Low-achieving students with behavioural issues often struggle to encounter academic potentials due to difficulties in motivation, concentration, and social interaction. This action research intended to implement effective instructional approaches to improve both learning outcomes and classroom behaviour among these students. The study was led in a secondary school in Malaysia and involved twelve Year 10 Biology students known as low-achieving, very low-achieving, and failing. A qualitative, quasi-experimental method was employed to discover how group discussions and presentations could improve engagement and comprehension of the topic “Effects of Insecticides and Pesticides on the Food Chain and Human Health.” Data were collected through classroom observations, student reflections, and interviews, and were analysed thematically to recognize patterns of learning and behavioural responses. Results exposed that group-based instructional approaches improved motivation, participation, and conceptual understanding among most low-achieving students. Structured collaboration stimulated peer learning, enhanced confidence, and nurtured a sense of belonging within the classroom. However, very low-achieving and failing students sustained to face encounters with focus, communication, and anxiety during presentations, demonstrating the need for more differentiated scaffolding and continued teacher support. Behavioural enhancements such as reduced disturbances and greater task perseverance were observed, reflecting the positive effect of social and behaviourist learning values. In general, the study summarized that collaborative and interactive teaching approaches can efficiently improve both academic engagement and behavioural regulation among low-achieving students when directed by structured facilitation and inclusive instructional design. The results underline the importance of adaptable, student-centred approaches aligned with the goals of inclusive education and Sustainable Development Goal 4, which promotes equitable and quality education for all learners.

This study investigates how positive teacher–student relationships affect students’ behaviour and academic performance at an international school in Subang Jaya, Selangor. Using a mixed-method approach involving surveys (80 students and 20 teachers) and in-depth interviews (5 students and 5 teachers), the research demonstrates that supportive teacher–student relationships foster a conducive learning environment, enhance engagement and attendance, reduce behavioural issues, and lead to improved academic outcomes. Personalised support, mutual respect, and consistent communication emerged as essential elements in cultivating these relationships. Although the study is limited to one institution, it provides practical implications for educators and policymakers who aim to enhance student outcomes through strengthened interpersonal connections in schools.

This study investigated the Impact of Adjustments on Academic Performance of Senior Secondary School Students in Jere Local Government Area (LGA), Borno State, focusing on academic, social and emotional adjustments. Three (3) research questions were answered and 1 (one) hypothesis was tested in the study. Descriptive survey research design was used in the study. The target population for the study consists of all the 5,543 SS II and SS III senior secondary school students in Jere LGA. A sample of 500 students were selected using stratified simple random sampling technique in accordance with Kriejcie and Morgan (1970). A researcher-developed questionnaire titled ‘Students’ Adjustments and Academic Performance Questionnaire (SAAPQ)’ was used for data collection. The instrument was validated by three (3) experts in the field of educational psychology from University of Maiduguri and Borno State University. The instrument was pilot tested on 50 students and the reliability was calculated through test-retest method and reliability index of .76 was obtained. The instrument consists of four (4) sections and Eighteen (18) items. Data collected were analyzed using frequency count and percentage scores to assess the demographic information of students, descriptive statistics of (mean, standard deviation, frequency) to analyse the impact of adjustment on students’ academic performance and t-test was used to assess the gender difference in adjustment and academic outcomes. The hypothesis was tested at the 0.05 level of significance using the Statistical Package for Social Science. The findings of the study revealed that academic, social and emotional adjustments significantly impact the academic performance of senior secondary school students in Jere LGA, Borno State. Based on the findings, the study recommended that Ministry of Education and SUBEB should enhance counselling services, life skills education, teacher training on psychosocial support and adjustments and increased involvement from parents, communities and NGOs to foster better adjustment and academic success

Bronchopulmonary dysplasia (BPD) is the most common in-hospital morbidity of prematurity, associated with significant long-term medical and neurodevelopmental sequelae and health resource utilization. The Neonatal Research Network (NRN) Hydrocortisone for BPD Trial evaluated the efficacy and safety of hydrocortisone to prevent BPD in high-risk very preterm infants; the impact of hydrocortisone on school-age outcomes in this trial cohort is previously unreported. To evaluate the impact of neonatal hydrocortisone treatment on early school-age functional motor, cognitive, academic, and pulmonary outcomes among children who participated in the Hydrocortisone for BPD Trial. This prospective long-term cohort study is a follow-up of a randomized clinical trial, the Hydrocortisone for BPD Trial, conducted at 19 centers of the Eunice Kennedy Shriver National Institute of Child Health and Human Development NRN. Participants, enrolled from August 2011 to February 2018, included intubated infants who had been born before 30 weeks' gestational age and had been mechanically ventilated for at least 7 days by postnatal day 14 to 28. They were eligible for a single, in-person, early school-age visit between corrected age 5 years 0 months and 7 years 11 months, conducted from September 2017 to July 2024. Data analysis was performed from July 2024 to September 2025. Participants were randomized to a 10-day tapering course of hydrocortisone or placebo beginning at 14 to 28 postnatal days. Early school-age study visits were performed by certified, masked assessors. The primary outcome of functional impairment was defined as any of the following: cognitive delay, motor delay, academic delay, or poor functional exercise capacity. The primary outcome was available for 545 of 674 eligible children (80.9%), including 272 children in the hydrocortisone group (152 [55.9%] female; mean [SD] gestational age, 24.9 [1.5] weeks; mean [SD] age at visit, 5.3 [0.6] years) and 273 in the placebo group (108 [39.6%] female; mean [SD] gestational age, 24.8 [1.5] weeks; mean [SD] age at visit, 5.4 [0.6] years). There was no difference in the rate of functional impairment between the hydrocortisone group (194 of 272 children [71.3%]) and the placebo group (200 of 273 children [73.3%]) (adjusted relative risk, 0.99; 95% CI, 0.89-1.10), nor were there differences in the rates of the individual components. Motor delay was the most common impairment (308 of 510 children [60.4%]), followed by poor functional exercise capacity (175 of 484 children [36.2%]). In this study, neonatal hydrocortisone treatment of preterm infants with high risk for BPD did not impact functional impairment or its components; nearly three-quarters of the children demonstrated functional impairment at school age. ClinicalTrials.gov Identifier: NCT01353313.

In an age where student motivation in mathematics continues to decline, gamified learning emerges as a dynamic strategy to turn struggling learners into engaged problem-solvers. This study determined the effectiveness of gamified learning strategies in improving the mathematical problem-solving performance and engagement of first-year students who enrolled in mathematics-related subjects in the College of Education in one of the private institutions in Ozamiz City, Philippines, during the School Year 2024–2025. A one-group pretest-posttest design was used, involving 28 students who participated in eight instructional sessions using gamified elements such as points, leaderboards, and interactive tasks. Data were gathered using a researcher-made Gamified Problem-Solving Performance Test and a Student Engagement and Motivation Questionnaire. Findings revealed that students initially demonstrated very poor performance and low levels of engagement and motivation. After the intervention, significant improvements were observed in both problem-solving skills and learner engagement. Statistical analysis showed a significant difference between pretest and posttest results in terms of mathematical performance as well as engagement and motivation. These results affirm that gamified learning is an effective instructional strategy for enhancing students’ academic outcomes and motivational levels in mathematics. Integrating such strategies into classroom instruction is therefore recommended to foster more active, enjoyable, and effective learning experiences.

The study aimed to investigate the mediating effect of the teacher-student learning partnership on the relationship between teachers’ socio-emotional intelligence and pupils’ academic performance in Mulanay District I, Division of Quezon. Utilizing a quantitative descriptive-correlational design, the study involved 17 Grade VI teachers and 225 Pupils across 12 public elementary schools. Teachers’ SEI was assessed using the Wong and Law Emotional Intelligence Scale (WLEIS). The teacher-student learning partnership and pupils’ academic performance were measured through standardized and research-developed instruments. Data were analyzed using Pearson’s correlation and mediation analysis to determine the direct and indirect relationships between variables. The findings revealed that teachers demonstrated an excellent level of SEI across the domains of self-awareness, self-management, social awareness, and relationship management. The teacher-student learning partnership was rated very high, characterized by warmth, support, and conflict. Likewise, pupils’ academic performance is rated as very satisfactory. Statistical results confirmed that the teacher-student learning partnership partially mediates the relationship between SEI and academic performance, indicating that emotional competence is most effective when expressed through a supportive, collaborative classroom relationship. The study emphasizes the importance of integrating socio-emotional and relational skill-building into teacher professional development initiatives to foster a positive learning environment and enhance academic outcomes.

This study investigates the relationship among principals’ communication skills, teachers’ job performance, and students’ academic achievement in public secondary schools in Kwali Area Council, FCT, Abuja. It focuses on how principals’ friendliness, listening ability, confidence, and feedback skills influence teachers’ effectiveness and subsequently enhance students’ academic outcomes. Four research objectives, questions, and hypotheses guided the study, which was anchored on Goal Setting Theory (Locke, 1960s) and Emotional Intelligence Theory (Goleman, 1995). A descriptive survey design was adopted, involving a population of 218 (5 principals and 213 teachers). Using simple random sampling, 90 respondents were selected. Data were collected using the QPCSTJPSAA questionnaire and analyzed with descriptive statistics and Pearson Product Moment Correlation. Findings reveal strong positive relationships between principals’ communication skills and teachers’ job performance as well as students’ achievement. The study recommends improved communication practices among principals to boost teacher performance and student learning outcomes.

This study investigates the relationship between time management, peer pressure and the academic performance of part-time students of Abraham Adesanya Polytechnic. Recognizing the unique challenges faced by part-time students in balancing academic responsibilities with work, family and social commitments, the research aims to evaluate how these factors influence academic success. A total of 52 questionnaires were distributed with the 40 valid responses analyzed. Descriptive statistics and linear regression analysis were employed to examine the data. The findings revealed that a significant relationship between peer pressure and academic performance (R=0.325, R2=0.106, p< 0-05) as well as between time management and academic performance (R= 0.418, R2=0.175, p<0.05) These results indicate that both peer influence and time management skills play critical roles in shaping the academic outcomes of part-time students. The study underscores the importance of developing effective time management strategies and creating awareness around peer-related challenges to enhance students’ success. Recommendations for Institutional support and further research are discussed.

This study examined the comparative impact of direct instruction and educational board games on high school students' academic performance in Chemistry during the 2024-2025 academic year, employing a quasi-experimental design with purposive and convenience sampling. A total of 30 Honors Chemistry students from Prince George High School, divided into two equal groups, participated in the study. One group received traditional direct instruction, while the other experienced game-based learning integrated with direct instruction. To measure learning gains, the researcher used pre-tests and post-tests that aligned with the Chemistry CIP Benchmark. Statistical analyses, including paired-sample t-tests and ANCOVA, revealed that both instructional methods significantly enhanced student learning. However, those who used educational board games achieved higher post-test scores, indicating a greater impact on students' conceptual understanding and retention. In addition to improved academic outcomes, qualitative observations suggested that students in the game-based group demonstrated increased engagement, collaboration, and intrinsic motivation during classroom activities. These findings emphasized the benefits of integrating gamified strategies into science education to boost comprehension and support long-term academic success. Although both methods proved effective, the intervention involving educational board games had a more significant impact, making it the favored strategy for improving student learning in Chemistry.

ABSTRACT This paper examines the impact of teacher gender on students' test scores and academic track decisions at the high school level, exploiting the random assignment of students to teachers in China for identification. The results indicate that having a female teacher significantly improves test scores for female students while negatively affecting male students. However, the presence of female teachers in science subjects does not increase the likelihood of female students enrolling in the high school science track in the short term. The effects of teacher gender on performance vary by class size and class gender composition, suggesting that teacher behavior, rather than role model effects, may be the primary driver of these outcomes.

Medical education requires students to sustain high levels of academic commitment under demanding conditions, which makes academic engagement a critical factor for their success and well-being. Mindfulness has been linked to improved academic outcomes through enhanced attention, emotional regulation, stress reduction, and performance improvement. However, the mechanisms underlying its association with academic engagement among medical students remain insufficiently understood, particularly regarding the mediating roles of the presence of calling and the search for calling, which have been rarely examined. This study investigated the relationship between mindfulness and academic engagement and tested a parallel mediation model in which the presence of calling and the search for calling mediated this association among medical students. A total of 503 undergraduates from clinical medicine and related disciplines completed the Cognitive and Affective Mindfulness Scale (CAMS-R), the Utrecht Work Engagement Scale for Students (UWES-S), and the Calling and Vocation Questionnaire (CVQ). Correlation analysis examined associations among the variables. Mediation analysis tested the indirect effects of the presence of calling and the search for calling. Control variables, including gender, age, and academic level, were also examined. Pearson correlation analysis showed that mindfulness was positively associated with academic engagement, presence of calling, and search for calling. Mediation analysis indicated that the direct association between mindfulness and academic engagement was not significant; however, both mediators contributed significantly to the indirect associations, with search for calling demonstrating a stronger role. Among the control variables, only academic level showed a significant positive association with academic engagement, whereas gender and age did not show significant associations. These findings indicate that mindfulness is related to academic engagement through its associations with the dual dimensions of professional calling. Prior research has suggested that mindfulness-based interventions may be considered potential approaches to supporting students' engagement by enhancing attentional and emotional regulation while fostering a stronger sense of vocational purpose.

<p>Global education systems apply grouping strategies to enhance academic outcomes. The United Arab Emirates (UAE) has developed school tracks to address performance gaps by offering more varied high-school tracks while also creating a local Emirates Standardized Tests (EmSAT) for measurement. This study examines the impact of educational tracks in Emirati schools and EmSAT scores on UAE university students’ academic performance. A quantitative multivariate analysis of 3,190 University of Sharjah students compared the outcomes across different high school tracks and analyzed the predictive power of EmSAT scores on university cumulative grade point average (CGPA). EmSAT scores vary significantly by tracks, with elite students performing best, followed by those in the advanced and scientific tracks. Arabic and mathematics EmSAT scores predict CGPA more strongly than English, which has a moderate effect. General track students achieve higher CGPAs compared to other tracks, even after controlling EmSAT performance and gender, suggesting a complex relationship between high school experiences and university success. The findings highlight the track model’s effectiveness, with the elite fostering strong academic pathways. However, the overlap in university achievement between the general and advanced warrants further research. The study provides insights for policymakers to refine educational strategies and enhance student outcomes.</p>

Smartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students.

Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.

Education serves as a primary means to develop competent and competitive human resources. Student academic achievement is a key indicator of educational success, influenced by internal factors such as motivation, interest, and cognitive ability, as well as external factors including the school environment, family support, and teaching strategies. This study aims to examine the relationship between students’ communication skills and academic performance in Economics for class X-A at SMA Kristen Palangka Raya. The research employed observation, interviews, and documentation to evaluate student participation, social interaction, and both verbal and nonverbal communication skills. The findings indicate that teachers play a crucial role in fostering educational interaction through questioning, discussions, and presentations. Student participation increased over time, particularly in group discussions, which encouraged collaboration, empathy, and understanding of economic concepts. Academic achievement showed a positive trend, influenced by communication skills, confidence in speaking, and active engagement in learning. These results highlight the importance of developing communication skills as a strategy to enhance learning quality and academic outcomes. The study is expected to provide valuable insights for teachers, students, and schools in designing more interactive, communicative, and participatory learning methods.

Bridging the gap: Analysis of the long school of medicine SNMA pilot mentorship program.

Logistic regression modeling: methodological insights and roadmap.

This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.

Bullying in schools negatively affects students' psychological well-being and academic performance. Despite anti-bullying policies, bullying remains prevalent in Indonesia, impacting students' mathematics achievement. This study examines the impact of different types of bullying on Indonesian students' mathematics achievement using Program for International Student Assessment (PISA) 2022 data through a multilevel modeling approach. Multilevel modeling is used to analyze the hierarchical effects of physical, verbal, and relational bullying on students' mathematics scores, considering socioeconomic and school-level factors. Physical bullying significantly lowers mathematics achievement by reducing concentration and motivation. Verbal bullying, however, is linked to higher scores as students strive to prove themselves. Relational bullying has no significant effect. Socioeconomic status and family support positively influence achievement, while school location also plays a role. Schools must strengthen anti-physical bullying programs to mitigate its negative academic impact. This research has implications for understanding the nuanced effects of bullying, which can help policymakers design targeted interventions to foster safer and more supportive learning environments, ultimately improving students' academic outcomes.

Bullying in schools negatively affects students' psychological well-being and academic performance. Despite anti-bullying policies, bullying remains prevalent in Indonesia, impacting students' mathematics achievement. This study examines the impact of different types of bullying on Indonesian students' mathematics achievement using Program for International Student Assessment (PISA) 2022 data through a multilevel modeling approach. Multilevel modeling is used to analyze the hierarchical effects of physical, verbal, and relational bullying on students' mathematics scores, considering socioeconomic and school-level factors. Physical bullying significantly lowers mathematics achievement by reducing concentration and motivation. Verbal bullying, however, is linked to higher scores as students strive to prove themselves. Relational bullying has no significant effect. Socioeconomic status and family support positively influence achievement, while school location also plays a role. Schools must strengthen anti-physical bullying programs to mitigate its negative academic impact. This research has implications for understanding the nuanced effects of bullying, which can help policymakers design targeted interventions to foster safer and more supportive learning environments, ultimately improving students' academic outcomes.