Academic Achievement Research Articles (Page 1)

Many students found Physical Science to be a particularly challenging subject despite its recognized importance. Thus, this study aimed to assess the levels of scientific literacy (SL), quantitative literacy skills (QLS), and academic achievement in Physical Science (AAP) among Grade 12 students. The study also investigated the relationships among these variables. The respondents were 231 Grade 12 students selected through stratified random sampling. The study is utilizing a researcher-made questionnaire to gather data on the academic achievement in Physical Science, and adapted questionnaires to measure scientific and quantitative literacy. The collected data were analyzed using mean, standard deviation, and spearman rank-order. Meanwhile, the researcher abided to the Philippine Health Research Ethics Board (PHREB). Results indicated developing interpretation of scientific literacy and quantitative literacy skills among the students, whereas results in terms of Physical Science academic achievement were interpreted at the approaching proficiency level. Significant positive correlations were found between both scientific and quantitative literacy and academic achievement in Physical Science. Thus, the study validated Jean Piaget’s Constructivist Learning Theory and John Dewey’s Progressive Education. With these, future studies may conduct more in-depth analyses using a mixed-method design to further explore the factors influencing students' academic achievement in Physical Science.

Introduction Academic achievement is influenced by a combination of personal cognitive abilities, psycho-social resources, and educational context. Core cognitive functions such as working memory and inhibitory control support students’ ability to retain, process, and apply information, while coping strategies help manage academic stress. However, research integrating both psycho-social and cognitive predictors of academic success in low-resource university settings remains scarce. This study aimed to examine the combined psycho-social and cognitive correlates of academic achievement among higher education students in Southern Ethiopia. Methodology The study was conducted from August to November, 2024. A total of 30 undergraduate students participated in the study. Academic achievement was measured using Grade Point Average (GPA). Psychosocial factors were assessed with the Folkman and Lazarus coping inventory, the Adult ADHD Self-Report Scale (ASRS v1.1), the Bergen Social Media Addiction Scale (BSMAS), and the Dundee Ready Education Environment Measure (DREEM). Cognitive functions were evaluated using a two-back task (working memory) and a go/no-go task (inhibitory control). Data were analyzed using Spearman correlation, Mann–Whitney U test, Kruskal–Wallis test, multiple linear regression, and ANOVA. Results Sex differences were observed, with male students demonstrating higher GPA compared to female students. Faster reaction time in the two-back task was significantly associated with better GPA. Higher use of self-controlling coping strategies was marginally associated with GPA in regression modeling, but ANOVA indicated a significant contribution of this coping style to the explained variance in academic performance. Other psycho-social variables, including academic self-perception, social media addiction, and ADHD symptoms, were not significantly related to GPA. Overall, psycho-social factors, particularly coping strategies and gender, were stronger predictors of academic achievement than cognitive measures in this sample. Conclusion The findings highlight the critical role of coping mechanisms and gender differences in academic performance among Ethiopian university students. These results underscore the need for psycho-social support interventions alongside cognitive skills development to enhance academic success in low-resource educational environments.

ABSTRACT The potential impact of gaming on school performance has been widely debated, with displacement, attentional strain, and cognitive enhancement perspectives dominating the field. However, most studies are cross-sectional, limiting causal inference and conflating within- and between-person processes. This study examined bidirectional within-person relations between gaming time and academic achievement using data from 813 children (50.4% boys) assessed biennially from ages 10–16 in Trondheim, Norway. Gaming time was self-reported, and achievement was teacher-rated. A RI-CLPM separated stable between-person variance from within-person fluctuations, with sex and SES included as covariates. Results showed that within-person changes in gaming did not predict changes in achievement, nor did academic changes predict later gaming. Similarly, no significant associations emerged at the between-person level. These findings do not support displacement, attentional strain, or enhancement perspectives, and they challenge concerns that gaming inherently harms academic development. Instead, the results highlight the value of within-person approaches and align with the Differential Susceptibility to Media Effects Model (DSMM), which posits that average effects may mask heterogeneity across individuals, contexts, and types of play. The study underscores the need for more differentiated measures of gaming experiences to identify when, for whom, and under what conditions gaming may matter for academic functioning.

In response to the growing demand for innovative instructional strategies in STEM education, we examine the effectiveness of AI-supported Problem-Based Learning (PBL) in improving students’ engagement, intrinsic motivation, and academic achievement. Traditional pedagogies often fail to sustain learner interest and problem-solving skills, particularly in computing disciplines, which informed our focus on integrating artificial intelligence into PBL to address these gaps. We adopted a quasi-experimental design with a non-equivalent pretest–posttest control group structure, involving 87 s-year undergraduates enrolled in Computer Robotics Programming courses in Nigeria Universities. Participants were divided into two groups: the experimental group ( n = 45, University of Nigeria) received AI-supported PBL instruction, while the control group ( n = 42, Nnmadi Azikwe University) engaged in traditional PBL. We ensured the reliability and validity of our instruments, with Cronbach’s alpha values exceeding 0.70, composite reliability > 0.70, and AVE > 0.50. Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) to assess the combined and individual effects of instructional method, controlling for prior programming experience. Results revealed a significant multivariate effect of instructional method on the combined outcomes, Wilks’ Λ = 0.134, F (3, 82) = 176.93, p < 0.001, η 2 = 0.866. Univariate analyses showed that AI-supported PBL significantly improved engagement (η 2 = 0.694), motivation (η 2 = 0.690), and achievement (η 2 = 0.519) compared to traditional PBL. We conclude that integrating AI into active learning environments transforms cognitive and skills learning outcomes. We recommend that curriculum designers, educators and policymakers prioritize AI-enhanced pedagogies and invest in faculty training for sustainable STEM education. This approach promises to advance learner-centered instruction and equip graduates for the challenges of a technology-driven future.

Background Feedback practices in higher education are important for student learning and engagement, and unfortunately, both students and university teachers report being dissatisfied with existing feedback practices. Existing practices are often summative instead of formative, and it has been proposed that the use of formative feedback can enhance learning and student satisfaction in higher education. This preregistered scoping review ( https://doi.org/10.17605/OSF.IO/2J4M5 ) aimed to map the current literature on dialogic formative feedback in higher education and provide an overview of the various approaches to dialogic formative feedback and the evaluation of outcomes of these practices as reported in the literature. Method The review followed established methodological frameworks for scoping reviews and report according to the PRISMA Extensions for Scoping Reviews (PRISMA-ScR): Checklist and Explanation. We searched ERIC, Scopus, CINAHL, the Teacher Reference Center, and sources of gray literature to identify relevant studies. The search strategy was developed in collaboration with a research librarian, who conducted the final search. Two independent reviewers screened all identified records against predefined inclusion criteria. Results A total of 40 sources met the inclusion criteria. The studies varied considerably in terms of the purpose, setting, and content. However, most records described aims related to cognitive growth and increased self-regulated learning. Feedback was delivered across diverse contexts, most commonly in small group settings. The records identified several students-and teacher-related factors that appeared to influence the learning outcomes of formative feedback. Most of the sources focused on cognitive and affective measures ( n = 11) or students’ experiences and perceptions ( n = 10), while comparatively fewer examined teacher experiences and perceptions ( n = 2) or academic achievement outcomes ( n = 5). Conclusion The findings suggest that dialogic formative feedback can be implemented in a wide range of higher education contexts to promote self-regulated learning and cognitive development. Future research should investigate its effectiveness in improving academic achievement and further explore the impact of dialogic formative feedback on students’ educational outcomes, as well as teachers’ perspectives on applying dialogic feedback practices.

Abstract Student engagement is a critical indicator of learning processes and academic achievement, yet its relationship with Classroom Social Climate (CSC) remains underexplored, particularly in terms of necessity rather than correlation. This study investigates whether CSC constitutes a necessary condition for student engagement in educational settings, utilizing Necessary Condition Analysis (NCA) to examine the roles of teacher emotional support, academic support, and classroom mutual respect. Drawing on data from 759 university students in China, the study reveals that all three CSC dimensions are essential for student engagement, though their necessity varies depending on the level of engagement. Specifically, teacher emotional support is fundamental for initial engagement, while classroom mutual respect becomes increasingly critical as engagement deepens. These findings underscore the importance of fostering an inclusive and supportive classroom environment to promote comprehensive student engagement. The study concludes that targeted interventions addressing these CSC dimensions are crucial for enhancing student engagement, offering actionable insights for educators and policymakers.

Mental health issues affect millions of people worldwide, leading to negative outcomes in various areas such as academic achievement, job performance, and quality of life. Women are known to be more prone to mental health problems than men, a phenomenon explained by biological sensitivity, genetic and hormonal differences, physiological stress responses, and exposure to environmental risk factors. However, research examining the impact of gender roles on mental health remains limited. Gender roles shape individuals' thought patterns, self-esteem, and emotion regulation strategies, making them significant factors that can influence mental health. In this context, the study aims to explore the effects of gender norms on mental health from a feminist perspective and evaluate the role of gender-based antecedents in this process through a review of the current literature. The study findings reveal that traditional gender roles negatively affect women’s mental health, while approaches promoting equality yield positive outcomes. Enhancing women’s access to education and economic independence is a crucial step toward reducing gender-based inequalities. Additionally, implementing gender equality policies and increasing inclusive representations in the media can mitigate the adverse effects on mental health. Education, awareness campaigns, and supportive social policies have the potential to reduce the impact of gender roles and improve individuals’ mental health. This study aims to guide effective mental health policies and targeted interventions.

By 2025, the Hainan Free Trade Port is set to be fully operational, leading to a significant influx of foreign nationals into Hainan Island. This will drive a continuous increase in demand for healthcare human resources. However, many medical students currently struggle to complete their studies due to the perceived monotony of medical education and heavy academic workloads. Academic burnout has been identified as a major factor hindering students' educational progress. Identifying factors influencing academic burnout in medical students during the early stages of their education may help reduce dropout rates. This study aims to investigate the current status of academic burnout among medical students in Hainan Province and explore associated socio-demographic factors, with the goal of providing evidence to strengthen the stability of healthcare workforce supply in Hainan, China. The final sample consisted of 551 students from a medical university in Hainan Province, China. A cross-sectional survey was conducted from June 26 to July 7, 2024. Descriptive statistics, comparative analysis, and multiple linear regression analysis were employed to investigate factors associated with stress and academic burnout among medical students at the university. The mean academic stress score among respondents was 38.69 (SD = 7.88) of the participants. The mean academic burnout score was 59.96(SD = 11.03).Comparative analysis revealed no significant differences in stress levels across socio-demographic variables. However, disparities in academic burnout were observed based on:Only-child status, GPA,Maternal education level.Multiple linear regression identified predictors of academic burnout (F = 36.464, p < 0.001).Overall burnout: GPA < 2 (β = 0.120, p = 0.001), GPA 2-2.49 (β = 0.112, p = 0.002), Stress (β = 0.542, p < 0.001).The model explained 34.0% of burnout variance, with specific contributions to subdimensions:22.6% for Emotional Exhaustion,21.8% for Cynicism,29.7% for Low Academic Efficacy. The findings reveal concerning levels of stress and academic burnout among medical students in Hainan Province. Significant disparities in burnout were observed across socio-demographic factors, including maternal education level, only-child status, and GPA. Stress and GPA demonstrated significant associations with academic burnout and its subdimensions emotional exhaustion, cynicism, and diminished academic efficacy. Targeted interventions to improve academic achievement among students with lower GPA may effectively alleviate burnout and subdimensions.

Academic performance among students is a multifaceted construct influenced by personal, familial, and environmental variables. The present study aims to identify and analyze the most significant factors that influence students’ academic achievement among secondary school students. Data were collected from 90 participants through a structured questionnaire assessing socio-economic background, parental involvement, teacher quality, social-emotional learning (SEL), sleep, and nutrition. The study employed a quantitative cross-sectional design, and data were analyzed using descriptive statistics, correlation, and multiple regression techniques. The findings revealed that socio-economic status, parental involvement, and teacher quality are significant predictors of students’ academic success. Moreover, emotional well-being and lifestyle factors such as sleep and nutrition contributed moderately to performance outcomes. The study concludes that a holistic approach addressing both psychological and environmental domains is necessary to enhance academic achievement among students

Nursing students often face challenges balancing personal pursuits with academic demands, which can hinder learning outcomes and impact psychological well-being. Previous studies have focused primarily on certain aspects of academic or non-academic factors influencing nursing student achievement; however, the combined and interactive effects of these factors remain underexplored. This study aimed to explore the academic and non-academic psychological factors that influence nursing students' achievement. An analytical cross-sectional design was conducted using a stratified random sample of 421 nursing students at the College of Nursing. Data were collected through self-administered questionnaires. Pearson correlations and path analysis were used to explore the variables' relationships. The model demonstrated good fit: Chi-square (χ2) = 0.71.5, p < .55, NFI = 0.967, RFI = 0.945, CFI = 0.992, and RMSEA = 0.028. Academic motivation(β = 0.30), well-being (β = 0.19), social support (β = 0.17), task performance (β = 0.13), self-esteem (β = 0.06), and study hours (β = 0.06) were the strongest positive predictors of Grade Point Average (GPA). Conversely, academic anxiety (β=-0.10) and negative affect (β=-0.07) were significant negative predictors. The findings also reveal a pattern of associations between key psychological resources and a range of academic and personal outcomes. Specifically, academic motivation and social support are both positively associated with a broad spectrum of adaptive outcomes, including measures of well-being, life satisfaction, self-esteem, self-efficacy, positive emotions, resilience, and performance (task performance, study hours). Moreover, both constructs are inversely associated with maladaptive states, such as academic anxiety and negative affect. The path analysis model elucidates the mechanisms through which facilitating and hindering factors influence nursing students' academic achievement, thereby promoting or impeding their success. Academic motivation and social support serve as crucial contributors to academic success by ameliorating the impact of academic and non-academic factors on nursing students. This study highlights the importance of multifaceted interventions in nursing education, emphasizing strategies that enhance student motivation and social support through mentorship and faculty-led workshops. Cultivating a supportive academic environment and incorporating interactive curricula, self-monitoring, and simulations are crucial for improving academic and non-academic outcomes. Not applicable.

The study examined neurodevelopmental and psychosocial outcomes in adolescents aged 12 and 16 with childhood diagnoses of ADHD, autism, dyscalculia, or dyslexia. Participants were drawn from the Twins Early Development Study based on parent-reported diagnoses between ages 7 and 9 of ADHD (n = 54), autism (n = 50), dyscalculia (n = 282), and dyslexia (n = 695). A comparison group included 6,882 participants without neurodevelopmental diagnoses. Differences in ADHD and autistic traits, academic challenges, peer difficulties, and internalizing issues were explored between the comparison group and each neurodivergent group at ages 12 and 16. Across timepoints, neurodivergent groups showed distinct patterns of difficulties across domains relative to the comparison group. The ADHD group had higher levels of inattention and hyperactivity/impulsivity at 12 and 16, lower academic performance at 16, and elevated mental health challenges at 12. The autism group showed higher degrees of inattention, hyperactivity/impulsivity, autistic traits, and peer difficulties at 12 and 16. The dyscalculia group had challenges in all domains except for peer relationships at 12, with only mathematical underachievement persisting to 16. The dyslexia group showed difficulties in all domains at 12 with issues related to inattention, hyperactivity/impulsivity, academic achievement, and peer relationship persisting to 16. Whereas at age 12 the neurodivergent groups showed diagnosis-specific difficulties and broader neurodevelopmental and psychosocial challenges, by age 16 they were characterized by distinctive trajectories with persisting and resolved difficulties. These findings underscore the need for repeated, broad-based assessments to understand the changing needs of children with early neurodevelopmental diagnoses.

Academic resilience mediating perceived academic support and achievement in first-year university students

Although the proposition that teacher enthusiasm can predict students’ academic enjoyment and achievement has been validated, few studies have examined the potential mechanism. This research explored how teachers’ stimulation of reading engagement served as a mediator between teacher enthusiasm and students’ reading enjoyment, and assessed the consequent influence on student reading proficiency. We performed a two-level path analysis on a sample comprising 12,058 15-year-old students from Beijing, Shanghai, Jiangsu, and Zhejiang in mainland China. The results revealed that teachers’ stimulation of reading engagement exerted a partial mediating role between teacher enthusiasm and students’ reading enjoyment at the student level, but a full mediation role at the school level. This indicates that it is important to establish a school policy to help enthusiastic teachers use effective teaching strategies to develop students’ reading enjoyment, such as stimulating students’ reading engagement, considering that emotion cannot automatically be transmitted from teachers to students at the school level without such teaching strategies.

BackgroundSince January 2022, Sharjah in the United Arab Emirates has implemented the 4-day work week model for the first time in the public and private sectors, including universities. While this framework may enhance productivity and work-life balance for many professionals, the current study specifically explores the perceptions of students in medicine, dentistry, and health sciences programs regarding the impact of transitioning from a 5-day to a 4-day work week on their academic performance.ObjectiveThe objective of this study was to explore and analyze the perceptions of students in medicine, dentistry, and health sciences regarding the implementation of a 4-day academic week in the Emirate of Sharjah, United Arab Emirates.MethodsTwenty-four university students (mean age 20.95, SD 1.30 years; 12 men) studying in medicine, dentistry, physiotherapy, nursing, or medical diagnostic imaging programs, who experienced a transition from a 5-day week to a 4-day week, participated in semistructured interviews lasting approximately 20‐30 minutes. All interviews were recorded and transcribed verbatim. The Braun and Clarke 6-phase framework of thematic analysis was used.ResultsWe identified 5 themes: academic journey, academic work-life balance, support systems, classroom dynamics, and common stressors of the 4-day academic week. Overall, most students reported increased motivation, engagement, and academic achievement following the transition from a 5-day to a 4-day week. In addition, participants described a positive academic work-life balance, improved physical and mental well-being, optimal use of time for both academic and personal commitments, favorable support from faculty and family members, and maintained or even improved attendance levels. Nevertheless, some students expressed concerns about condensed schedules and longer days, increased stress, disrupted work-life balance, and inadequate support systems to cope with this new framework.ConclusionsOverall, the 4-day academic week enhanced motivation, academic performance, work-life balance, and the physical and mental well-being of medicine, dental, and health science students. However, some students experienced challenges related to condensed schedules and increased stress. These mixed outcomes highlight that while the 4-day work week offers notable advantages, careful planning and support are essential to mitigate the potential drawbacks and ensure all students can succeed within this new academic framework. Future research could explore strategies to address these challenges and further improve the 4-day week experience for all students.

The present study aims to investigate the relationship between difficulties in emotion regulation and academic procrastination among pre-service teachers, with the mediation role of social media addiction. For this aim, the data was collected from the pre-service teachers enrolled in diverse teacher training programs, and several hypotheses were tested through a mediation model. The findings first revealed that the difficulties in emotion regulation significantly and positively predict both academic procrastination and social media addiction among pre-service teachers. Besides, pre-service teachers’ academic procrastination levels were significantly and positively predicted by their social media addiction levels. The mediation analysis further showed that social media addiction partially and significantly mediates the association between difficulties in emotion regulation and academic procrastination among pre-service teachers. The obtained findings suggest that as the difficulties in emotion regulation experienced by pre-service teachers increase, their addiction levels to social media platforms or applications likewise increase, which in turn leads to an increased level of academic procrastination among them. The findings of the current study emphasize the need to enhance pre-service teachers’ emotion regulation skills in teacher training programs to improve both their well-being and academic achievement. The findings were discussed with the relevant studies, and recommendations were offered in this regard.

The present study aims to investigate the relationship between difficulties in emotion regulation and academic procrastination among pre-service teachers, with the mediation role of social media addiction. For this aim, the data was collected from the pre-service teachers enrolled in diverse teacher training programs, and several hypotheses were tested through a mediation model. The findings first revealed that the difficulties in emotion regulation significantly and positively predict both academic procrastination and social media addiction among pre-service teachers. Besides, pre-service teachers’ academic procrastination levels were significantly and positively predicted by their social media addiction levels. The mediation analysis further showed that social media addiction partially and significantly mediates the association between difficulties in emotion regulation and academic procrastination among pre-service teachers. The obtained findings suggest that as the difficulties in emotion regulation experienced by pre-service teachers increase, their addiction levels to social media platforms or applications likewise increase, which in turn leads to an increased level of academic procrastination among them. The findings of the current study emphasize the need to enhance pre-service teachers’ emotion regulation skills in teacher training programs to improve both their well-being and academic achievement. The findings were discussed with the relevant studies, and recommendations were offered in this regard.

The study aimed to know about pre-service teachers’ view about effectively implementing ICT in the classroom to promote lifelong learning, and its potential drawbacks. The researchers used the phenomenological research design. The participants were chosen using a quota sampling technique. The data were gathered from seven pre-service teachers in a chosen state university utilizing the structured interview through Google Meet. The gathered data were analyzed using thematic analysis. The study revealed thirteen (13) themes. The findings of the study found out that pre-service teachers are willing to integrate technology into their lessons for lifelong learning. There is personal desire in using technological tools in classroom instruction to enrich discussion and classroom interaction which leads to academic achievement. It also saves time while maximizing productivity. However, there were several drawbacks such as financial constraints, lack of computer literacy skills, struggle in using unfamiliar and not user-friendly applications, and the lack of physical interaction.

The study examined the utilization of social media and its impact on students’ academic achievement in Kaduna State College of Education Gidan Waya, Nigeria. Two objectives were set for the study, which were to: examine the Impact of Social Media Usage on the Academic Achievement of Students in Kaduna State College of Education, Gidan Waya, Nigeria and determine how Many Hours the Students Spend in Social Networking Activities Daily in Kaduna State College of Education, Gidan Waya, Nigeria. Descriptive survey research design with a population of 995 and sample size of 280 were used for the study. Stratified random sampling technique was used to arrive at the sample for the study. The instrument used for data collection was a well-structured questionnaire. The scores obtained from the pilot study were analysed using Pearson Product-Moment Correlation Coefficient and a reliability co-efficient of 0.65 was obtained. Data collected from the respondents were analyzed using frequency and mean to analyse the research questions and Chi-square (x2) was used to test the null hypotheses at 0.05 level of significance. Findings from the study revealed that; Social Media Usage has a significant Impact on the Academic Achievement of Students in Kaduna State College of Education, Gidan Waya, Nigeria with a calculated chi-square (x2) value of 3.9 less than the chi-square x2 tabulated 16.92 at 0.05 level of Significance and the Number of Hours Students Spend Daily on Social Networking Activities in Kaduna State College of Education, Gidan Waya, Nigeria has a significant Impact on their Academic Achievement with a calculated chi-square (x2) value of 3.85 less than the chi-square x2 tabulated 16.92 at 0.05 level of Significance. It was concluded from the study that, the duration of time students spend on social media platforms daily plays a crucial role in determining their Academic Achievement. The study recommended among others that; Students should be provided with regular seminars and counseling on effective time management skills and self-regulation strategies to ensure that social media usage does not interfere with their academic responsibilities

Parental involvement involves the participation of parents in regular, two ways, meaningful communication, involving student’s academic learning and other school activities. The purpose of this study was to find out the perceptions and role of parents in enhancing children academic achievement. This study explored the relationship between parental involvement in primary school level and student achievement. The objectives of the study were: to modernize and strengthen the system for parental involvement in school education, to engage parents meaningfully in the education of their children and in the school community. The study was descriptive in nature. The primary schools located in Rawalpindi region were participated for the population in this study. A total of 60 parents were chosen for the sample. Parents of primary level students filled the questionnaire. Convenient sampling techniques were used to select the sample of the study. Twelve primary schools were selected from the identified population. A close ended questionnaire was developed for collecting the data. Mean test was applied for getting responses from the participants. Results shows that Parental involvement has a positive role for students’ academic achievement at primary students. Highly engaged parents tend to achieve higher academically compared to those with less involved parents’ involvement level. This research recommended that for promoting parental involvement in school’s different activities and events were held.

This study aimed to correlate the academic achievements and the board exam performance rating of geodetic engineering graduates of Nueva Vizcaya State University from year 2018-2022. The study limits on to those graduates from year 2018-2022 who took the board exam, based on Professional Regulation Commission (PRC) data. The two-day board exam covers 5 Subjects, 3 Subjects during the first day and 2 Subjects on the second day. Simple Correlation and Linear Regression analysis were used to determine the relationship of the independent and dependent variables. Findings revealed a significant positive linear correlation between their academic achievements and their board exam performance rating. On the other hand, Subjects taken on the first day of the exam have greater coverage compared to those on the second day. This extensive coverage may contribute to examinee fatigue, potentially affecting performance on subsequent subjects. Moreover, results suggest that academic performance plays a significant role in predicting board exam success for geodetic engineering examinees in NVSU. Therefore, this study provides insight for both educators and future examinees to recognize the value of academic preparation and to strive for academic excellence in their pursuit of success in the board exam