Academic Performance Of University Students Research Articles

An Explainable Student Fatigue Monitoring Module with Joint Facial Representation

Online fatigue estimation is, inevitably, in demand as fatigue can impair the health of college students and lower the quality of higher education. Therefore, it is essential to monitor college students' fatigue to diminish its adverse effects on the health and academic performance of college students. However, former studies on student fatigue monitoring are mainly survey-based with offline analysis, instead of using constant fatigue monitoring. Hence, we proposed an explainable student fatigue estimation model based on joint facial representation. This model includes two modules: a spacial-temporal symptom classification module and a data-experience joint status inferring module. The first module tracks a student's face and generates spatial-temporal features using a deep convolutional neural network (CNN) for the relevant drivers of abnormal symptom classification; the second module infers a student's status with symptom classification results with maximum a posteriori (MAP) under the data-experience joint constraints. The model was trained on the benchmark NTHU Driver Drowsiness Detection (NTHU-DDD) dataset and tested on an Online Student Fatigue Monitoring (OSFM) dataset. Our method outperformed the other methods with an accuracy rate of 94.47% under the same training-testing setting. The results were significant for real-time monitoring of students' fatigue states during online classes and could also provide practical strategies for in-person education.

Impact of social media addiction on college students’ academic performance: an interdisciplinary perspective

This study aimed to investigate the underlying mechanisms through which social media (SNS) addiction influences college students’ academic performance. We developed an integrated model of the relationship between SNS addiction and academic performance based on the dual-systems theory. A total of 251 college students participated in this study. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the empirical data. The results indicated that self-control mediated the impact of social media addiction on college students’ grade point average (GPA). Moreover, social media addiction had a positive impact on their anxiety and stress, which in turn negatively moderated the positive relationship between self-control and GPA. Educators can use these findings to improve the academic performance of college students with SNS addiction.

The self-esteem and academic performance of Mechanical and Electrical Engineering’s students at the Technological National University of Lima Sur, 2022 [La autoestima y rendimiento académico de los estudiantes de Ingeniería Mecánica y Eléctrica de la Universidad Nacional Tecnológica de Lima Sur, 2022

The study aimed to determine if there is a significant relationship between self-esteem and academic performance. For this reason, research on self-esteem was carried out to improve academic performance in higher education. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional, since the survey was carried out only once using the technique of the questionnaire and notes. The sample is simple random 56 students. It was shown that emotional and personal self-esteem occupies 64.3% (36) at the highest level; 21.4% (12) represent family self-esteem; 14.3% (8) is the minimum of the study. Therefore, self-esteem improves in the academic performance of students; however, it is necessary that teachers consider emotional and personal self-esteem in their classes. It was determined that more than 50% of the respondents are above 2.00, that is, they have a favorable attitude. On average, the subjects are located at 1.93 (favorable). Likewise, 0.599 scale units deviate from the average. Therefore, self-esteem benefits the student. Finally, it is concluded that there is an adequate significant relationship between self-esteem and the academic performance of university students, since 9.4877 > 4.445a; then, the null hypothesis is accepted and the alternative hypothesis is rejected, that is, it is favorable.

Emotional competencies, learning styles and academic performance in university students

The present study had the motivation to identify the relationship between emotional competences and learning styles with the academic performance of students of the general chemistry curricular experience at the Professional School of Environmental Engineering. Methodologically, it was framed in the basic type, descriptive-correlational level, with a non-experimental design. The applied method was the hypothetical-deductive method. The data collection technique was the survey and the instruments were the respective tests for the study of each variable. The results of the research were obtained through the descriptive analysis of the variables and the inferential analysis to determine the level of correlation by means of Pearson's test. It was concluded that there is an average positive correlation of 0.853 points between the variables emotional competence and academic performance and 0.608 points between the variables learning style and academic performance. Keywords: Emotional competencies, learning styles, academic performance, attitudes, university students.

Emotion Regulation as Predictor of Academic Performance in University Students

The current study intended to examine the association between emotion regulation (i.e., cognitive reappraisal and expressive suppression) and academic performance in university students. In this correlational study, a sample of 300 (men=119; women=181) university students (BS and MS programs) in the age range of 18-29 years (M=21.45; SD=2.14) was selected randomly from a public sector university in Faisalabad city, Pakistan. The Emotion Regulation Questionnaire (Gross & John, 2003) was used to assess emotion regulation whereas the percentages of obtained marks in the last semester/degree program served as the measure of the academic performance of the participants. The results depicted a significant correlation between emotion regulation and academic performance indicating a significant positive association between cognitive reappraisal and academic performance while, a significant negative association between expressive suppression and academic performance in university students. Moreover, cognitive reappraisal and expressive suppression were found to be significant predictors of academic performance. Besides the significant implications of this study highlighting the role of relevant policymakers, university authorities, students’ counselors, and mental health professionals, suggestions for future studies are discussed based on the current findings.

Horticultural Activities Participation and College Students’ Positive Mental Characters: Mediating Role of Academic Self-Efficacy

In recent years, the ongoing impact of the COVID-19 epidemic, irregular closed school life and frequent online teaching have negatively impacted the mental health and academic performance of many college students. Doing horticultural activities is an effective way to promote physical and mental health and enhance academic performance. This paper explores the relationship between horticultural activities participation, academic self-efficacy and positive mental characters under the perspective of disciplinary integration, with a view to promoting the mental health status and academic performance of college students and the application of horticultural therapy on college campuses. Questionnaires such as the Positive Mental Characters Scale for Chinese College Students (PMCS-CCS) and Academic Self-Efficacy Scale (ASES) are used to investigate 160 college students from four universities in China. The results show that horticultural activity participation is significantly positively correlated with academic self-efficacy (r = 0.345; p < 0.01) and positive mental characters (r = 0.298; p < 0.01), and horticultural activity participation can positively affect positive mental characters (B = 0.135, p < 0.01). At the same time, academic self-efficacy has a partial mediating effect between horticultural activity participation and positive mental characters. Universities can actively carry out campus horticultural activities to enhance students’ horticultural activity participation, which in turn promotes academic self-efficacy and further enhances the positive psychological level of college students.

English Proficiency and Academic Performance of College Students

The present study aims to identify the relationship of the Level of English Language Proficiency along Stress/Intonation, Verbal Abilities, Correct Usage, Reading Comprehension, Spelling and Punctuation, Identifying Error and Logical Organization and their Academic Performance of the 251 college students. Moreover, it aims to determine if their is a significant difference of the respondents’ Level of English Proficiency when they are grouped according to their profile: course, age, sex and dialect spoken. The result reveals that in terms of profile course, there is no significant difference in stress and logical organization. However, in Verbal Abilities, Reading Comprehension, Correct Usage, Identifying Errors and Spelling and Punctuation, there is a significant difference. As to profile age,there is no significant difference in Stress/Intonation, Verbal Abilities, Correct Usage, Spelling and Punctuation, Logical Organization. But in Reading Comprehension and Identifying Errors, there is a significant difference. Respondents aging 18 are better than the rest in Reading comprehension and Identifying Errors. Along profile sex, there is significant difference. Female are better than male in Reading Comprehension, Correct Usage and Identifying Errors. In terms of profile Dialect Spoken, there is no significant difference in English Proficiency Level of the respondents. As to the Academic Performance of the respondents, they are within the average level with 176 or 70.1%. The result reveals that there is significant relationship between the respondents’ Level of English Proficiency and their Level of Academic Performance.

Utilizing the Educational Data Mining Techniques "Orange Technology" for Detecting Patterns and Predicting Academic Performance of University Students

Utilizing the Educational Data Mining Techniques "Orange Technology" for Detecting Patterns and Predicting Academic Performance of University Students

The Influence of Self-Regulated Learning Strategies Towards Academic Performance of College Students

This research endeavor is conducted to determine the significant influence of self- regulated learning strategies towards academic performance of college students. This study utilized non-experimental quantitative research design employing descriptive correlational technique to find out the significant relationship of the variables. The data were analyzed coming from 290 participating first year students enrolled in a sectarian school in Davao City. Mean, pearson r and linear regression analysis were used to treat the gathered data. The findings of this study led to the following conclusions: The level of self-regulated learning strategies and academic performance were both assessed high. This means that the two variables were oftentimes observed by the college students. Moreover, there is a significant relationship between self regulated learning strategies and academic performance of college student. Further, self-regulated learning strategies significant influence the academic performance of college students.

Self-concept and academic performance of university students

This study aims to determine the relationship between self-concept and academic performance in a sample of university students. The research is quantitative with a non-experimental approach. It is correlational and cross-sectional with an exploratory and descriptive scope. Employing the Tennessee Self-Concept Scale (TSCS), 183 students between 18 and 26 were studied. The findings indicate a low positive correlation between self-concept and academic performance variables. The importance of these results is analyzed so that further studies on this topic can be done.

The Impact of Academic Self-efficacy, E-learning Adoption and Academic Motivation on Self-rated Academic Performance of University Students

The primary objective of this research was to examine the perception of e-learning among university students, in relation to their skills, learning behaviors, and their levels of academic self-efficacy and motivation under an e-learning environment, and its impact on their academic performance. A sample of 200 undergraduate students from a university of education participated in the study. Utilizing a regression model, it was found that students are more at ease and inclined to learn in an e-learning environment, which improves their comprehension of e-learning, self-efficacy, and motivation for academic performance. The results are significant as they demonstrate the impact of students' academic motivations, self-efficacy and their understanding of e-learning towards academic performance. The study suggests that for students to perform academically in an e-learning environment, they must possess strong and sharp minds and be able to acquire digital skills. The outcomes of this research can be used to guide the counseling of students, instructors, and directors to enhance the effective implementation of e-learning.

EXPLORING THE LINK BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG BANGLADESHI PRIVATE UNIVERSITY STUDENTS

The purpose of this study is to investigate the impact of emotional intelligence on the academic performance of university students in private universities in Bangladesh. The study also explores the factors that influence emotional intelligence among students and how it relates to academic achievement. The study adopts a mixed-methods approach, using both quantitative and qualitative data collection methods. The quantitative data were collected through a survey questionnaire, while the qualitative data were gathered through interviews. The sample of the study consisted of 300 undergraduate students from three private universities in Bangladesh. The findings of the study suggest that emotional intelligence has a positive impact on the academic performance of university students. The study also identifies some factors that influence emotional intelligence, including age, gender, academic year, family background, and academic performance. The study concludes with recommendations for universities and policymakers to promote emotional intelligence among students to enhance their academic performance.

Special issue. Higher education: a Fundamental intangible capital towards a sustainable future

Education has become an intangible capital of vital importance in a changing context due to increasing complexity, uncertainty, accelerating globalisation and competitive rivalry. Likewise, the 2030 Agenda for Sustainable Development includes as one of its core goals (SDG 4) to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". To this end, it focuses on the need to acquire a set of crucial transversal competencies applicable to different contexts and purposes throughout life, including not only formal (primary, secondary, University) but also non-formal education.Focusing on higher education, this special issue addresses in a multidisciplinary way the different theoretical and empirical approaches that bring together innovative topics such as teaching innovation, graduates and job expectations, competence acquisition, digitisation and technologies. The first three articles develop the importance of acquiring sustainable and intangible knowledge based on the acquisition of skills that helps students adapt to a changing and uncertain future of work while understanding and cooperating with their social environment to promote greater social justice. The last two articles are a clear example of the progress made in learning methodologies and the application of Technology to improve the academic performance of university students.

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

Purpose : The objective of this work is to investigate the effect of synchronous and asynchronous activities on the academic performance of university students. For this purpose, the academic results obtained and the involvement and motivation of the student and the teacher in the different learning methodologies involved are analyzed. Students’ perception of the effectiveness of the flipped class with the face-to-face classroom and online methodologies is compared to that of the traditional learning methodology. Design/methodology/approach : Data were collected from undergraduate students in three marketing courses and were analyzed through a quantitative descriptive, quasi-experimental and cross-sectional study. Academic performance with the different learning methodologies and the effect of synchronous and asynchronous activities on academic performance were compared using logistic regression on each course and methodology. Findings : The results showed that academic performance in synchronous and asynchronous activities was better in the flipped class, except for synchronous activities in the online flipped class. In addition, the best academic performance was obtained in the face-to-face inverted classes. The explanatory effect of asynchronous activities on academic performance was also identified. The greatest predictive capacity and the best prognosis were obtained in the online inverted classes. Students expect to obtain satisfactory results with the inverted class methodology and perceive it as effective, although they prefer a mixture of inverted classes and the traditional methodology. Originality/value : We contribute to theoretical and practical research with this new model to study the influence of the flipped learning methodology and asynchronous and synchronous activities on academic performance. We believe that these results, despite the specific and limited scope of the study, will be of great interest to the teaching community and contribute to improving the motivation and performance of students, which constitutes a main challenge in the higher education system.

Analyzing the impact of COVID-19 on the grades of university education: A case study with economics students

COVID-19 has been one of the major incidents in the global university education system in recent years. Its influence and effects on education are still difficult to determine today. Both students and teachers have had to change their study and work routines and disciplines, in many cases lacking the necessary infrastructure to adapt to online learning. Students had to start a new academic year with a complete return to face-to-face teaching without having overcome, in many cases, the incidence of online learning. This study, through 167 responses to a survey addressed to economics students at the Universidad Politécnica de Madrid, aims to analyse the causes of an improvement or a worsening of the academic performance of university students in the return to normality after having gone through COVID-19's restrictions. The results obtained show that students, students who attend tutorials and those who have evaluated online teaching positively, are the ones who have most improved their performance in the return to face-to-face teaching. And those who have suffered the physical and psychological consequences of COVID and those with less infrastructure and income have worsened their results.

Performance of Accounting Students in Nigerian Public Universities: Does Accounting Teaching Methodology Matter?

The study examined how different methods of teaching accounting influence the academic performance of university students in Nigeria. The teaching methods under examination were lecture method, group discussion method, and participatory method. The study used a descriptive survey design and selected a sample of 135 students from two Nigerian universities using Taro Yamane's formula. Data was collected through the use of a 5-point Likert scale questionnaire. The inferential analysis was carried out by means of Kendall's Tua correlation coefficient with the help of SPSS Version 23. The findings showed that all three teaching methods - lecture, group discussion, and participatory - had a significant positive impact on the students' performance at a 1% level of significance. The study recommended that lecturers in accounting should prioritize a participatory approach, as it helps to improve clarity and understanding of the subject material.

The relationship between digital literacy and academic performance of college students in blended learning: the mediating effect of learning adaptability

The relationship between digital literacy and academic performance of college students in blended learning: the mediating effect of learning adaptability

Emotional Exhaustion and Academic Performance in University Students: Mediating Role of Cynicism

Emotional Exhaustion and Academic Performance in University Students: Mediating Role of Cynicism

Relationships of academic expectation stress & self-efficacy, efficacy for self-regulated learning with academic performance during Covid pandemic

Background: Academic expectation stress & self-efficacy and efficacy for self-regulated learning may affect academic performance. The Covid pandemic has affected the physical and psychological well-being of all, including students. However, there is a paucity of studies examining these variables in college students in Saudi Arabia. Objectives: This study was conducted to explore the levels and relationships of academic expectation stress & self-efficacy, self-regulated learning, and its relationships with academic performance in college students of ---- University during the Covid pandemic. Material and Methods: A total of 302 students were recruited in this cross-sectional study. They were assessed with sociodemographic and academic proforma designed for this study, the Academic expectation stress inventory (ASE), the Academic self-efficacy scale (AES), and the efficacy of the self-regulated learning scale (SRL). Results: Results revealed that the mean score of AES, SRL, and ASE was 29.18, 35.38, and 41.11, respectively. On linear regression analysis exam score was statistically significant positively predicted by the score on SRL, and the Score of AES was statistically significantly predicted by the score of SRL (+ve) and the score of ASE (-ve). Conclusions: It may be concluded that efficacy for self-regulated learning may mediate academic performance and academic self-efficacy during the Covid pandemic. Enhancing self-regulated learning may improve academic performance during the pandemic.

THE IMPACT ON USAGE OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS IN SABAH – A CONCEPTUAL PAPER

This is a conceptual paper that attempts to show that social media can improve the academic performance of university students. The study assumes that it is interesting to investigate the impact of social media on university students' academic performance, given the explosion in the number and use of social media sites worldwide. In addition, social media offers new opportunities to engage learners and teachers and can also be used in face-to-face, blended and e-learning settings. This paper highlights the benefits of using social media for effective communication between lecturers and students, and students and fellow students during the online teaching and learning process. Interestingly, the literature in this area also highlights the benefits and risks of using social media in teaching and learning. The findings of the study will also be useful for academics, researchers and policy makers in the context of innovations in teaching and learning.