Academic Performance Of Students Research Articles

The Impact of Social Media on Academic Performance, Health and Social Interaction of Students in University of Technology and Applied Sciences, Nizwa, Sultanate of Oman

The research aimed to contribute to investigate the impact of social networking media on academic performance, health and social interactions in Oman. It is a causal study as it studied the impact of social media usage on academics, social interactions and health. The study area was University of Technology and Applied sciences, Nizwa. The period of study was from February 2023 to May 2023. The total population of students studying in University of Technology and Applied Sciences, Nizwa is 5692 A sample of 242 students were selected for the study from four departments. Samples were designed from students in each department by using proportionate stratified sampling. Primary data was collected online using Google form, with the help of a structured questionnaire in English and Arabic. The findings of the study revealed that the correlation between social media usage and health issues is 0.174. There is a significant relationship between social media usage and its impact on health. Social media usage contributes only 3% to health issues on the students. The correlation between social media usage and social interactions and behaviour is 0.264. 7% of the variation in social behaviour can be predicted due to usage of social media. It is proved that there is a significant relationship between social media usage and its impact on social interactions and behavior of students. The correlation between social media usage and academic performance is 0.271. Social media usage contributes only 7% to academic performance of the students. It is proved that there is a significant relationship between social media usage and its impact on academic performance of students, their health and behaviour. There is no significant relationship between gender, department, level of study and grade with the usage of social media.

Influence of Classroom Environment on the Academic Performance of Students in English Language

The classroom environment plays a pivotal role in the academic performance and engagement of students, particularly in the realm of English language learning. This study explored the perceived influence of various classroom environmental factors on the academic performance of students in English language. Factors such as the physical environment, teacher-student interactions, peer interactions, teaching strategies, and assessment techniques were examined. A mixed-method approach, encompassing surveys and focus group discussions, were employed to gather perceptions from both students and teachers in a diverse urban secondary school. The findings suggest that a conducive physical environment, positive interpersonal relations, innovative teaching strategies, and fair assessment practices significantly impact students’ motivation and performance in English language. Recommendations for improving the classroom environment to foster better language acquisition and academic performance were made. This study contributes to the broader understanding of how the classroom environment shapes the learning experiences and academic outcomes of students in the context of English language education.

Involvement of Parents, Teaching Strategies of Teachers and Academic Performance of Students in Mathematics

Involvement of Parents, Teaching Strategies of Teachers and Academic Performance of Students in Mathematics

Diagnosis of the use of flipped classrooms in English as a foreign language classes through teachers' perception in secondary education institutions in the city of Ambato

The application of flipped classroom techniques in second language acquisition has garnered increasing attention due to its potential to enhance student academic performance and motivation at the secondary school level. This literature review examines existing research on flipped classrooms within English as a Foreign Language (EFL) instruction, aiming to contextualize an investigation into teacher perceptions of adopting flipped models in Ambato public middle and high schools. By evaluating educator attitudes and experiences with Flipped EFL classrooms via surveys and interviews. This study intends to provide data-backed guidance to regional institutions and instructors on challenges, outcomes, best practices, and recommendations to enable effective implementation. With strong English proficiency closely tied to academic and career opportunities for Ambato youths, this research seeks to assess the viability of flipped techniques for optimizing local EFL pedagogy by spotlighting teacher-centered perspectives on friction points and successes in employing flipped learning.

Exploring the intersections of college student poverty, grief, and racial/ethnic identity: a scoping review protocol

BackgroundCollege students who experience the negative impact of poverty, such as food, financial, and housing insecurity, are at higher risk for poor academic performance. One recent study examined grief in a college student sample and found students with a diverse racial or ethnic background were more likely to experience prolonged grief disorder, however, did not examine poverty in their sample. To date, no known reviews have examined poverty by racial and ethnic identity and the experience of grief due to the death of a family member or friend, and no reviews have examined how these three factors relate to interventions designed to support student academic performance and degree completion.MethodsOur aim is to map the primary literature reporting on college students of any age who identify or are identified as non-white racial or ethnic groups who experience poverty and grief due to the death of a family member or friend. The mapping strategy includes extracting the various types of interventional support of academic performance and degree completion delivered from campus or community services in any geographic setting worldwide. We will conduct our scoping review with guidance from the latest version of the JBI Manual for Evidence Synthesis. Utilizing the framework as outlined by Arksey and O’Malley, we will conduct our scoping review with Arksey’s five stages: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results. For transparency and reproducibility, we will adhere to the PRISMA reporting guidelines.DiscussionThe purpose of this scoping review is to map the primary literature reporting college students, regardless of their age, who belong to non-white racial or ethnic groups and face poverty and grief resulting from the loss of a family member or friend. This analysis includes mapping the various types of intervention and support available both on and off campus, in any global setting, with the aim of enhancing academic performance and facilitating degree completion. The results of this review may inform the further research needed in this area to help prevent poor academic performance and dropout for many vulnerable college students. The results may be of value, particularly to college administrators developing prevention and interventional programs to support college student success.Systematic review registrationOpen Science Framework (https://osf.io/enuwt).

THE FLEXIBILITY IN A HYBRID LEARNING ENVIRONMENT AFTER COVID-19: A CONCEPT PAPER

The pandemic coronavirus disease (COVID-19) has altered the landscape of the education system in every country. As academic institutions throughout the world face the global health issue, there is a need to investigate various instructional approaches such as online, hybrid, and blended learning methods and the impact of these approaches on students’ academic performance. This concept paper aims to investigate the flexibility of hybrid learning environments on student academic performance in Malaysian higher education institutions. Hybrid learning environments, which combine traditional in-person classes with online learning components, have become increasingly popular in Malaysia due to their potential to enhance student learning outcomes and accessibility, especially in their Cumulative Grade Point Average (CGPA). The paper will review relevant literature on the concept of flexibility in hybrid learning environments on student academic performance. This will include a discussion of the benefits and challenges of flexibility, as well as best practices for supporting student success in hybrid learning environments. This paper will conclude with a discussion of the study's findings for Malaysian higher education institutions and recommendations for optimizing student success in hybrid learning environments. These recommendations may include providing support and resources to enhance student motivation and engagement, promoting clear communication and collaboration between instructors and students, and ensuring access to necessary technology and infrastructure for online learning. By examining the interplay between flexibility and academic performance, this study contributes to the ongoing discourse on hybrid learning effectiveness, aiding educators, and policymakers in refining strategies for optimizing student outcomes.

Early prediction of Student academic performance based on Machine Learning algorithms: A case study of bachelor’s degree students in KSA

Early prediction of Student academic performance based on Machine Learning algorithms: A case study of bachelor’s degree students in KSA

Pengaruh Model Pembelajaran Value Clarification Technique (VCT) Terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti

This research is driven by the notion that the current learning process predominantly privileges the instructor, resulting in insufficient student engagement. Islamic Religious Education and Ethics educators continue to use traditional instructional methods. The instructional approach employed lacks the ability to actively involve students. The aim of this study was to conduct a comprehensive analysis of the learning outcomes in the experimental and control courses of Islamic Religious Education and Budi Pekerti for eleventh-grade students at SMA Negeri 9 Padang, both before and after the examinations. Furthermore, the study aimed to evaluate the impact of the Value Clarification Technique (VCT) instructional style on student academic performance in particular courses and grade levels at SMA Negeri 9 Padang. The findings indicated that the average first learning outcomes for the experimental group were 47.78, while for the control group it was 55.68. Furthermore, the experimental group exhibited an average post-test score of 82.42 for PAI learning outcomes, whereas the control group achieved an average post-test score of 79.25. The t-test analysis performed using SPSS version 26 yielded a two-sided significance α (2-tailed) of 0.000, indicating that the observed outcome is statistically significant (0.000 < 0.05). This implies that the null hypothesis (Ho) is rejected, indicating that there are differences in educational results between Islamic Religious Education and Budi Pekerti while using the Value Clarification Technique (VCT) learning approach in Class XI IPA SMA Negeri 9 Padang.

The Dynamics of Grit on Student Academic Performance

The Dynamics of Grit on Student Academic Performance

EFFECT OF CLASSROOM ENGAGEMENT ON ACADEMIC PERFORMANCE OF STUDENTS IN MATHEMATICS IN PUBLIC DAY SCHOOLS IN MUSANZE DISTRICT, RWANDA

This paper aimed to determine the effect of classroom engagement on students’ academic performance in Mathematics subject in public day schools in Rwanda, the case of Musanze District. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district including students, teachers, head teachers, and sector education officers in the district. Thus, the total population was 1600 participants. A sample random technique was used to sample 320 respondents taken as a sample size. Analysis of data was aided by Statistical Package for Social Science (SPSS) version 21 and output was exported to Microsoft Word in the form of tables for the purpose of reporting. From the findings, the study revealed that the overall mean of students’ engagement was found to be 3.63 (SD = .24). Respondents were found to be more engaged in social engagement (x̄= 3.98, SD = .63), followed by emotional engagement (x̄= 3.96, SD = .52), behavioural engagement (x̄= 3.46, SD = .44) and cognitive engagement (x̄= 2.80, SD = .28). Results showed a significant positive relationship between classroom engagement with academic performance of students in Mathematics (r = 0.668; p < 0.001). Multiple linear regression analysis showed that classroom engagement contributed to 67.9% of the variation in students’ performance, hence playing a vital role in students’ academic performance in Mathematics subject.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>

Impact of Social Media Addiction on Academic Performance and the Role of Art Therapy

At present, the popularity of social networks is accompanied by new opportunities and threats, which will involve various fields. Many students are addicted to social networks, which affects all aspects of their life and learning. This problem prompted the researchers to carry out this research. Researches have shown that art therapy has a positive effect on addiction, stress, and anxiety; nevertheless, there are few studies exploring the feasibility of art therapy in treating the decline in academic performance caused by social media addiction. Therefore, this study conducts a systematic review through reviewing research on social media addiction, student academic performance, and art therapy. The aim of this study is to investigate the connection between media addiction and students academic performance, and to determine the effectiveness of art therapy in reducing students social media addiction and improving academic performance. Research has found that one cannot self restrain wasting considerable time on social platforms can leads to higher perceived stress, anxiety, and lower self-control. Students academic performance is negatively impacted by the excessive use of social media. Art therapy can alleviate the negative factors mentioned above and have a positive impact on student performance. Art therapy may be one of the effective ways to solve this important social problem.

"CARBGAME" (CARd & Board GAmes in Medical Education): a gamification innovation to foster active learning in biochemistry for medical students.

Diving into the realm of game-based learning, the "CARBGAME"(CARd & Board GAmes in Medical Education) is an innovative series of games that reimagines the way medical students learn complex but essential chapters. In the pilot study, there was a highly significant improvement in the academic performance of students in the chapter "Vitamins." All the students perceived CARBGAME to be highly rewarding in terms of creating engaging and meaningful learning experiences. Recognizing the benefit of games in medical education, we strongly recommend the implementation of CARBGAME for essential topics in physiology education to create a more dynamic and engaging learning environment for students.NEW & NOTEWORTHY "CARBGAME" (CARd & Board GAmes in Medical Education) creates a unique and fun-filled educational environment where students learn complex but essential medical chapters in a gamified manner using cards and boards. This customizable innovation is strengthened with fundamental educational principles to promote engaging and meaningful learning experiences for students.

Promoting Inclusive Accounting Education through the Integration of Stem Principles for a Diverse Classroom

In recent times, accounting education has explored many innovative approaches to address the collective needs of students. Integrating STEM (Science, Technology, Engineering, and Mathematics) principles in accounting education promises an increased potential for technology-driven solutions, enhanced learning strategies, and inclusivity. This study investigated the effects of integrating STEM principles into accounting education. The specific objective was to understand the impact of STEM integration on student engagement, academic performance, diversity, and inclusivity within accounting programs. The study adopts quantitative methods, using surveys to collect primary data from 342 respondents ranging from lecturers, teachers, and students, while Linear regression was used to test the hypotheses. The study revealed a positive relationship between STEM integration and student academic performance and engagement. Results also showed that integrating STEM principles into accounting education positively impacted inclusivity and attracted a diverse classroom. The study recommends that accounting education policymakers develop a curriculum that aptly incorporates STEM concepts into accounting courses that would appeal to students from diverse backgrounds; and the accounting faculty of tertiary institutions should play a vital role in STEM integration and inclusivity by undertaking training sessions on STEM-related skills, inclusive teaching methods, and cultural sensitivity.

Academic Performance of Grade 9 Students in San Guillermo National High School, San Marcelino Zambales using Teacher Coaching in Modular Learning Approach

This study assessed the level of effectiveness of teacher coaching in the modular learning modality as an approach to improve academic performance of Grade 9 students in San Guillermo National High School, San Marcelino, Division of Zambales during S.Y. 2021-2022. Teacher coaching, unlike any conventional or cognitive models, delivers feedback at the point of instruction. Whether it’s changing classroom culture or improving instructional strategy, we see results in as little as one week. The present study focused on the academic performance of the students prior to, and after implementing Teacher Coaching in the Modular Learning Modality. This study utilized the experimental research design from the sample of fifty (50) Grade 9 student-respondents. Findings revealed that the academic performance of the grade 9 students before the implementation of Teacher Coaching resulted to a descriptive equivalent of Did Not Meet Expectation, while the academic performance of the same group of students after the implementation of Teacher Coaching was Satisfactory. The t-test result found a highly significant difference on the pre-test and post-test performances of the students learning through the use of teacher coaching in the modular learning modality. These results show how the academic performance of the grade 9 students were improved using teacher coaching. The acceptability and usefulness of using teacher coaching in the modular leaning modality were very evident as shown in the results. This study suggested that for better understanding and comprehension, the use of teacher coaching in Filipino is highly encouraged; that the teachers are encouraged to provide more reading activities to students written in Filipino and be provided with dictionaries and meaning for Filipino words beyond comprehension and for better understanding; to conduct an in- service capability program in order to enhance the competence of teachers in using teacher coaching as an intervention program to improve student academic performance.

Contrastive Form-Focused Instruction in Improving Vocabulary

The present study investigated the effectiveness of contrastive form-focused instruction (CFFI) in improving the vocabulary skills of grade 11 public school senior high school students from the general academic strand. The study also demonstrated the potential of CFFI coupled with subtitled videos to enhance vocabulary learning and should be considered in future educational practices. A quasi-experimental pretest-post-test design was utilized to evaluate the dependent variables before and after the intervention and overall results indicate that CFFI significantly improved learners’ understanding of the target words, leading to better vocabulary skills. Results further suggest that CFFI has the potential to provide a valuable learning platform for learners to develop a more nuanced understanding of L2 vocabulary words and their semantic differences from learners’ L1. Moreover, the study’s findings have implications for teaching methodologies, especially in teaching other subject areas. Since CFFI can serve as a valuable tool to help learners expand their vocabulary using their existing lexical schema as a springboard to build a sufficient vocabulary repertoire necessary to learn more new words and develop other skills, it may positively impact the overall academic performance of students, particularly the struggling learners who may have learning gaps and experienced learning loss.

Literature Review related to Association between Mental Health and Academic Performance among Adolescents

The mental health is defined as a state of harmony among emotional, social, and psychological well-being. The mental health is important for adolescents period for their professional and personal lives. The mental health issues generally start at a young age and later in life. University students are a large group suffering from mental health problems such as depression, anxiety, etc. The university life may change the student's emotional and intellectual abilities and this may cause stress on students to meet academic achievement and to adjust in a competitive environment. A few studies revealed that there is a positive association between mental health and the academic performance of students. 1% of mental health problems reduce 8.4% of academic performance in the case of Pakistan. A few studies say that many factors such as lifestyle behaviors, education behaviors, physical activity, sleep quality, anxiety, and depression level may influence mental health and academic performance positively or negatively. Factors related to academics and health were attributable to the burden of psychological morbidity to school-going adolescents. A few studies conclude that there is a partial and negative association between mental health and academic performance. The supportive education environment and adolescent-friendly initiatives to reduce psychological issues burden.

Factors Influencing Students' Enrollment in Health Science Majors at Higher Education Institutions in Phnom Penh, Cambodia

Health science is crucial for a country's development. It provides healthcare knowledge and skills to health professionals to maintain the quality of health and well-being of its people. Cambodia's healthcare professionals are underrepresented in GDP growth because few students are interested in the health sciences. This study explores factors influencing students' decisions in choosing a health science major in higher education in Cambodia. It is a mixed-method study. Data was collected from the anonymous Google form questionnaire and focus-group discussions (FGDs). The quantitative data were analyzed using SPSS, while the qualitative data were analyzed thematically. The findings showed that tuition fees (38%), specialization courses offered (38%), university modern technology (31.4%), family's decision (29.8%), scholarship opportunity (29.8%), and university locations (24.8%), were the main factors for the participants' choices of their university majors. The theme-based results classified the students' decisions on health science majors into life experiences, role models, family support and engagement, academic performance, and career goals. The results further demonstrated that families, university profiles, and student academic performance played the most important roles in encouraging students' enrollment in health science majors to maintain the quality of the healthcare sector in Cambodia.

The influence of metacognitive skills and critical thinking on learning success (on the example of learning English)

This study aims to identify the impact of metacognitive skills and critical thinking on learning success. The academic performance of students in the discipline «English language» was chosen as the criterion for evaluating the success of their studies. In addition, the study used the results of students' self-assessment of their English language proficiency. The study involved 104 students studying for a master's degree at Kazan National Research Technological University (Russia) and Isfahan University (Iran). To assess the level of development of metacognition among students, the Metacognitive Awareness Questionnaire (MAI) by G. Schraw and R.S. Dennison adapted by A.V. Karpov and I.M. Skityaeva was used. A questionnaire based on the Holistic Assessment of Critical Thinking (HCTSR) indicators developed by Peter A. Facione and Noreen C. Facione was used to assess critical thinking. As a result of the study, it was concluded that critical thinking has a direct correlation with the academic performance of students in the discipline «English language». At the same time, there was no statistically significant relationship between learning success and the level of metacognitive awareness in general. The study also showed that learning success is impossible without taking into account the context of the student's situation.

Online gaming and its effect on academic performance of Bangladeshi university students: A cross-sectional study.

Due to the availability of more sophisticated cell phones with top-notch gaming functions, the present generation is more active. The available literature indicates that adolescents experience a variety of psychological issues, like low self-control brought on by an addiction to mobile games. Because of this, the aim of this study is to control the prevalence of, and factors that contribute to, online gaming addiction and its effects on academic performance in Bangladeshi university students. Convenient sampling was adopted to collect primary data from 399 Bangladeshi university students utilizing a prestructured questionnaire. Descriptive statistics, the χ 2 test, binary logistic regression, and multinomial logistic regression were also used to accomplish the study's objective. According to this study, 62.7% of students play online games over 30 h every week. The findings also show that male students are more inclined than female students to show signs of addiction. Also, regular online gaming can result in long-term problems, and that factor including age, internet access, educational background, and frequency of play can influence the likelihood of these problems. The findings shows that a lower cumulative grade point average (CGPA), less physical activity, and less study time are associated with playing online games for at least 30 h per week. Moreover, the study found that playing online games, playing for long time, and skipping class can all have an adverse effect on a student's academic performance. The authors recommend that the authorities set up a good entertainment environment and take into account the findings of this article to discourage students from playing online games. Furthermore, encouragement of extracurricular activities such as sports or other pursuits is also essential in assisting Bangladeshi students in overcoming their addiction to mobile games.

Do types of gadgets used for online learning have a bearing on student academic performance?

<span lang="EN-US">This paper explores the impacts of using smartphones vs laptops on students' academic achievement in their English courses and their satisfaction in learning English via open distance learning (ODL). Experiments were conducted in authentic teaching sessions with a total of 304 undergraduates from a local university. The methodology applied is a quasi-experimental design with post-test-only. Results indicate that the relationship between the grade obtained and level of satisfaction with gadget is low and not significant at 5% level of significance. However, there is a significant relationship between the level of satisfaction towards gadgets used for learning English courses and learning English via ODL classes since the p-value is significant with a correlation value of 0.455. Finally, there is a low correlation between the grade obtained and level of satisfaction in learning English during ODL classes. Future research should be conducted to further check on the effects of using mobile phones against other mobile devices on other subjects learnt in the universities.</span>