Academic Attainment Research Articles

The Value of a Peer Mentorship Programme for Postgraduate Students in New Zealand: A Qualitative Study

AbstractPostgraduate students face significant challenges such as feelings of isolation, lack of guidance, and negotiating multiple identities. Navigating these challenges can adversely impact wellbeing, self-efficacy, and achievement. To combat these issues, a peer mentorship ‘buddy’ programme was piloted. This buddy programme formed buddy groups, consisting of one doctoral student (as the buddy group leader) with three to four pre-doctoral postgraduate students (as the buddies), which met fortnightly during the semester. Ten participants engaged in semi-structured interviews, and the transcripts were analysed using a thematic analysis approach. Identified benefits to participants of the buddy programme included improved social resources, expanded skillsets, improved confidence, increased enjoyment and motivation, career advancement, improved ability to navigate postgraduate applications, improved sense of belonging, improved coping through COVID-19 lockdowns, and increased collegiality. More specifically, benefits of the buddy programme, as voiced by the participants, included gains in wellbeing, academic attainment, and resilience. Given the estimated cost of NZD$400 per buddy group, as well as the openly provided resources developed from this study, tertiary institutions may consider implementing similar low-cost programmes to support their postgraduate student populations.

Do home mathematical activities relate to early mathematical skills? A systematic review and meta-analysis.

Children's foundational mathematical skills are critical for future academic attainment. While home mathematical activities (HMAs) have been proposed to support these skills, the extent to which engaging in them supports mathematical skills remains unclear. This preregistered systematic review and multilevel meta-analysis identified 351 effect sizes from 72 samples in 20 countries, exploring the relation between frequency of HMAs and mathematical skills in children aged 7 years and under (Mage = 61 months). A small significant positive relation was found (r = .13), moderated by risk of bias, with larger effects associated with a higher risk of bias. Specific ways the field can move forward are discussed to better understand the role of the home mathematical environment in early mathematics.

In the Educational Nexus: Understanding the Sequential Influence of Big Five Personality Traits, Major Identity, and Self-Esteem on Academic Outcomes through Clustering Algorithms

This study investigates the relationship between the Big Five personality traits, major identity, self-esteem, and academic outcomes in education. It uses clustering techniques to examine the impact of these factors on students’ academic performance. The research reveals unique patterns when considering personality traits, major identity formation, and self-esteem. The findings highlight the importance of considering these factors when understanding academic attainment trajectories. The study uses popular clustering methods like K-means, DBSCAN, and Hierarchical clustering to reveal latent clusters and provide unique profiles with different combinations of major identity orientations, personality traits, and self-esteem levels. The performance of clustering algorithms is also evaluated using standard assessment metrics. The findings offer insights into the sequential influence of these factors on academic outcomes, guiding the design of student-centric learning materials and providing a framework for promoting successful academic results through an all-encompassing strategy for student development.

The Effect of Euphemism as Teaching Expressions on EFL University Students' Performance in Producing Vocabulary

Neglecting vocabulary hampers academic success as students struggle with comprehension, expression, and participation, impacting their university and future achievements. This study aims at Finding out the effect of Euphemism as teaching expressions on students' performance in vocabulary repertoire; Finding out the effect of Euphemism as teaching expressions on students' performance in producing vocabulary.A sample consists of 100 fourth year university students from Tikrit university. A sample has been randomly selected and divided into two equal groups, i.e., experimental and control groups. They have been equalized in age, gender, pretest, parents' academic attainment, and their previous year scores in novel. The two groups have been taught the same instructional material for twelve weeks. An achievement vocabulary posttest has been constructed, validated, its reliability obtained, its items analyzed, and then applied to the two groups of students at the end of the instructional period of the current study. The obtained results are as follows: There is statistically significant difference between the experimental and control groups in vocabulary repertoire and in favor of the experimental group;there is statistically significant difference between experimental and control groups in production of vocabulary and in favor of the latter.

Impacts of the Mindset Teams Programme on Teacher Outcomes and Pupil Educational Attainment: Secondary Data Analysis

We evaluated the impact of a growth mindset intervention on pre-specified teacher outcomes and pupil academic attainment and attendance. Delivered over 12 months, the Mindset Teams intervention provides teachers with formal and self-directed online learning, and an opportunity to implement evidence-based growth mindset practice in the classroom setting. The intervention aims to influence teacher practices to improve pupil resilience for learning and bring about positive impacts on pupil attainment and health outcomes. Impacts on teachers were explored through pre- and post-intervention survey data (570 and 301 respectively). Pupil attainment and attendance data from 1220 schools, 72 of which received the intervention, across years 2017–2021 (minus 2020), were analyzed using weighted mixed effects models, using a Difference-in-differences framework. Bayes factors were calculated as a measure of strength of evidence. Results suggest positive impacts of the intervention on teacher outcomes and indicate a moderate effect (+3% (95%CI +1%, +6%)) of programme delivery on writing attainment, but no evidence of effect for other outcomes. Findings highlight important issues for further research, specifically the need to explore programme impacts using pupil or classroom level data.

Reviewing Concentrated Poverty Literature Through an Antiblackness Lens to Reveal a Concentrated Debt

The relationship between concentrated poverty and educational outcomes has received substantial attention in academic research over the last 3 decades. Researchers have argued that neighborhood characteristics are associated with academic achievement, educational attainment, dropout rates, college entry, cognitive abilities, attendance, and grade repetition. Given that Black students constitute a large proportion of those living in concentrated poverty, coupled with the urgency of contemporary times where state-sanctioned violence is on full display in the United States, assessing how education scholars are conceptualizing concentrated poverty is vital. Utilizing an antiblackness lens to critically review 64 recent articles addressing concentrated poverty and educational outcomes, we explicitly drew on anti-Black scholarship to expand the discourse from “concentrated poverty” to a “concentrated debt.” A concentrated debt constitutes education, racial capital, placemaking, and humanity debts. We argue that to address these debts, we must move beyond deficits, lacks, and disorganization of Black neighborhoods and toward humanizing Black students and their families by investing in their homes, schools, and communities.

Effects of Hidden Costs of Fee-Free Education On Students Academic Attainment in Public Secondary Schools in Karatu District, Tanzania

This study aimed at investigating the effects of hidden costs of fee-free education on students’ academic attainment in ordinary level secondary schools in Karatu district, Tanzania. The study employed convergent research resign which used both qualitative and quantitative designs. The study was conducted in 14 public secondary schools selected randomly from 31 public secondary schools in the Karatu district. The sample size was 318, consisting of form four students selected using systematic random sampling whereas fourteen parents, fourteen Head of School’s and fourteen Ward Executive Officers were selected using purposive sampling. Data were collected using questionnaires and semi structured interview guide. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically. The study found that hidden costs had severe effects on students’ academic attainment. Other negative phenomena found to result from hidden costs include truancy and lack of concentration in class. Based on the findings the study concludes that there are serious negative consequences associated with hidden costs and consequently, in free education provision, hidden costs can be counterproductive, potentially able to decrease the chances of attaining the objectives of free education provision. The study recommends that strategies in free education provision should further expand to counterbalance costs of education. Strategies targeted at enhancing general improvements in people’s wellbeing and livelihood are also measures required to enhance the capacity of parents to shoulder the burden of education.

Comparative Analysis of K-Means and Naïve Bayes Algorithms for Predicting Students' Academic Performance

A student's performance is a victory statistic in higher education. The university's exceptional academic record strengthens its position as one of the prerequisites for a prestigious university. Teachers need to forecast and analyze student performance to pinpoint areas of weakness and improve academic standing. In academic settings, Coordination of computational tactics to improve workforce management and academic attainment is achieved through Educational Data Mining (EDM), a theory-based approach. Classification is a broadly connected technique in forecasting student performance based on diverse criteria. Machine learning algorithms are fundamental to knowledge disclosures, permitting precise performance projection and early student-identifiable proof. This study examines how well students perform academically using the Naïve Bayes classifier (NBC) model and the K-Means clustering approach. From supervised and unsupervised machine learning, two (2) algorithms with comparable operational capacity were selected. The labeled classes in the classifier correspond to the grades in the dataset. Records were gathered from 178 students (400 levels) in Adamawa State University Mubi's computer science departments in the 2022–2023 academic sessions. The training and testing sets of the dataset are divided into two groups, each with a percentage ratio of 30% and 70%. According to the results, the Naïve Bayes model has an accuracy of 92.6%, while the K-Means model has an accuracy of 38.9%.

Factors determining high academic attainment in primary school (based on the longitudinal study of year 2 and year 4 Russian schoolchildren)

Introduction. The study attempts to solve the problem of predicting academic attainment in primary school. The main emphasis in selecting factors to predict success in learning was on personal and contextual ones. Among personal factors, executive functions were considered, which are described by many authors as significant for successful learning. Among the contextual factors, the main focus is on marks given to schoolchildren in each subject by their teacher. An attempt is made to predict children’s academic attainment in Year 4 based on data on academic attainment in Year 2. Materials and Methods. 53 primary schoolchildren were examined first in Year 2 and then in Year 4. The following executive functions were studied: working memory (using the O. M. Razumnikova’s technique) and inhibitory control (using E. G. Vergunova and E. I. Nikolaeva’s inventory). In addition, final marks in all subjects were analyzed for each year. All schoolchildren were assigned to one of the following groups: ‘excellent students’, ‘good students’, ‘C students’. This parameter was called ‘academic attainment’. First, using factor analysis, correlations between the studied parameters were identified separately for Year 2 and Year 4, then a regression analysis was carried out, with the help of which the factors influencing high academic attainment in Year 2 and Year 4 for the same children were identified. Finally, a factor analysis was conducted in order to assess academic attainment in Year 4 based on data collected in Year 2. Results. Factor analysis revealed that marks given to primary schoolchildren by the main teacher in Year 2 correlate with each other, that is, a halo effect is noted when marks are given not for a particular student’s answer, but according to teacher’s general impression about them. As part of the regression analysis, it was shown that in Year 2, academic attainment is determined only by final marks in the Russian language. Only in Year 4 the influence of inhibitory control and working memory on academic attainment was found. An attempt to predict academic attainment based on the results of Year 2 showed that academic attainment in Year 4 can only be predicted on the basis of final assessment in the Russian language. It can be assumed that this subject is more difficult for children than others; therefore it requires maximum inclusion of executive functions. Conclusions. The study revealed that executive functions do not affect academic attainment in Year 2, but inhibitory control is a significant factor predicting academic attainment in Year 4. Inhibitory control at the behavioral level is assessed as the level of manifestation of volitional quality in a child. A significant relationship was found in Year 4 between high scores in Reading and high scores in Music, Art, and Science. This indicates that central processes that underlie activities in these subjects are interconnected. Finally, it was found that a significant factor predicting academic attainment in Year 4 is the mark for Russian language in Year 2.

An exploration of a mentoring programme for at-risk adolescents in the West Midlands, UK

ABSTRACT Extra-curricular activities, such as playing sport and participating in mentoring programmes, have physical and mental health benefits for individuals. For adolescents particularly, nurturing these interests has the potential for positive outcomes in academic attainment and personal development, an increase to self-esteem, and positive development of relationship skills. This study explored the understanding and attitudes that 11 adolescents, aged 13–16 years, enrolled on a West Midlands-based charity’s sports and mentoring programme, had towards their participation through the form of semi-structured focus groups. Thematic Analysis was performed, and three key themes were identified: (i) Positive changes to their behaviour, (ii) Connections with the mentors, and (iii) The difference the mentoring programme has made to their lives. The findings demonstrated that the mentoring programme was beneficial and had favourable impact on the adolescents involved and support the need for such programmes to be further developed and promoted for youth to access.

How AI Literacy Affects Students’ Educational Attainment in Online Learning: Testing a Structural Equation Model in Higher Education Context

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications.

Socioeconomic disparities and their effect on medical student academic attainment Sudanese Universities

BackgroundSocioeconomic status (SES) is a social classification factor that takes into account income, parental education and occupation. SES has been shown to play an important role in shaping students’ academic performance, including in medical schools, but there still remains significant variation in findings around SES and academic achievement worldwide. We aim to assess and explore socioeconomic disparities and their effects on medical school performance at Sudanese public and private universities.ObjectivesThe objective of our study was to assess the effects of age, sex, living conditions, parental education and income level on the academic achievement of medical students from universities in Sudan.MethodsThis cross-sectional study was conducted among undergraduate medical students at ten public universities in Sudan between September and December 2023. Participants were included if they were older than 18 years and were studying in their 2nd year or older. The data were collected using an online questionnaire with open- and closed-ended questions measuring age, living conditions, parental income level and education. A convenience sampling method was used to recruit participants from universities. The data were analyzed using SPSS v28.0.0, and a p value less than 0.05 was used to indicate statistical significance.ResultsWe received 832 responses, 516 (62%) from females and 307 (36.9%) from males. The median age was 23 years. Most students lived with their families (61.1%), followed by student housing (28.2%). This study revealed age (p = .024) (95% Cl: 0.025- 0.023) andhigh family income (p = .019) (95% Cl: 0.018- 0.02) are associated with academic achievement in the long term, as demonstrated through cumulative grade point average (cGPA).ConclusionThe findings underscore the importance of targeted support systems to bridge the socioeconomic gaps that exist among medical students, allowing all students to thrive academically regardless of their background.Clinical trial numberNone.

Psychosocial determinants of academic achievement in Ethiopian higher education students, 2024. Systematic review and meta-analysis

IntroductionEthiopian students' academic achievement goes beyond just cognitive ability. It is interwoven with psychological and social factors. This analysis examines how these interconnected dimensions, including behaviour, emotions, and mental well-being, influence academic attainment. By revealing the multifaceted factors that shape student well-being and success, this review highlights their critical role in the higher education landscape. MethodsThis systematic review and meta-analysis study aimed to contribute to the academic literature by exploring the psychosocial factors affecting the academic achievement of Ethiopian higher education students. It leveraged a diverse array of scholarly databases, and adherence to recommended reporting guidelines ensured methodological rigor and transparency throughout the investigation. ResultThis systematic review synthesizes findings from 14 high-quality Ethiopian cross-sectional studies assessed using the Newcastle-Ottawa Scale. The overall pooled mean grade point average of respondents was 3.04, [(95 % CI: 2.75, 3.32), I2 = 0.00 %, P < 0.001)]. The pooled odds ratio psychosocial predictors of academic achievement was 0.47, [(95 % CI: 0.46, 0.48), I2 = 0.00 %, P = 0.001)]. The study explored factors affecting academic achievement, including psychological (sleep, stress, self-esteem) and sociological factors (social media, financial hardship, social support). The review found that these factors emerged as significant influences, highlighting the multifaceted nature of academic success. ConclusionThis synthesized study champions a holistic approach to education, urging the integration of academic progress and student well-being. It emphasizes interventions in mental health, social support, and resource access, and acknowledge their multifaceted impact on learning. In addition, it would be better to build inclusive environments with the involvement of educators and policymakers to optimize the academic success of higher education students.

The association between motivations for social media use, stress and academic attainment

The association between motivations for social media use, stress and academic attainment

Influence of Family Dynamics and Peer Pressure on Academic performance: The Mediating Role of Self-Esteem in Pakistan

The research paper examines the impact of family dynamics and peer pressure on students' academic performance at a public sector university, focusing on the mediating role that self-esteem plays. This study identified four factors that influence such students' academic outcomes: family contact, parental participation, communication, and support. The study also investigated how positive and negative peer pressures influenced these students' performance. In the current study, family dynamics and peer pressure were identified as key elements that can directly or indirectly influence self-esteem and, as a result, academic achievement. A quantitative study design was used to obtain data from a sample of students at a public sector university using a structured questionnaire. Students who receive more support and communication from family members have stronger self-esteem, which translates into improved academic accomplishment. On the other side, negative peer pressure has been linked to lower self-esteem, which has a detrimental impact on academic attainment. The findings underscore the importance of fostering positive family environments and peer relationships to improve students' self-esteem and academic success. This study contributes to the understanding of the complex interplay between family, peers, and individual self-perception in shaping academic performance.

Can the infusion teaching of critical thinking improve Chinese secondary students’ critical thinking and academic attainment? Findings from a randomised controlled trial

Critical thinking has been recognised as a core skill in the latest English curriculum standards for secondary schools in China. However, the current state of critical thinking education in China remains underdeveloped. Although some Chinese secondary schools have reported success in infusing critical thinking into regular teaching, there is little evidence of its impact as no independent robust studies have been conducted. The aim of this study was to determine whether the infusion of critical thinking in the regular curriculum has any impact on improving Chinese secondary students’ critical thinking skills and academic attainment using a more robust research design that can establish causation. Twenty-one English language teachers and 2,011 Grade 8 students from four rural secondary schools in China participated. The intervention was delivered by 11 experimental English language teachers once a week for three months. The impact of the intervention was measured by differences in modified standardised critical thinking skill tests. A process evaluation, including class observations and interviews, was also conducted to determine fidelity to the treatment. The results indicate a small positive impact of the infusion teaching on students’ critical thinking skills. Therefore, it is feasible and promising to infuse critical thinking into the English curriculum in China's secondary schools. However, the positive impact was not observed in academic attainment outcomes. The trial provides policy and educational practice recommendations to support the development of critical thinking skills among Chinese students.

Expected and unexpected long-term effects of values affirmation in school.

An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES). This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment. The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES). The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed. The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls. The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.

An Examination of the Role of Parenting Techniques on the Academic Performance of Nigerian Students

This study examined the impact of different parenting styles on the academic achievement of Nigerian students, filling a notable void in current research that primarily concentrates on Western settings. Data was obtained from secondary school students across various Nigerian states, representing diverse cultural, economic, and geographical origins, using a cross-sectional survey design. The results indicated that authoritative parenting, which is characterized by both warmth and structure, is highly correlated with improved academic achievements. Conversely, authoritarian and permissive parenting styles have fewer positive effects, whereas negligent parenting is more harmful. Furthermore, the study emphasized the crucial significance of parental participation in education, demonstrating that active involvement in school activities and assistance with homework is positively associated with student achievement. The research highlights the significance of socioeconomic determinants, emphasizing that greater levels of parental education and better economic position have a substantial impact on enhancing academic attainment. These observations highlight the necessity of implementing culturally customized parental education programs and policies in Nigeria to improve academic achievement. The paper recommends conducting additional longitudinal research to investigate these dynamics, with the goal of developing evidence-based measures to enhance education in Nigeria. Keywords: Parenting, Technique, Academic Performance, School, Students.

Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry

AbstractBackgroundLanguage ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.MethodsWe linked teacher‐ratings on a brief language difficulties questionnaire (13‐item) collected in the first year of primary school (N = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher‐reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.ResultsTeacher‐reported language difficulties predicted achievement in phonics (rs &gt; 0.41), reading (rs &gt; 0.38), writing (rs &gt; 0.32) and maths (rs &gt; 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.ConclusionsTeacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.

Executive functions & metabolic control in phenylketonuria (PKU) and mild hyperphenylalaninemia (mHPA)

BackgroundDue to newborn screening and early treatment, patients with phenylketonuria (PKU) and mild hyperphenylalaninemia (mHPA) develop largely normal, in terms of IQ testing and academic attainment. However, the impact of metabolic control in various stages of development on more complex cognitive abilities, i.e. executive functions (EF), is still unclear. MethodsEFs were tested in 28 patients with PKU/mHPA, aged 8–17 years, identified by newborn screening and continuously treated. The relation to current (testing day & past 10 phenylalanine (Phe) values) and long-term metabolic control (age periods: childhood <6, 6–10, adolescence >10 years, lifetime Phe) was analyzed. ResultsEFs were in the lower normative range (IQR of T-values: 47.35–51.00). Patients reaction time was significantly slower than the population mean (divided attention/TAP: median 40, p < 0.01). Both, long-term and current metabolic control correlated with performance in EF tests: Higher current Phe impaired reaction times (Go/No-Go, r = −0.387; working memory, r = −0.425; p < 0.05) and performance in planning ability (ToL r = −0.465, p < 0.01). Higher long-term Phe values both in childhood and adolescence mainly affected attention (omissions/TAP r = −0.357 and − 0.490, respectively, both p < 0.05) as well as planning ability (ToL r = −0.422 and − 0.387, adolescence and lifetime, p < 0.05). ConclusionCurrent and long-term metabolic control in PKU/mHPA, including the adolescent period, influence EFs, especially affecting reaction time and planning abilities. This should be taken into account in patient counselling.