Academic Interventions Research Articles

Using Osteopathic Medical School Institutional Data to Establish the Correlation Between Academic Performance and First-Time Board Pass Rates to Develop Academic Interventions for Students at Risk of First Board Failure

Using Osteopathic Medical School Institutional Data to Establish the Correlation Between Academic Performance and First-Time Board Pass Rates to Develop Academic Interventions for Students at Risk of First Board Failure

Prevalent personality traits in psychology students: a decade of study. Analysis of associated transversal professional skills

Introduction: The knowledge of personality in university students and the professional skills necessary for adequate development and performance in professional settings are essential to implement more effective academic interventions that enhance successful professionals.Objective: Analyze prevalent personality traits according to: Motivational goals, Cognitive modes and Interpersonal behaviors corresponding to ten cohorts of psychology students (2010-2020).Method: longitudinal trend design, with descriptive-correlational scope. We worked with two intentional, non-probabilistic samples, psychology students: MI 2010-2020: 945 students, MII 2020: 48 students. Instruments: Million Inventory of Personality Styles (MIPS) and Questionnaire for the Evaluation of Transversal Competencies in University Students.Results: A personality profile was observed with the sustained presence of the traits of Modification, Communicativeness and Control, and absence of Accommodation. In the Professional Competencies, very high frequencies of Interest in Quality, Work Responsibility and Teamwork are evident; and very low frequencies of Social Responsibility. The Modification and Control traits are those that present associations with Transversal Professional Competencies.Conclusions: The profile that characterizes a cohort of psychology students during 10 years of study has been communicativeness and control in the interpersonal, the active and energetic attitude (modification) in the motivational, and the sustained absence of passivity and accommodation. Relationships were found with transversal professional competencies. The implication of the results is discussed

Developing a Sustainable Education Protocol for Children with Attention Deficit Hyperactivity Disorder (adhd) in the Context of Developing Country

Abstract Attention Deficit Hyperactivity Disorder (adhd) is a neurodevelopmental disorder characterised by symptoms of inattention, hyperactivity, and impulsivity that may significantly impact children’s academic, social, and emotional health. This study has examined the most recent scholarly research on the influence of adhd on children’s academic performance as well inclusive education protocol in different country contexts. Legal and academic interventions for adhd are well-established in developed countries, but there is a significant gap in addressing the needs of children with adhd in developing countries. This research study aims to fill the gap by suggesting a sustainable formal education protocol designed to meet the specific problems and situations of developing countries. The proposed Strategies-Support Services-Collaboration (ssc) protocol is influenced by concepts of inclusion, equity, and sustainability, aiming to address the different challenges encountered by children with adhd in obtaining quality education. The protocol includes measures for early detection and assessment of adhd, customised academic accommodations and support services, teacher training and capacity-building programmes, and collaborations with community resources and healthcare professionals. This research intends to empower educators, policymakers, and communities by proposing a sustainable formal education protocol. The goal is to establish more inclusive and supportive learning settings for children with adhd, thereby enhancing their academic success and general well-being. Integrating children with adhd into formal school aligns with the Sustainable Development Goal (sdg) 4 which aims to offer inclusive and quality education for everyone.

Sleep Habits and Academic Performance, A Study Amongst Medical Students In University of Cyberjaya, Malaysia

Humans are, as a rule, diurnal species. However, there are interindividual differences where people have different perspectives and preferences on their time of day to be most productive and effective, or to sleep which is closely related to a concept called “Chronotype”. Chronotype is divided into two groups: morningness and eveningness. Hence, this study aims to explore how morningness and eveningness are associated with medical students’ GPA, thus providing valuable insights regarding chronotype-specific academic interventions for medical students. This cross-sectional study involved 253 medical students among University Of Cyberjaya from Year 1 to Year 5 (aged 19-35). The morningness-eveningness questionnaire (MEQ), the sociodemographic background questionnaire (NHMS), and the supplementary GPA requirement were all included in the online questionnaire that was used to collect the data. Among the 253 participants, the majority were females (59.3%), predominantly aged between 21-22 years old (39.5%) with most from the ethnic group of Malay (55%). Based on the result, the majority of the medical students were characterized as intermediate chronotype (64.4%), followed by evening type (23.3%) and morning type (12.3%). Moreover, the findings indicate that sleep habits and academic achievement are correlated, with a p-value of less than 0.001, a chi-square value of 47.73, and a degree of freedom (df) of 4. Therefore, these findings have significant ramifications for initiatives aimed at enhancing students’ sleep patterns in order to improve their academic performance.

A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties

Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.

Integrating a Self-Regulation Intervention Within a Tier-2 Academic Intervention

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements—teaching expectations, self-monitoring, self-evaluation, and mystery match—was embedded within academic intervention lessons to target students’ academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system.

Smart Online Feedback System

This research suggests an smart online feedback system for examining teacher feedback in educational setting. To evaluate faculty performance based on a set of criteria and offer the required academic intervention program rooted in the creation of an all-encompassing faculty development program, the suggested system gathers all the pertinent information from the feedback, which is now an essential component of the educational system. Compared to the current feedback method, which asks students to rate teachers according to predetermined criteria, the suggested smart online feedback system (SOFS) is more adaptable and flexible. SOFS evaluates instructors' strengths and shortcomings in all areas that matter to pupils. Students, instructors, and the staff in charge of administering and processing the feedback system will all gain from the study's outcome. Through the anonymous use of an online platform called SOFS, students can evaluate their professors' performance using a predetermined set of evaluation criteria and questions. Higher-ups at the institute may also utilise this information to assemble faculty groups that are suitable for certain teaching and administrative responsibilities. With the help of a mobile device, the assessor conducts a paperless evaluation of the teacher under the proposed Online Faculty Monitoring and Evaluation System. Because the software evaluation results satisfied the researcher's goals, they should be developed further. The generated study was very helpful and may be a great help to the institution, according to the general means of the system evaluation. The faculty members' improved usage was a result of their evaluations. Keywords: Web-based application, Administrate activities, Software Evaluation, Performance, Internet, Website, Social Network Services.

Training paraprofessionals to collect reading fluency data with accuracy

Many of the decisions made related to student progress and intervention selection rely on data. In their roles, paraeducators often implement academic interventions; therefore, they must be prepared to monitor students’ progress accurately and reliably. This pilot randomized control trial tested the effects of a remote training package on paraeducator’s accuracy in collecting reading fluency data. Furthermore, we wanted to know if the skills developed through the remote training package transferred when paraeducators were given novel data collection probes. The remote training package resulted in statistically significant results with large effect sizes, while participants in the control group made little to no statistically significant improvement. Paraeducators who received training improved their accuracy in data collection and demonstrated strong skill transfer to the novel probes.

Differential responses to academic stress during the COVID-19 pandemic, transition, and the new normal period

This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p 0.05) and the data between the pandemic and the new normal (t = -1.426, p 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.

Psychological Distress and Students’ Academic Achievement in the Colleges of Education: Does Gender Matter?

Background: Students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. The study examined the influence of psychological distress on students’ academic achievement in the Colleges of Education (CoE) in Ghana. Methods: Using descriptive cross-sectional survey design, 325 students were selected from six CoE using a multi-stage sampling procedure. Primary data was gathered using DASS-21 and analysed via SEM, Moderation analysis and independent sample t-test. Results: The study discovered that psychological distress (i.e., depression, anxiety, and stress) negatively significantly predicted the academic achievement of college students. Specifically, academic anxiety and stress has a negative influence on students’ academic achievement. However, gender does not moderate the relationship between psychological distress and academic achievement of the students. There was a significant gender difference in the psychological distress of students. Female students experienced a high level of anxiety and stress compared to male students. There was no gender difference in depression among students. Conclusion: School officials and teachers should intensify their academic interventions, workshops, and counselling to help reduce the psychological distress among students to improve mental health for academic excellence. Novelty: Study found that psychological distress, including depression, anxiety, and stress, negatively predicts the academic achievement of college students in Ghana, highlighting the need for academic interventions and counseling to improve students' mental health and academic performance.

The Impacts of an Academic Intervention Based in Metacognition on Academic Performance

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week’s survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

Estrategia de intervención educativa para el abordaje del riesgo cardiovascular en pacientes con hipertensión arterial

Cardiovascular diseases (CVD) are the leading cause of preventable death worldwide and nationally. Faced with this problem, educational strategies are essential in preventing and managing CVD. Aim: This study aimed to develop an academic intervention strategy to address cardiovascular risk (CVR) in patients with high blood pressure (HTN). A quasi-experimental study was carried out in which CVR and lifestyle habits were determined through the Globorisk and FANTASTIC Scale, respectively, before the educational intervention and after it, in a population of 97 patients of 40 to 79 years of age with primary HTN in the period from March to August 2021. The intervention consisted of educational strategies to promote healthy lifestyle habits and the prescription of an individualized eating plan according to the needs of the participants. Results: After the intervention, blood pressure control was obtained in 28.86% of the study population, body mass index decreased by 3.1%, CVR decreased by 11.34%, and healthy lifestyles improved by 9.15% (p=0.000) in all variables. Conclusions: In patients with HTN, educational interventions to promote healthy lifestyles improve CVR factors. Keywords: Arterial hypertension; Cardiovascular risk; Healthy lifestyles; Primary health care.

Cultivating a Collectivist Community on a College Campus for Latinx Students

ABSTRACT Do inclusion, diversity, equity, and access (IDEA) courses geared toward Latinx students help create a collectivist community on a college campus? We argue that courses incorporating IDEA initiatives into their curriculum and focusing on Latinx individuals provide students the face, place, and space to create the cultural wealth required for educational success. The academic intervention described in this study focused on supporting the Latinx community and advancing our university’s IDEA values. This qualitative project describes the results of forty-seven participants in ten focus groups within undergraduate courses during the Fall 2019-Spring 2021 semesters. Based on a deductive-inductive hybrid thematic analysis, our results suggest that IDEA courses at the curricular level are essential in cultivating a collectivist community on campus for students to thrive. Evidence from this study can be utilized to inform educational policy and pedagogical considerations within higher education.

Protocol for a Meta-Review on Education Meta-Analyses: Exploring Methodological Quality and Potential Significance for Research Use in Practice

This protocol presents the planned methods and procedures for a meta-review that explores the methodological quality of education meta-analyses and their potential significance for research use. An ever-increasing number of meta-analyses are published every year while at the same time new approaches to enhance the validity and reproducibility of systematic reviews are in constant development. We aim to conduct a meta-review to examine the current practices of education meta-analyses in terms of review procedures, meta-analysis methods, and strategies for making meta-analyses useful for non-research audiences. We will focus on meta-analyses including randomized controlled trials and quasi-experimental designs on the effects of K-12 school-based academic interventions on student academic achievement. A comprehensive search will be conducted to retrieve all studies that potentially meet our criteria. Study features will be coded to evaluate three main dimensions: the quality of the review process, which includes the practices used at each systematic review stage (e.g., search procedure, selection, and critical appraisal); the quality of the meta-analysis methods, including the methods used for synthesizing the results, exploring heterogeneity and additional analyses, such as publication bias assessment; the significance for research use, which includes evaluating the ways authors present findings to increase accessibility and relevance for practitioners (e.g., stakeholder engagement in the process, reporting of results). We will identify strengths and weaknesses of current meta-analysis practices and compare them across time, publication outlet, and funding status.

Robot-Assisted Vaginal Natural Orifice Transluminal Endoscopic Surgery for Frozen Pelvis

To show feasibility and techniques used to perform a total hysterectomy, bilateral salpingectomy, endometriosis resection, and ovarian reconstruction in a patient with a frozen pelvis secondary to a history of ruptured tubo-ovarian abscess. Narrated step-by-step video demonstration. Single academic institution. In patients with a history of multiple abdominal surgeries, abdominal mesh, or in the case of this patient, a history of a ruptured tubo-ovarian abscess, a vaginal approach may be safer. Immediate access to the uterine pedicles through the vagina bypasses the need for extensive enterolysis and adhesiolysis when compared to an abdominal approach. With the use of indocyanine green injected into bilateral ureters, we highlight the benefits of immediate identification of the ureters allowing for safer and more efficient dissection. We show rotational uterine maneuvers to aid in rectosigmoid-to- posterior-uterus dissection in a limited space due to dense pelvic adhesions. Lastly, we demonstrate ovarian reconstruction and oophoropexy for the purpose of easier ovarian identification in future surgeries to possibly reduce the risks of ovarian remnant syndrome. This video highlights the feasibility and strategies used to perform robot-assisted vaginal natural orifice transluminal endoscopic surgery on a patient with a frozen pelvis.

Academic Interventions Promoting Learner’s Success in Secondary Schools under King Cetshwayo District, South Africa

Purpose: This study was a phenomenological study designed to make decisions using information from participants’ experiences. The purpose of the study was to develop a model which can be used to improve teaching and learning in rural secondary schools. Success oriented policies developed by SMT was studied. The contribution of efficient Students Representative Councils towards academic improvement in rural secondary schools was also studied.
 Methodology: The study is underpinned by qualitative approach, interprevist paradigm, and exploratory design. Participants for the study were chosen by purposive sampling. Four rural secondary schools in King Cetshwayo district (KCD) were selected for study. Two out of the four schools were well performing schools while the other two were underperforming schools. Performance was based on pass rate in the NCS examination. Principals, deputy principals, some HODs and some learners were selected as participants for that study. Semi-structured interviews were conducted using research interview schedule tool.
 Findings: Data collected from participants’ response were analyzed per school and comparisons drawn between schools. Most participants appreciated academic interventions, although raised sentiments of some arriving very late. Study reveals that the performance did increase after those interventions.
 Unique Contribution to the theory, practice, and policy: Conclusions were drawn from the results. A model for academic improvement was developed using results obtained from the data analysis and underpinned by the theory of Concerned Base Adoption Model (CBAM). The model can be used by underperforming schools to improve learner success.

Exploring the Dynamics of Medical Students' Exam Performance in Relation to Study Habits, Growth Mindset, Confidence Levels, and Demographics.

Due to unique demands on students in medical education, this study examined the relationship between educational and demographic factors with undergraduate medical students' exam performance in a semester-long medical neuroscience course. Engaging with a mixed-enrollment cohort of medical students, the study used self-reported survey data and exam scores to specifically examine the relationships with growth mindset, use of study strategies, confidence, attendance, and demographic characteristics. Chi-square, ANOVA, and correlational tests revealed interesting and complex relationships among the study variables, which, in some cases, support and other cases challenge existing findings in the academic discourse. The paper concludes by discussing implications from the study that may potentially improve academic outcomes as well as identifying potential areas for future research and academic interventions.

Examining student adherence within a cover‐copy‐compare intervention

AbstractCover‐copy‐compare is a self‐management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover‐copy‐compare permanent products to assess their ability to adhere to the intervention and to examine whether intervention adherence influences intervention effectiveness. A secondary data analysis of 86 third‐grade students participating in two randomized controlled trials examining the efficacy of cover‐copy‐compare on writing productivity was conducted. Results indicated that students' adherence to the cover‐copy‐compare intervention was high, and students' preintervention spelling performance and intervention adherence emerged as statistically significant predictors of students' postintervention spelling performance. Limitations of the study and implications for assessing students' intervention adherence are discussed.

Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.

A Comparative Analysis for GPA Prediction of Undergraduate Students Using Machine and Deep Learning

Recently the research field of machine learning has experienced a huge rise in popularity and growth. Machine Learning (ML) is a way of improving computational prediction models by allowing the computer to generate its own algorithm to predict outcomes, based on an existing dataset. In this paper, we demonstrate the application of Machine Learning to enhance the educational processes. We implemented regression and supervised learning techniques on data from King Saud University, Riyadh, Saudi Arabia, to construct a predictive model for student performance. This allows for timely interventions in students' academic paths. We utilized extensive and diverse course records, encompassing several academic years and programs, to conduct a comparative analysis of various Machine and Deep Learning methodologies, assessing their efficacy through performance metrics. The developed ML/DL algorithms use Grade Point Averages (GPAs) of courses and semesters as explanatory features to predict the student’s final GPA, which is the target value of the models. Based on the results, the linear and bagging regression models have the best Mean Absolute Error (MAE) performance metric. To ensure there will be enough time for academic intervention, data of early courses and semesters are used.