Academic Performance Of Students Research Articles

FEATURES OF THE DEVELOPMENT OF PROGRAMMED CHEMISTRY LESSONS FOR STUDENTS OF THE 9TH GRADE OF SECONDARY SCHOOL

One of the main directions for improving the training of teachers in a modern educational institution is the introduction of interactive forms of education. The coronavirus pandemic has clearly shown the world that in the field of education, means are needed to advance to the first stage of a person's ability to self-study without the presence of a subject of learning (teacher, coach, supervisor, tutor, etc.) at any distance from the educational institution. The training programmes must be user-friendly and simple for understanding for both the teacher, who created the program's content, and any student. Thepurpose of our work is to develop programmed chemistry lessons, as well as to test their effectiveness. As part of our research, chemistry lessons were conducted on the topics: «Nitrogen», «Properties of ammonia, preparation and application», «Nitric acid», «Specific properties of nitric acid and nitrates», «Phosphorus and its compounds». The study involved two ninth grades, which were divided into control and experimental classes. According to the results of the study, it can be concluded that the use of programmed teaching methods can contribute to a more effective assimilation of educational material and improve student academic performance. The results of the survey provide information about the degree of reflection of students, which can help in the development of effective strategies and teaching methods.

Student Performance Prediction

Abstract: Academic integration is now defined by how students are able to access, and effectively interact with, and are supported by engineering faculty and staff; Academic integration, which is a very important construct that contributes to a student’s persistence and ultimate graduation. But, several factors, either numeric or non-numeric can have varying degrees of influence on academic performance of students. Rankings of aforementioned factors, hopefully, will assist the management in order to initiate corrective action with a view to students' academic performance improvement. In an academic environment, teachers are frequently in close contact with students and therefore their belief about the degree of influence of factors on students’ academic performance could be of vital significance. The case study presented in this paper uses fuzzy relational calculus and the Dempster Shafer theory of evidence to examine and suggest a feasible and realistic ranking approach of only chosen factors!

Peningkatan Hasil Belajar IPS dengan Menerapkan Literasi Digital pada Pelajar Kelas 8 B SMP Negeri 16 Jakarta

This research is aimed at elevating the learning outcomes in Social Studies for the 8B class of SMP Negeri 16 Jakarta by integrating digital literacy into the students' curriculum. Employing a Classroom Action Research method, the study spanned three cycles, involving 35 students from the aforementioned class. Conducted from March to May 2024 at SMP Negeri 16 Jakarta, data collection included observation, testing, and documentation. Results revealed a significant enhancement in student academic performance through the implementation of digital literacy in Social Studies instruction. Analysis across cycles demonstrated consistent improvement in learning mastery, with percentages escalating from 62.85% in the first cycle to 77.14% in the second, and ultimately reaching 85.71% in the third cycle. Beyond academic achievement, the integration of digital literacy fostered active student engagement in the learning process. Students participated more vigorously in discussions, shared information, and adeptly utilized technology to access learning resources. This underscores the dual role of digital literacy: not only as a means of information retrieval but also as a tool for fostering deeper student engagement. Consequently, these findings offer valuable insights for enhancing educational quality, particularly in leveraging digital technology to facilitate more effective and interactive learning experiences.

Enhancing Mental Health Services in Schools: A Comprehensive Review and Recommendations

Mental health care in educational settings can be pivotal in shaping student academic performance and long-term outcomes. Global mental health policies are examined, exemplified by initiatives like the European Framework for Action on Mental Health. Despite positive steps, challenges such as insufficient data and knowledge hinder effective implementation. In the United States, federal initiatives like the Every Student Succeeds Act and Project AWARE aim to address mental health needs, yet state-level disparities persist. Mindfulness-Based Interventions (MBIs) emerge as promising approaches, demonstrating positive outcomes for individuals without preexisting mental health disorders. Careful intervention planning involving trained facilitators and consistent implementation is crucial. This study highlights research gaps and a knowledge void in mental health strategies, advocating for standardized parameters and shared terminology. It raises concerns about the increasing use of antidepressants, proposing mindfulness-based interventions as a financially feasible alternative. Best practices and frameworks are suggested, advocating for specific, universal terminology, financial sustainability through integration into existing programs, and a multi-modal approach involving the broader community. Collaborative efforts, standardized methods, and ongoing research are necessary to address the mental health epidemic in schools effectively.

Visualisation of educational material in geometry using digital technologies on the Unity 3D platform

Relevance. Digital technologies are progressively being incorporated into the educational framework. Training with the use of digital technologies corresponds to the modern way of life, which is inextricably linked with access to, receipt, and use of information. This entails the modernization of not only the content of education, but also the forms, methods, and means of teaching. Purpose. This study aims to investigate the impact of augmented reality on the spatial abilities and academic performance of students. It involves the development and testing of an educational application for geometry classes to provide interactive material and improve learning efficiency. Methodology. The study used pedagogical experiments, observations, and assessments. The Geometria mobile application with augmented reality for visualizing spatial geometry problems was developed for a tenth-grade geometry textbook. Results. The study involved 40 tenth-graders studying the section "Parallelism in Space". Following the experiment, all participants except for four demonstrated improvements in their prior test outcomes, with ten out of nineteen participants achieving outstanding grades. According to the study results, teachers and students noted the originality of this product and the fact that its use increased the visibility and understanding of the geometric material. Conclusions. A positive experience of using augmented reality technology in the study of stereometry has been obtained. The study highlights the effectiveness of augmented reality in enhancing students' spatial abilities and academic performance in geometry. The results suggest that incorporating digital technologies like augmented reality can significantly improve learning outcomes and engagement in educational settings. Keywords: secondary education system; geometry; spatial thinking; stereometry

Implementation Of The Naïve Bayes Method With Approach Holistic In Predicting Student Achievement

Within the realm of education, students frequently encounter many obstacles, including defiance, absence of drive, and other intricate factors that can impact the caliber of their learning. This issue can result in many students abstaining from attending class, withdrawing from school, or prematurely leaving before completing their education. This highlights the need for proactive and preventive measures taken by educational institutions to assist children in overcoming learning barriers from a young age. Professional educational and training institutions should promptly identify potential obstacles to students' learning and take proactive measures to assist them in overcoming these difficulties. These endeavors encompass vigilant supervision, effective communication among educators, parents, and students, as well as impactful mentoring and counseling initiatives. By adopting this methodology, educational establishments can establish an all-encompassing and nurturing atmosphere that prioritizes the academic achievement of students. In this study, we employ the Naive Bayes algorithm and the Holistic Approach, two powerful tools in the field of data analysis, to forecast student academic performance at Otista Bandung Vocational School. The Naive Bayes algorithm allows us to make predictions based on the probability of an event occurring given certain conditions, while the Holistic Approach ensures that we consider all relevant factors in our analysis. This research aims to offer early forecasts for students who are susceptible to low academic performance, enabling schools to proactively intervene and avert a fall in student success. By implementing this approach, schools may offer targeted support to individuals requiring more help, while also fostering an inclusive environment that promotes academic success for all students, regardless of their circumstances.

Evaluation of Student Academic Performance After Curricular Content Reduction

ObjectiveTo evaluate the effect of curricular content reduction in an integrated course sequence spanning 3 years of a Doctor of Pharmacy curriculum on student examination scores and course grades. MethodsThis 2-year, prepost study compared student overall average and final examination scores and overall course grades after the transition from a 5-day to a 4-day week of an integrated learning experience (ILE) course sequence. In addition, an anonymous, optional 23-item survey was distributed to first to third year pharmacy students asking about the 4-day week change, how they utilized the non-ILE day, and additional demographic and social characteristics to identify factors influencing success on examination and course performance during the 4-day week. ResultsThere were 533 students included in the overall analysis, with no significant differences in overall course grades in the 5-day vs 4-day week. Examination scores were not significantly different after the transition, except in 2 of 12 courses where scores were higher and final examination scores were not significantly different, except for higher final examination scores in 1 course during the 5-day week. Significant positive influencers of top quartile of examination performance included prepharmacy grade point average ≥ 3.5, age 25 to 29 years, and prepharmacy coursework at the parent institution, whereas using the non-ILE day primarily to sleep negatively influenced outcomes. ConclusionCurricular density is a prevalent problem and addressing it at a program level is essential. Reducing curricular content and hours at our institution did not adversely impact student examination and course performance and slight improvement was noted in some areas.

Blockchain technology system on student academic performance in higher education as perceived by students in Portugal

ABSTRACT This study conceptually identified the most influential factors from previous studies, which were extracted and classified into contexts based on the technology acceptance model and expectation confirmation theory framework. The purpose of this study is to examine the impact of blockchain system perceived quality and perceived usability on student academic performance (SAP) through the mediating role of student satisfaction and the moderating role of continuance intention. The convenience sampling technique was used to collect data from 583 students studying in different private and public universities in Portugal. Hypotheses were tested using partial least squares-structural equation modeling (PLS-SEM) with SmartPLS software version 4. The findings revealed that the direct effect of blockchain system perceived quality on SAP is positive and significant, while perceived usability is not significant. Moreover, student satisfaction positively and significantly mediates the relationship between perceived quality and SAP, as well as between perceived usability and SAP. Lastly, continuance intention as a moderator has a positive and significant influence on student satisfaction and SAP. The relationship between blockchain system perceived quality, perceived usability on SAP represents a novel contribution through the mediation of student satisfaction and the moderation of continuance intention between student satisfaction and SAP.

Who is doing better? Exploring the effect of COVID-19 on students’ academic performance across the test score distribution

ABSTRACT Previous studies have found a negative effect on average student performance on standardised tests following the Covid-19 crisis. However, the effects might differ depending on the student’s position in the achievement distribution. Understanding distributional effects allows us to determine how to better direct resources to students most affected. Using a quantile treatment effects model, we estimate the effects of Covid-19 on academic performance of students in the Colombian standardised high school exit examination. Our estimates show a U-shaped pattern: the negative effect is smaller for students located at the tails of the test score distribution.

Junior High School Teachers’ Implementation Fidelity of Differentiated Instruction in Improving Students Academic Performance

Junior High School Teachers’ Implementation Fidelity of Differentiated Instruction in Improving Students Academic Performance

Correlation of Revenge Bedtime Procrastination with Academic Performance in Undergraduate Students of Medical Sciences: An Online Cross-sectional Study

Correlation of Revenge Bedtime Procrastination with Academic Performance in Undergraduate Students of Medical Sciences: An Online Cross-sectional Study

Influence of School Discipline Policies on Students Academic Performance in Rwandan Secondary Schools

The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.

Analyzing effects of managerial skills of government high school heads on school performance: a study of schools of Larkana District

Abstract Present study aimed at investigating the effects of the managerial skills of school heads on academic performance of students in district Larkana, Sindh. The major objectives of the study was to determine specific managerial skills of school heads, effects of those skill of performance of high schools of Larkana and strategies to improve them. Saturated sampling techniques was utilized for selecting respondents of present study. Additionally, twenty five government high heads of Larkana District were considered for collecting data. Close-ended and open-ended questionnaires were utilized for gathering data. Reliability was tested using Cronbach Coefficient Aloha where coefficient 0.757 was considered to be realizable. Analyzed data were showed in APA style tables. The analyzed data showed that most of the government high school heads of Larkana District were able to utilize numerous managerial skills that were effecting school performance. However, for further improving their skills different strategies were needed to be implemented. It was also suggested that high school heads should be dedicated to their built-in managerial skills and use them in their daily duties. While, they also should facilitate numerous opportunities to attend training and workshops for positively effecting the school performance.

Effectiveness of Individualized Education Programs (IEPs) in Special Education

This study examines the effectiveness of Individualized Education Programs (IEPs) in enhancing educational outcomes for students with disabilities through a mixed-methods approach. Results show a 20% improvement in academic performance for students with well-implemented IEPs, highlighting the structured approach of IEPs in addressing individual needs. Challenges such as time constraints and the importance of regular updates were noted, emphasizing the significance of supporting educators and fostering collaboration for maximizing the benefits of IEPs in special education.

Blended Learning in Middle School Math: Strategies and Challenges

This research paper presents an in-depth analysis of Blended Learning (BL) as a pedagogical approach within middle school mathematics education, focusing on its capacity to significantly improve students academic performance and critical thinking abilities. By merging traditional classroom engagement with online interactive modules, BL facilitates a more dynamic and personalized learning experience. The study critically evaluates the current landscape of BL implementation, pinpointing challenges such as the need for customized curricula, the influence of digital infrastructure, and the imperative for an integrated evaluation system that encompasses both teacher-led and self-assessment strategies. The findings underscore the pivotal role of BL in educational innovation, proposing a strategic framework for institutional support and the enhancement of digital resources to ensure the approach s efficacy. This paper contributes valuable insights for the educational community, offering a comprehensive set of recommendations for the successful integration of BL in middle school mathematics, thereby fostering a more inclusive and effective learning environment.

Effectiveness-oriented SPOC+Flipped Classroom Teaching Reform--A Case Study of Fundamentals of Photography Course

With the in-depth application of information technology in the field of education, the traditional teaching mode is facing unprecedented challenges and reform needs. This study explores the teaching reform practice of SPOC (Small Private Online Course) combined with flipped classroom in the course of Fundamentals of Photography as an example. By designing and implementing an effect-oriented SPOC + flipped classroom teaching model, this study aims to improve students learning initiative, engagement and course satisfaction. The research methodology included questionnaires, interviews and classroom observations to assess the effectiveness of the model by comparing the teaching effects before and after implementation. The results show that the SPOC+flipped classroom model significantly improves students academic performance and the quality of classroom interactions, and students overall satisfaction with the course is significantly improved. Based on the results of the study, this paper puts forward suggestions for teaching reform in other courses, providing a reference for future educational practice and research.

Principal Component Analysis of Cognitive Executive Function: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools

There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.

The Effect of Online Application Use on Student Academic Achievement in Higher Education

The aim of this study is to analyse the impact of Online Application Use on Student Academic Performance in Colleges using E-Learning and Whatspad. The use of E-learning and WhatsApp as online learning platforms is increasingly applied. E-learning offers flexibility in time and place of study, as well as easy and fast access to information. WhatsApp, on the other hand, enables easy and quick communication between students, lecturers, and learning groups. The study aims to analyze the impact of the use of E-Learning and WhatsApp on student academic achievement in colleges. The survey method was carried out on 200 students from various majors at Mahmud Yunus Batusangkar State Islamic University (UIN). Data was collected through questionnaires that measured the intensity of E-learning and WhatsApp usage, as well as student academic achievement. Research results show that the intensity of E-learning and WhatsApp use by students is high. Descriptive statistical analysis showed that the average student IPK was 3.52 with a standard deviation of 0.48. The average E-learning intensity was 3.2 hours per day with the standard 1.2 hour deviation, while the average WhatsApp usage intensity is 2.8 hours a day with an standard 1.1 hours deviation. Correlation analysis shows a significant positive correlation between the intensity of E-learning usage and student academic achievement (r = 0.52, p < 0.01). This suggests that the higher the use intensity, the higher also the student's academic performance. Significant positive relationship was also found between WhatsApp intensity and students' academic accomplishment (r=0.48, p<0.01). This indicates that the greater the intensities of WhatsApp use, the larger are the student's academical achievements. The study concluded that the use of E-learning and WhatsApp proved to have a significant positive impact on student academic achievement. These online platforms can help students improve their learning outcomes by providing easy access to information, flexibility in time and place of study, and effective communication.

How Family Environment Affects Students' Academic Performance

Often within a school, students' academic performance always appears different. Some students do well on the exam and get high scores, but some students struggle. It has been proved that the academic performance of students is not only related to how they work at school, but also strongly relevant to factors outside school, and this can be related to many factors, for example, the IQ of students, the hard work of students at home and the environments of their family, etc. This article mainly discusses how the family environment of students impacts their academic performance. In this paper family environment has been divided into four parts: parental educational level, family income, family structure of students, and parental involvement. The paper is trying to discover do these four parts of family are related to students' study achievement. This paper searches many previous researches to support the idea. After reading and analyzing the resources, the conclusion can be that: the four parts of family environment have a certain relationship with students' academic achievement and influence from different aspects.

Extensiveness of Continuous Assessment Practice on Improving Students’ Academic Performance in Monduli District Public Secondary Schools, Tanzania

This study assesses the extensiveness of continuous assessment practices in improving students' academic performance in public secondary schools in Monduli District, Tanzania. The study employed a convergent design and mixed-methods research approach guided by the Social Learning Theory by Albert Bandura (1977). The target population in this study includes 12 public secondary schools, 12 heads of schools, 399 teachers, 1823 students, and 1 DSEO. The study sample size comprised 253 respondents, of which 40 teachers were sampled through the stratified random sampling technique; 208 students were selected using the stratified random technique; 4 heads of schools and 1 DSEO were purposively sampled (total population sampling technique) based on the virtue of their position. A questionnaire, interview guide, and document analysis schedule were used to collect the required information. The validity of quantitative instruments was achieved by two research experts in the area of educational assessment and evaluation from Mwenge Catholic University. The reliability of the questionnaires was estimated by Cronbach Alpha technique of which the output was 0.799 which means the instrument was reliable for data collection. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data was analysed using descriptive statistics and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. Qualitative data were analysed thematically and presented in words by verbatim quotations. The study found that continuous assessment was practised to a high extent to improve students' academic performance in Monduli District. The study concluded that continuous assessment practices have successively achieved their goal of improving students' academic performance in national examinations to a high extent. The study recommended that there should be monitoring and evaluation of the effectiveness of continuous assessment practices regularly to identify areas for improvement and ensure they continue to be effective in improving student academic performance.