Levels Of Academic Performance Research Articles

A question of feedback? Studying effects of academic performance and teacher feedback on primary school students' social acceptance in an experimental setting

IntroductionBeing socially accepted by peers is a fundamental psychological need, and the consequences of social rejection are manifold. Investigating the causes of social rejection, a large body of studies have already established the relationship between social acceptance and individual characteristics (e.g., academic performance). However, the overall contributions of those individual characteristics are rather small, and the cause-and-effect relationship is still unclear. In addition, following social referencing theory, studies suggest that the feedback teachers give to students might also influence their social acceptance.MethodsThis experimental study, therefore, examined the influence academic performance, as well as teacher feedback, have on social acceptance. Teacher feedback was operationalized along the following two dimensions: feedback valence (positive/negative) and feedback focus (personal/task). A total of 737 third and fourth-grade primary school students (51% girls) from North Rhine-Westphalia (Germany) rated a fictional student's social acceptance on a scale of three sociometric items before and after watching an experimental video that showed a school day of the fictional student. Participants were randomly assigned to one level of academic performance (high/average/low) and one of four feedback conditions, with each being a combination of the two factors, feedback valence and feedback focus. Data were analyzed using linear mixed models.ResultsThe results indicated that both academic performance and the valence of teacher feedback influenced participants' social acceptance of the student in the video. For instance, a high academic performance had a positive effect and a low academic performance had a negative effect on social acceptance. Further, positive teacher feedback influenced social acceptance positively, while negative teacher feedback influenced social acceptance negatively. However, this effect was moderated by the focus of the teacher's feedback. Feedback with a focus on the person had a more substantial effect on social acceptance for both positive and negative feedback than feedback with a focus on the task.DiscussionThese findings illustrate the importance teachers and their feedbacks have on students' peer relationships. They further suggest that it not only matters if teachers give positive or negative feedback but also how they do it.

The Impact of Financial Management Practices on Academic Performance in Day Schools of Kicukiro District in Rwanda

This study aimed at investigating the influence of financial management practices on secondary school academic performance in day schools of Kicukiro District in Rwanda. These practices may affect students’ achievements in one way or another. As school funds is well used to avail enough teaching aids, to train teachers in different domains, to hire qualified teachers if in need and many more. All these activities yield in improved students’ outcomes. The general objective was to examine the influence of financial management practices on secondary school academic performance in day schools of Kicukiro District in Rwanda. Specific objectives of the study were the following: to investigate financial management practices in selected schools in Kicukiro District, to determine the level of secondary school academic performance in selected schools in Kicukiro District, and to establish the relationship between financialmanagement practices and secondary school academic performance in Kicukiro district. The research design was a descriptive co-relation. Structured questionnaires and interview were used to collect data. Statistical techniques such as mean, and Spearman correlation were used for data analysis. The findings indicate a positive relationship between financial management practices and secondary schools’ academic performance in Rwanda. The study also identified poor academic performance in National examination of S3 students in day schools. Again, there are other students’ related factors which can positively or negatively affect students’ achievements. Courses related to financial managements should be integrated in schools for pre-service teachers but also the in-service training need more attention for school to be effectively managed.

Study habits of students from higher education institutions of the tutoring network of the central-south region, ANUIES

Although universal access to higher education has increased in recent decades, higher education faces a major dropout and failure problem, several authors claim that study habits are an important factor in academic performance. Objective: To analyze the study habits of the students of the Institutions of Higher Education that make up the Network of Tutorials of the Central-South Region of ANUIES, with the purpose that this research serves for decision-making, strategies and development of materials. academics. Methodology: A quantitative analysis was used as a research method, the study was of a descriptive, cross-sectional and comparative type between students with high and low performance of the HEIs of the Network; A total of 4995 students participated and were identified through the application of the Study Activities Questionnaire (C.A.E.). Results and Conclusion: In this investigation, after the analysis of the 10 dimensions, it was shown that study habits and personal habits are essential for students to obtain an optimal level of academic performance, so that HEIs can generate actions early, to avoid school dropout.

Factors Affecting Creativity and Academic Performance of Primary School Pupils in Nigeria

The paper examined the factors affecting the Creativity and Academic Performance of Primary School Pupils in Nigeria. Primary education is the foundation on which further education is built and has two main purposes. The first purpose is to produce a literate and numerate population that can jointly deal with problems both at home and at work. Therefore, the paper recommended that Parents and teachers should find ways of promoting the level of creativity of the pupils, as a high level of creativity has an influence on academic performance. Also, Parents of pupils with low levels of creativity should give their children more support and encouragement to improve their level of academic performance in their learning subjects

The Study on the Connection between Motivation for High-Performance Learning and the Level of Academic Performance among Students of Various Levels and Areas of Study

The Study on the Connection between Motivation for High-Performance Learning and the Level of Academic Performance among Students of Various Levels and Areas of Study

The effect of COVID-19 on the academic performance of Zayed University students in the United Arab Emirates.

The outbreak of the coronavirus (COVID-19) pandemic led to significant changes across various sectors, including the field of education. In response to the pandemic, educational institutions worldwide, including Zayed University in the United Arab Emirates (UAE), transitioned to online learning. This study aimed to investigate the impact of COVID-19 on the academic performance of students in the UAE and their satisfaction with remote learning, while also examining gender differences in these variables. This study used a quantitative research design in which a questionnaire was used to collect data. The study employed a snowball sampling method to recruit a total of 1,780 male and female students aged 18 and above from Zayed University in the UAE. The collected data were analyzed using appropriate statistical techniques. This study revealed that students at Zayed University maintained a good level of academic performance (M = 3.34, SD = 0.76) during the COVID-19 pandemic and were satisfied with online learning (M = 3.48, SD = 0.84) during the COVID-19 pandemic. A significant positive correlation was observed between students' academic performance and their level of satisfaction with online teaching during the COVID-19 pandemic (p < 0.001). Furthermore, no significant differences were found between gender and both academic performance and level of satisfaction with online learning. Finally, we found that more males leaned toward online learning while more females leaned toward face-to-face learning. This study contributes to understanding the impact of COVID-19 on students' academic performance and satisfaction with remote learning in the UAE context. The findings highlight the significance of student satisfaction for successful online learning and emphasize the need for adequate resources and the maintenance of education quality.

Vietnamese High School Students’ Perspectives on the Practicability of Reading Comprehension Standards

Purpose: to amplify students' voices and contribute to the ongoing dialogue on improving reading comprehension standards in Vietnamese high schools. Methods: the experiment was conducted with 10th grade students, in Hanoi city, in which one school is in the suburbs and one is in the inner-city. The total number of students participating in the experiment is 165, of which 75 students are in the city and 90 in the suburbs. Results: the results of this study provide valuable insights into the academic performance and achievement levels of students in both multiple-choice and essay-based assessments. The findings reveal several key patterns and variations among the students. Conclusion: the development of reading comprehension standards should ensure that the steps in the process range from determining competence, determining elements, indicators, and quality criteria, to testing and adjusting the designed standard. The above assessment standards for reading comprehension are the basis for teachers and schools to have a basis for teaching and assessment to ensure the required requirements of the program.&#x0D; &#x0D; Received: 9 July 2023 / Accepted: 24 August 2023 / Published: 5 September 2023

The effect of digital citizenship and cyberloafing on under graduate nursing students academic performance

Background Nursing students must be adequately aware by digital citizenship to avoid cyberloafing that directly influence on their academic performance. Aim of the study This study aimed to assess the effect of digital citizenship and cyber loafing on under graduate nursing student’s academic performance. Design A descriptive, cross-sectional correlational research design was used. Setting The study was conducted at Faculty of Nursing Sohag University. Subjects 870 nursing students were selected randomly by using stratified random sample technique. Tools Four tools were used: Personal characteristics and academic data form, digital citizenship questionnaire, cyber Loafing questionnaire and under graduate nursing students’ academic performance audit form. Results The current study revealed that nearly two thirds (66.2%) of the studied students had average level of digital citizenship, less than three fifths (58.9%) of the studied students had high level of cyber Loafing and more than two fifths (42.1%) of the studied students have high level of academic performance. Conclusion There was a highly statistically significant negative correlation between the students’ academic performance and cyber loafing, also there is statistically significant positive correlation between the total studied students’ academic performance and digital citizenship. Recommendations Provide educational program for students about negative effect of cyber loafing and Provide special course about digital citizenship for faculty student.

ACADEMIC PERFORMANCE AND SCHOOL BEHAVIORS OF GRADE 7 OVERSEAS FILIPINO WORKERS’ CHILDREN IN TAGUDIN NATIONAL HIGH SCHOOL

This study aimed to assess the academic performance and school behavior of the children of Overseas Filipino Worker (OFW) enrolled at Tagudin National High School during the school year, 2022-2023. Specifically, it sought to answer the following: 1. What is the profile of the learners along a. Sex; b. Medium of communicating with parents; and c. Frequency of communicating with parents? 2. What is the level of academic performance of the Overseas Filipino Workers (OFWs) children? 3. What is the level of school behavior of Grade 7 OFW children along Hyperactive, Withdrawn, Poor attention/Concentration, Aggressive, Uncooperative, Disruptive, Manipulative, and Inappropriate Social Behavior; 4. Is there a significant relationship between the profile of the OFW children and the level of academic performance? 5. Is there a significant relationship between the level of performance of the OFW parents and children's level of school behavior 6. What plan can be proposed to improve the behavior of learners? 7. What is the level of acceptability of the action plan? The researcher used a descriptive correlational research design. The Grade 7 OFW children of will be the respondents. The study was conducted among the 91 OFW children enrolled at Tagudin National High School during the school year 2022- 2023. A total enumeration of the children of OFW enrolled were used as respondents. Based from the salient findings, the following conclusions are draw: 1. The respondents have distinct profiles from one another and no two individuals are exactly alike; 2. Classroom behaviors of the OFW children differ from one another but they execute favorable and unfavorable behaviors inside the class; 3. Sex affects the disruptive and uncooperative school behaviors of the OFW children of TNHS; 4. An action plan is a helpful material that contains strategies to improve the school behaviors of the TNHS OFW children; and 5. The developed action plan is simplified and down to earth but carries solutions to gauged problems of OFW children. From the findings and conclusions drawn, the following recommendations are hereby offered: 1. It is suggested that OFW children should be given more kindness and understanding as to their unfavorable behaviors yet they should establish a closer bonding with their OFW parents through the help of the social media's chat or messenger; 2. Misdemeanors conducted inside the class should be immediately settled by the teacher or guidance counselor with the guardian but teachers should possess many strategies to address issues and concerns like poor attention and low academic performance; 3. It is suggested that male students should be given roles inside the classroom to feel their importance and to deviate from untoward behaviors; 4. The action plan developed for the purpose of helping the OFW children focus their attention to their studies should be brought to the principal's office and when found worthwhile, be endorsed to all teachers of TNHS for their benchmark of their own classroom action plan; and 5. The action plan is timely and appropriate and it is a nice material to be used as benchmark to improve the school behaviors of OFW children.

DEVELOPING PROFESSIONAL SKILLS OF FUTURE TEACHERS OF ENGLISH IN MIXED-ABILITY GROUPS

The ultimate goal of pedagogical education is to prepare specialists who possess a sufficient level of professional competence and are able to teach successfully at school. To achieve this goal, it should be taken into account that students in one academic group may differ in a number of characteristics, such as their cultural and social background, motivation, learner styles, level of academic performance in different subjects, etc. The study aims to set out guidelines for developing professional skills of future teachers of English while working in mixed-ability groups.&#x0D; The analysis of students’ academic performance in the courses of methodology and General English leads to the conclusion that the levels of professional skills in one academic group may differ considerably from student to student and that the acquisition of these skills is in many cases affected by students’ level of language command, but the impact in question is not limited to this factor.&#x0D; The study also outlines the particularities of teaching methodology in comparison with teaching English to ordinary learners. In the process of teaching methodology, it is recommended; 1) to consider students’ level of communicative competence; 2) to identify the reasons for the discrepancy between students’ levels of communicative and professional skills and to take these data into account while developing the course; 3) to use differentiated instruction explicitly; 4) to adapt the process and product of teaching (but not the content) to the students’ needs; 5) to delegate responsibility for differentiation to students; 6) to use all modes of interaction (whole-class activities, individual work, work in homogeneous and heterogeneous groups). Following these guidelines by methodology teachers may increase the chances for pre-service teachers of English to acquire all the professional skills stated in the educational program by the end of Year 4.&#x0D; Further research in this field involves: 1) developing the algorithm of teacher actions in planning and using differentiated instruction while teaching the course of methodology to pre-service teachers of English; 2) working out a set of activities for teaching the course of methodology to pre-service teachers of English and verifying the effectiveness of these activities via conducting a pedagogical intervention.

Segmentation in higher education in Chile: Massification without equality

AbstractFifty years ago, the expansion of access to higher education was expected to result in greater socio‐economic equality. Instead, segmentation in mass higher education systems has called into question the effective democratization of access to higher education. This phenomenon appeared first in higher income countries, allowing the identification of some factors that contribute to segmentation. This article seeks to provide evidence from the Chilean case, evaluating how students' social backgrounds affect admission to different types of universities. Data for the study were taken from the applications of 57,780 students admitted in 2019. Multinomial logistic regression was employed. The results showed that, depending on their background, students of the same level of academic performance follow different paths. Students from families with a high level of income or graduated from private secondary school were more likely to be admitted to private universities. Some of the dynamics present in European countries and the United States are also observed in Chile, particularly those related to the segregation of the school system and private provision and funding at the tertiary level.

The Relationship of Sleep Hours on the Academic Performance and Classroom Participation of Senior High School Students

The transition from online classes to blended learning has resulted in a common occurrence of sleep deprivation among Senior High School (SHS) students. This study aims to investigate the potential relationship between students' sleeping hours and their academic performance and classroom participation at NU-Nazareth. The researchers opted for a descriptive-correlational research design, using a multi-stage sampling technique to select participants for the study. The study was conducted at NU-Nazareth School during the academic year 2022-2023. The data collected revealed that, on average, students had only 6 hours of sleep. Surprisingly, the study's findings indicated no significant relationship between sleep hours and academic performance, nor between sleep hours and classroom participation. Therefore, based on the data, it can be concluded that a student's academic performance and classroom engagement are not significantly influenced by their sleep duration. The results suggest that factors other than sleep play a more substantial role in influencing students' academic performance and participation levels. These factors could include motivation, interest in the subject matter, teaching methods, classroom environment, and individual learning styles, which may have a greater impact on how students perform and participate in class. Further exploration of these factors could provide valuable insights into enhancing students' overall learning experiences.

A preliminary 'shortlist' of individual, family, and social-community assets to promote resilience in pediatric ADHD

BackgroundUnderstanding factors that promote resilience in pediatric ADHD is important though highly understudied. Aims: The current study sought to provide a preliminary ‘shortlist’ of key individual, family, and social-community assets among children with ADHD. Methods and Procedures: The study included well-characterized, clinically-evaluated samples of children with (n=108) and without ADHD (n=98) ages 8–13 years (M=10.31; 41.3% girls; 66.5% White/Non-Hispanic). All subsets regression and dominance analysis identified the subset of predictors that accounted for the most variance in broad-based resilience for children with ADHD and their relative importance. Findings were compared for children with versus without ADHD as preliminary evidence regarding the extent to which identified assets are promotive, protective, or conditionally helpful. Outcomes and Results: Higher levels of peer acceptance, social skills, and academic performance were top predictors of resilience among children with ADHD. Better child working memory, attention, higher levels of hyperactivity, older age, and fewer parent self-reported mental health concerns were also identified as predictors of resilience in ADHD. Both overlapping and unique factors were associated with resilience for children with versus without ADHD. Conclusions and Results: These results, if replicated, provide a strong preliminary basis for strength-based basic/applied research on key assets that promote resilience in ADHD.

Pengaruh Keterlibatan Orang Tua dalam Pengelolaan Waktu Belajar Siswa di Rumah terhadap Prestasi Akademis di Sekolah Dasar

This study aims to explore the influence of parental involvement in managing students' study time at home on their academic performance in Cingambul I Elementary School (SDN). Through a quantitative approach, data were collected using questionnaires distributed to parents or guardians and students' report card records. Data analysis indicated a significant relationship between the level of parental involvement and students' academic performance. Parents who were more involved tended to have children with higher academic achievement. The implications of this study include the need to develop learning strategies that actively involve parents, support parents in increasing their involvement, and the crucial role of policymakers in creating an inclusive and responsive educational environment. By strengthening collaboration between schools and families, it is hoped that a better learning environment can be created, motivating students and enhancing their academic performance. This conclusion makes a significant contribution to strengthening elementary education, with the hope that every child will have an equal opportunity to achieve academic success.

The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks

Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less research on the impact of scripts and their use in collaborative tasks. We aimed to compare the effects of rubrics and scripts on self-regulation, self-efficacy, academic performance and students’ perceptions when used in group tasks on econometrics. A total of 134 university students participated in a quasi-experiment under three conditions (rubrics, scripts, control). Positive effects on self-regulation were found for the experimental groups, and a positive impact on self-efficacy only for the rubric group. Additionally, as previous academic performance differed among conditions, difference-in-differences analysis was employed. In the rubric condition, the students that started from very high levels of academic achievement benefited more from using the rubric. In contrast, in the script condition, it was the students with intermediate or high levels of academic performance who experienced the greatest benefits from employing the script.

Bioecological profiles of preschool children's individual, familial, and educational characteristics, and their relations with school adjustment, academic performance, and executive function in first grade.

This study investigates the relationships between distinct bioecological profiles of individual, familial, and educational characteristics of preschool children and their school adjustment, academic performance, and executive function in first grade. Data on 11 indicators of personal and environmental characteristics were collected from 1,016 five-year-old Korean preschoolers using a national-level open dataset. Latent profile analysis identified five profiles that were associated with different levels of school adjustment, academic performance, and executive function one year later when the preschoolers became first graders. The "Good Social Competence by Good Familial Environment" profile was the most associated with levels of school adjustment, academic performance, and executive function. The "Good Social Competence by Good Educational Environment" profile was more associated with levels of school adjustment and executive function than the "Moderate" profile but less associated with these levels than the "Good Social Competence by Good Familial Environment" profile. Findings indicate that the environment, rather than individual characteristics of preschoolers, plays a more significant role in their elementary school adjustment, academic performance, and executive function, and that their familial environment plays a more significant role than their educational environment. The study highlights the importance of creating supportive familial environments for preschool children to improve their school adjustment, academic performance, and executive function in elementary school, and provides a useful guide for practitioners and policymakers seeking to improve children's academic and socioemotional outcomes.

INVESTIGATING THE EFFECTS OF ESL TEACHERS’ FEEDBACK ON ESL UNDERGRADUATE STUDENTS’ LEVEL OF MOTIVATION, ACADEMIC PERFORMANCE, AND SATISFACTION: MEDIATING ROLE OF STUDENTS’ MOTIVATION

The purpose of this empirical research was to investigate the effects of ESL Teachers’ Feedback on ESL undergraduate students’ level of motivation, academic performance, and satisfaction: Mediating role of students’ motivation. It is commonly acknowledged that teacher feedback is an important factor in students' academic success and that it is an integral part of the teaching and learning process. Students are encouraged by feedback, which also offers advice on how to perform well academically. The goal of the current study was to ascertain how teachers' ideas about feedback, its significance, and its consequences on ESL students' motivation, academic performance, and satisfaction at the higher education level. Students' motivation was also evaluated as a mediating variable between comments from ESL teachers and academic performance. Additionally, no previous research has examined the relationship between the study variables and Pakistani higher education institutions, making this study extremely relevant in addressing the identified research gaps in the literature. Students at the Department of English served as the target population, and a survey questionnaire was used to gather data for this study. A representative sample size was chosen using a methodical random sampling methodology, yielding a viable sample of n = 379. Using SPSS version 26 for data screening, descriptive statistics, and the PLSSEM method to investigate the correlations or associations between the variables, the gathered data were examined. All of the hypotheses were supported by the study's findings. The findings of this study have practical ramifications for educators, learners, policymakers, curriculum designers, and upcoming scholars in Pakistani higher education contexts of English Language Teaching (ELT). The study offers a discussion of the results and admits its limitations.

INFLUENCE OF PARENTAL CARE ON ACADEMIC ACHIEVEMENT OF STUDENTS WITH PHYSICAL IMPAIRMENT IN KWARA STATE

The study examined the influence of parental care on the academic achievement of students with physical impairment in Kwara state. The study adopted a descriptive survey of a correlational type. All students with a physical impairment in Kwara State were the population of this study while 185 students with a physical impairment who were selected through snowball and purposive sampling techniques constituted a sample for this study. A researcher-designed instrument titled: “Influence of Parental Care on Academic Achievement Questionnaire” (IPCAAQ) was used to collect data from the respondents. The data collected were analysed using percentages for demography data and main research questions, Pearson Product Moment Correlation (PPPC) statistical tool was used to test the hypotheses at 0.05 level of significance. The finding of the study revealed that the majority (87.6%) of the students with physical impairment experienced positive parental care and that more than half of the students with physical impaired have high and average levels of academic performance. A significant correlation between parental care and academic achievement of students with physical impairment in Kwara state. In addition, a significant relationship was found between the parental care and academic achievement of male and female students with physical impairment irrespective of their age group. Based on the finding, it was recommended that counsellors should intensify efforts on encouraging parents to show caring for their children with any form of disability in order for them to have good academic achievement.

Extent of Peer Influence: Its Relation to the Social Well-being and Mathematics Academic Achievement of the Students

This descriptive-correlation study aimed to find out the extent of peer influence and its relation to the social well-being and academic performance of the college students. The study was conducted at Iloilo State College of Fisheries-San Enrique Campus during the first semester of academic year 2018-2019. Probability sampling technique was utilized, specifically the simple random technique in choosing the respondents. Sixty-four (64) students responded to the duly-validated researchers-made instrument. The respondents determined the extent of peer influence in which they are affected and the status of their social well-being. Data gathered were interpreted using the mean and Pearson’s r. The findings of the study showed that the extent of peer influence of the students was “high” and the status of their social well-being was “sociable”. The level of academic performance of students is described as “good”. Furthermore, the result showed that there is a marked or moderate and highly significant relationship between the extent of peer influence and social well-being and a negligible relationship was found between the extent of peer influence and academic performance of the college students.

The relationship between quality of the present level of academic achievement and functional performance statement and student learning

AbstractThe present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r2 = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r2 = 0.05) and math (r2 = 0.07). Implications for research and practice are included.