researchers followed the quasi-experimental approach. The sample of the study consisted of (196) males and females split into two control and empiric groups. The empirical group was taught using the blended learning method and the number of its students reached (99), while the other group is the control group studied in the usual conventional method, and its students reached (97) students. The study used an achievement exam in addition. The study found that there were significantly important variations in the achievement exam among the empiric and control groups for the benefit of the empirical group.

Influence of Metacognition on Academic Achievement and Learning Style of Undergraduate Students in Tezpur University

<p style="text-align:justify">A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student’s metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student’s learning style doesn’t account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.</p>

A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

Predicting students academic performance from wellness status markers using machine learning techniques

Background: A high level of wellness is vital to produce a well-balanced and competent graduate. Despite the importance of wellness to the attainment of high productivity, limited attention is directed towards predicting the academic performance of students with regards to wellness markers. This study aims to ascertain the association between wellness and academic achievement of undergraduate students. Methods: A total of 250 undergraduate students drawn from various faculties in one of the public universities in Malaysia participated in the study. The wellness Lifestyle inventory which evaluates an initial rating of a person’s present attempt to remain healthy and assessed nine major areas namely; health-related fitness, nutrition, avoiding chemical dependency, stress management, personal hygiene and health, disease prevention, emotional well-being, personal safety and environmental health protection was used as a tool for determining the wellness status of the students whilst their CGPA was utilized as a measure for their academic achievement. K-means clustering analysis was used to group the students into high grades students (HGS) and low grades students (LGS) through their CGPA. A Logistic Regression Model (LR) is developed to classify the students based on their wellness status markers. Findings: An excellent classification accuracy of 99 to 100 % was obtained from the LR model for both training and testing, respectively. Moreover, analysis of variance demonstrated that the HGS and LGS differ in their effort to stay healthy with respect to certain markers p <0.05. Applications: To ensure better academic grades, some wellness status elements need to be accentuated amongst undergraduate students. Keywords: Wellness status; undergraduate student; academic performance;K-means clustering; logistic regression

Akademik Başarı, Lisansüstü Eğitim Farkındalığı ve Lisansüstü Eğitim Niyeti Arasındaki İlişkiler

Bu araştırmada, lisans akademik başarı ortalaması ile lisansüstü eğitim niyeti arasındaki ilişkide lisansüstü eğitime ilişkin farkındalığın aracılık rolü incelenmiştir. Ayrıca araştırmada akademik başarı ve lisansüstü eğitime ilişkin farkındalığın lisans sonrası lisansüstü eğitim niyetini yordayıp yordamadığı test edilmiştir. Bu amaç kapsamında araştırmada öncelikle geçerlik ve güvenirlik çalışmaları yapılarak “Lisansüstü Eğitim Farkındalığı” ve “Lisansüstü Eğitim Niyeti” ölçme araçları geliştirilmiştir. Araştırmanın katılımcılarını bir devlet üniversitesinin eğitim fakültesinde farklı sınıf ve programlarda öğrenim gören 415 öğrenci oluşturmaktadır. Elde edilen verilerin çözümlenmesinde açımlayıcı faktör analizi, doğrulayıcı faktör analizi, korelasyon analizi ve yapısal eşitlik modellemesi (YEM) kullanılmıştır. YEM Analizi sonuçları, akademik başarının lisansüstü eğitim farkındalığını ve lisansüstü eğitim niyetini doğrudan yordadığını göstermiştir. Bulgular incelendiğinde akademik başarı ile lisansüstü eğitim niyeti arasındaki ilişkide lisansüstü eğitim farkındalığının aracılık rolü oynadığı görülmüştür. Araştırmada elde edilen bulgular iki bağlamda önemlidir. Birincisi, üniversite öğrencilerinin akademik başarısı ve lisansüstü eğitimle ilgili farkındalık düzeyleri lisansüstü eğitim niyetlerini yordamada önemli bir role sahiptir. İkincisi, lisansüstü eğitim farkındalığının üniversite öğrencilerinin lisans sonrası lisansüstü eğitime başlama niyetlerini öngörmede kilit nokta olabileceği görülmüştür. Bu anlamda lisansüstü eğitime ilişkin farkındalık gelişimi için üniversitelerin lisans öğrencilerine yönelik lisansüstü programların tanıtıldığı çalıştaylar yapması ve lisans sonrası eğitim olanakları hakkında danışmanlık hizmeti vermesi öğrencilerin var olan koşullarını erkenden iyileştirmelerine ve gelecekteki kariyer hedeflerine ilişkin düşünce yapılarını olumlu yönde şekillendirmelerine katkı sağlayabilir.

Fatores influenciadores do desempenho acadêmico na graduação em administração pública

Resumo A temática do desempenho acadêmico tem despertado interesse de pesquisadores, sobretudo no Brasil, onde as pesquisas são escassas acerca deste tema. De acordo com a literatura, múltiplos fatores podem estar relacionados ao desempenho e influenciá-lo, como por exemplo, os fatores socioeconômicos, de identificação, acadêmicos e ligados às IES e cursos no Brasil. Este trabalho tem como objetivo analisar os fatores que influenciam o desempenho acadêmico dos alunos dos cursos de graduação em administração pública no Brasil, conforme os resultados do Exame Nacional de Desempenho dos Estudantes (Enade) realizado em 2015, ano em que os estudantes dos cursos de administração pública foram avaliados pela primeira vez. A pesquisa de abordagem quantitativa baseia-se no uso de técnicas estatísticas de correlação bivariada e análise univariada. Constatou-se que quanto maior a renda familiar e a escolaridade dos pais melhor foi o desempenho dos estudantes dos cursos de administração pública no Enade. Outros fatores correlacionados positivamente foram: gênero masculino, etnia branca, idade abaixo da média de 32 anos e existência de financiamento (bolsa de estudos). Notou-se ainda que estudar semanalmente mais que três horas e trabalhar vinte ou mais horas semanais contribuiu para um bom desempenho. Os cursos de administração pública estarem localizados na região Sudeste e pertencerem às instituições de ensino superior privadas influenciaram positivamente no desempenho do Enade.

Impact of Technology, Satisfaction, and Motivation on Academic Achievement of Undergraduate Students in Hyderabad Sindh, Pakistan

This study determines the impact of technology, satisfaction, and motivation on academic achievement at university level in Hyderabad, Sindh, Pakistan. This is a quantitative study, 203 respondents participated from, five Universities of Hyderabad, Sindh i.e. SZABIST, LUMHS, ISRA, SAU and Mehran-UET Jamshoro. The data collected using an adopted questionnaire and the data was analyzed using descriptive and inferential statistics. This was to find out the relationship between independent variables (technology, satisfaction, and motivation) and dependent variable (academic achievement). The results showed that there is significant relationship between predictors and response variable, whereas, the effect of variable academic achievement showed that there is weak positive relation of predictor on response variable for undergraduate students of Hyderabad region, Sindh, Pakistan. It is because mostly student gets higher level of knowledge with the provision of technology, but there are other uses of technology too, which affected their perception of use accordingly.

학업성취 수준에 따른 그릿과 행복추구경향이 대학생의 행복감에 미치는 영향

본 연구는 학업성취 수준에 따라 그릿과 행복추구경향이 대학생의 행복감에 어떠한 영향을 미치는지 살펴보는데 목적이 있다. 광주·전남지역 대학에 재학 중인 대학생 308명의 자료를 분석 대상으로 하였다. 이들의 학업성취도를 중심으로 군집분석을 통해 성적 상위집단(212명)과 하위집단(96명)으로 구분한 뒤 집단별로 그릿(흥미유지, 노력지속)이 행복추구경향(몰입추구경향, 의미추구경향, 즐거움추구경향)에 미치는 영향력과 그릿 및 행복추구경향이 대학생의 긍정정서 및 부정정서에 미치는 영향을 살펴보았다. 그 결과 성적 상위집단에서 그릿의 흥미유지는 즐거움 추구경향과 부정정서에 유의미한 부적 영향력이 있었으나, 성적 하위집단에서 흥미유지는 행복추구경향과 행복감에 어떠한 영향력도 없었다. 그릿의 노력지속은 성적 상위집단과 하위집단에서 몰입추구경향, 의미추구경향, 긍정정서에 정적 영향력을 주었으나, 노력지속의 즐거움추구경향에 대한 영향력은 성적 상위집단에서만 유의미하게 나타났다. 또한 성적 상위집단에서는 행복추구경향성 중 몰입추구경향과 의미추구경향이 긍정정서에 정적 영향력이 있었으나, 하위집단에서는 이와 달리 의미추구경향만이 긍정정서에 정적 영향력을 주는 것으로 나타났다. 학업성취가 다른 두 집단의 특성을 논의하고, 연구의 의의와 제한점을 제시하였다.

Predictors of Academic Achievement in Online Peer Learning among Undergraduate Students in a Malaysian Public University

An online peer learning through social media tools such as Facebook, Twitter, YouTube and Instagram has been networking interrelated undergraduates as social groups in higher learning institutions. In that respect, it has become an emerging phenomenon in the academia. Yet, not much is known about the effect of social media on the undergraduates? academic achievement. Therefore, the main purpose of this study is to identify the relationship of students’ peer engagement, academic self-efficacy, social influence, peer feedback and collaboration with students’ academic achievement while practising online peer learning via social media and at the same time to predict the factors that influencing students’ academic achievement among undergraduate students in Universiti Putra Malaysia (UPM). The study was based on the quantitative method in nature with a correlational design using a set of the questionnaire as instrument adapted from previous studies and validated by a panel of experts. The sampling technique is stratified. A total of 376 responses were collected. The finding of regression analysis indicated that five of the variables have a significant effect while the only peer feedback has an insignificant effect. The most important factor is social influence, followed by collaboration, performance expectancy, peer engagement and academic self-efficacy. The model explained 38.9% of the variation in the academic achievement of undergraduate students at UPM. As a result, this study confirms that collaboration between peer in an online environment is valid and able to predict the academic achievement.

Effects of dopamine level on academic achievement of undergraduate students at the college of basic education/university of Babylon, Iraq

Current study showed that Dopamine deficiency can cause several diseases and effect the constriction of students. This study was conducted to find out the relation between the academic achievement of undergraduate students for both genders and their dopamine level for two months. Experimental of research approach were involving random selection of 55 students from College of basic Education at University of babylon. The result showed that undergraduate students who were exposed normal level of dopamine, they had considerably a good standing of their academic achievement. These findings indicate that dopamine was effective in improving academic achievement.

Effects of brain-based learning method on academic achievement of undergraduate students at the college of basic education

This study was to investigate the effect of brain-based learning approach on the academic achievement of students at History Department in College of basic Education at the University of babylon. The sample consisted 128 students both genders divided into two groups. The experimental group includes 64 students and the control group includes 64 students. The effects of brain-based learning were assessed from the target context using quasi-experimental research approaches. The results showed that students who were exposed to bbLM received a higher degrees of academic achievement compared to the other group.