Academic Performance Of Undergraduate Students Research Articles

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

Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul

Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.

Improving the Students' Achievement by Comparing the Effectiveness of Two Methods of Teaching Physics to Undergraduate Students: A Small Number of Complex Tasks and a Large Number of Graded Difficulty Tasks

This study examines the impact of two different types of physics assignments on the academic performance of undergraduate students. In particular, it compares how completing a a small number of complex tasks versus a large number of graded difficult tasks affects student success, as measured by test results and homework. Two groups were used in the quasi-experimental project: one was allocated to the main group (which used a small number of complex tasks), and the other was allocated to the control group (which used a large number of classified complex tasks). The data obtained indicate that there was no noticeable difference in the assimilation of knowledge between the two groups, which suggests that neither approach had a significant impact on students' academic achievements in terms of GPA. In addition, the study did not reveal a noticeable effect of gender differences on the assimilation of information by students.

Logistic Regression Analysis: Predicting the Effect of Critical Thinking and Experience Active Learning Models on Academic Performance

<p style="text-align: justify;">This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.</p>

The Smartphone Use and Its Impact on Academic Performance of Undergraduate Students

In this study we aimed to investigate the impact of using smartphones on the academic performance of undergraduate students at the Kumaun University Nainital. To know the impact, this study used the quantitative research approach to gather data from 450 undergraduate students using google form questionnaires. It had been found that the majority of undergraduate students are using their smartphones to interact with fellow students and lecturers. It had been also found that using smartphones distracts students’ academic lives in certain aspects. The results also indicate the impact of using smartphones on students’ academic capabilities and progress.

Impact of Depression on Academic Performance

This study aimed to explore depression as a determinant of the poor academic performance of undergraduate students. Using a predesigned questionnaire (based on the Beck Depression Inventory-II), the data was collected from graduate students in Karachi, Pakistan. The findings of the study revealed a significant influence of depression on the academic performance of graduate students. Students are not usually aware of psychological factors and mental illness that they might be facing and may not prioritize their mental health. This can further lead to a downward trend and may eventually cause bigger problems. Therefore, seminars and tests should be conducted at least once a year regarding mental illness and it should be enforced that students’ mental health is given priority within the premises of academic institutes.

THE RELATIONSHIP BETWEEN LANGUAGE OF INSTRUCTION AT SECONDARY SCHOOL AND ACADEMIC ACHIEVEMENT IN EMI HIGHER EDUCATION

EMI became an educational policy in Kazakhstan and its benefits are not arguable. Although EMI state is in action challenges emerge on the way. Therefore, continuous research in this field is needed for educated decisions on all levels of education. Considering higher education level interrelated with others, schooling as a previous step might have an impact on it. This article investigates the correlation between the academic performance of undergraduate students in English as a Medium of Instruction (EMI) programs and their language of instruction during secondary school. The primary objective is to determine whether studying in English during secondary education confers an advantage to EMI undergraduates. By utilizing administrative data obtained from a selective private EMI university in Kazakhstan (n=6.980) and conducting t-test analyses, the study reveals that students who studied in EMI secondary schools perform better academically in their EMI university studies. The implications of these findings on policy are discussed. Keywords: English-medium instruction, higher education, academic achievement, EMI, trilingual education.

Factors affecting academic performance of undergraduate students of an Agriculture University

Factors affecting academic performance of undergraduate students of an Agriculture University

Investigating academic performance and perceptions of human physiology and exercise physiology courses among undergraduate students of physical education at a Brazilian public university

PurposeTo compare the academic performance of undergraduate students in physical education who studied exercise physiology before and after studying human physiology and investigate students’ perceptions of human physiology and exercise physiology courses.MethodsThis study included 311 undergraduate students pursuing a bachelor’s degree in physical education. Participants were divided into two groups: those who had previously attended and completed the human physiology course (group 1, n = 212, 68.2%) and those who had not previously attended or had attended but failed the human physiology course (group 2, n = 99, 31.8%). The prevalence ratio (PR) and 95% confidence interval (95% CI) were calculated using a Poisson regression model with a robust variance estimator. The second aim comprised 67 students with bachelor’s degrees in physical education who completed an electronic questionnaire about their perceptions of human physiology and exercise physiology curriculum.ResultsCompared with those who attended human physiology and passed, those who had not previously attended or had attended but failed the human physiology course have a higher PR of 2.37 (95% CI, 1.68–3.34) for failing exercise physiology. Regarding the students’ perceptions of human physiology and exercise physiology courses, most students reported that they were challenging (58.2% and 64.2%, respectively), but they also recognized the importance of these courses for professional practice (59.7% and 85.1%, respectively).ConclusionHuman physiology should be considered a prerequisite for an undergraduate course leading to a bachelor’s degree in physical education. Furthermore, students considered human physiology and exercise physiology courses important yet challenging. Therefore, continuous student assessment is vital for improving the teaching–learning process.

Gut-Brain Connection; IBS linked to Anxiety, Quality of Life, and Academic Performance in Undergraduate Students

Background: Irritable bowel syndrome (IBS) is a disease that affects the lower gastrointestinal tract. It causes several distressing abdominal symptoms that affect the quality of life, emotional well-being, and academic performance of undergraduate students. Chronic stress affects many processes including immunity and angiogenesis. Our cross-sectional study aimed to identify the prevalence of IBS and its impact on anxiety levels, quality of life, and academic performance among undergraduate students. Method: A total of 357 students (male and female) were randomly selected. IBS prevalence was assessed using Rome III criteria and Birmingham IBS Symptom Questionnaire. Anxiety and quality of life were measured using Beck Anxiety Inventory and IBS-Quality of Life Questionnaire respectively. Results: About 16% of students had IBS with the majority from medical departments. Females had a higher IBS prevalence due to diet, lifestyle, and cultural habits. Students with IBS showed high levels of anxiety, below-average quality of life, low academic performance, and insufficient knowledge of IBS. Interestingly, negative, and positive correlations (p =.000) were found between the demographic variables. However, the anxiety levels and quality of life were significantly correlated. Conclusion: Several factors, such as social characteristics, diet, and posttraumatic stress disorder caused by wars, are significantly correlated with IBS development, and could impact students' lives. Our findings can pave the way for creating preventive measures, including stress management and health education programs, to curb the incidence of IBS and anxiety among undergraduate students. Therefore, appropriate interventions are necessary to address the student’s mental health with IBS and improve their academic and personal lives.

Emotional problems and academic performance: the role of executive functioning skills in undergraduate students

ABSTRACT Increasing mental health issues, such as emotional problems, pose a threat for the academic performance of undergraduate students. We propose a route connecting emotional problems and academic performance through executive functioning skills (EFS). Despite the abundance of research on the topic of EFS, there is a significant gap in understanding this route, specifically among a population of undergraduate students. The aim of this study was to examine whether EFS mediated the association between emotional problems and academic performance among undergraduate students. Cross-sectional data (n = 2,531) was used from a survey among Dutch undergraduate students from a large variety of faculties at a university of applied sciences. We assessed emotional problems using the Depression Anxiety Stress Scale-21, five EFS (cognitive inhibition, task initiation, sustained attention, planning, time management), and academic performance (study delay; yes/no). Mediation analyses were performed, using the Hayes PROCESS macro, adjusted for gender. We found that cognitive inhibition, task initiation, sustained attention, planning, and time management mediated the association between emotional problems and academic performance. Regarding separate EFS, no large differences were found. The data suggests that improving all EFS in undergraduates experiencing emotional problems could be a fruitful strategy for preventing academic delays.

Association between COVID-19 and outstanding academic performance at a Spanish university

BackgroundSARS-CoV-2 is the causative agent of COVID-19 identified in December 2019, an acute infectious respiratory disease that can cause persistent neurological and musculoskeletal symptoms such as headache, fatigue, myalgias difficulty concentrating, among others including acute cerebrovascular disease with a prevalence of 1–35%. The aim of this study is to evaluate the impact of COVID-19 in undergraduate students on their academic performance as an indicator of their intellectual ability and performance in a university that maintained 100% face-to-face teaching during the 2020–2021 academic year.MethodsA total of 7,039 undergraduate students were analyzed in a prospective cohort study at the University of Navarra. A questionnaire including sociodemographic and behavioral questions was sent. PCRs were performed throughout the academic year for the diagnosis of SARS-CoV-2 infection and students’ academic results were provided by the academic center, adjusted descriptive and multivariate models were performed to assess the association.ResultsA total of 658 (9.3%) participants were diagnosed with COVID-19, almost 4.0% of them achieved outstanding academic results, while uninfected students did so in 7.3%. SARS-CoV-2 infection was associated with a significant decrease in having outstanding academic results (OR = 0.57; 95% CI: 0.38–0.86).ConclusionHaving COVID-19 disease, decreased academic performance in undergraduate students. Therefore, it is necessary to prevent infection even in the youngest sections of the population.

Exploring the Impact of Technology-Facilitated Sexual Violence on the Well-being of Undergraduate Students in Ni-gerian Tertiary Institutions

As the digital era reshapes human interactions, concerns regarding technology-facilitated sexual violence (TF-SV) have come to the fore. This study investigates the impact of TF-SV on the well-being and academic performance of undergraduate students in Nigerian tertiary institutions. Quantitative data were gathered from 360 participants from Lagos State University, Lagos State University of Education and Lagos State University of Science and Technology, using random sampling. Findings revealed a significant positive correlation between exposure to TF-SV and psychological distress indicators, including anxiety and depression. Moreover, negative correlations emerged between TF-SV exposure and self-esteem, suggesting a multifaceted impact on students’ psychological well-being. Academic performance indicators, including grade point average, showed a negative correlation with TF-SV exposure, indicating its potential to hinder educational success. The study advances knowledge by elucidating the nuanced repercussions of TF-SV within a Nigerian context and contributes to the broader discourse on technology-mediated vulnerabilities. Recommendations for educational institutions include awareness campaigns, digital literacy programs, support services, and policy reforms to create a safer digital environment for students. By addressing the complex challenges posed by TF-SV, institutions can safeguard students’ well-being and academic pursuits in the digital age.

An Enhanced Multiple Classifier System For Predicting Students’ Academic Outcome

Data-driven decision support approaches have been increasingly employed in recent years to unveil purposeful task-oriented patterns from accumulated students’ academic records. Educational data mining and Knowledge Discovery in Database (KDD) provide a viable solution to decipher implicit knowledge through predictive modelling. Most approaches used the induction of the individual classification models also known as the single classifiers and few efforts focuses on the ensemble methods; which are unstable, overfits and susceptible to skewed data or a poorly performing classifier. To overcome this work examines the existing multiple classification algorithms, Pandey and Taruna approach and proposes an enhanced MCS that uses bagging strategy to reduce variance and perhaps improves accuracy of the resulting model to improve the accuracy. The approach is based on the definition of a model that integrates several classification techniques to predict academic performance of undergraduate students. Data were collected, cleaned, preprocessed and integrated using MS (excel and access) and Weka software. Experiments were carried out using WEKA and EMCS improved using python library. The result shows that the proposed (EMCS) has an increase of 1.03% and 0.63% of accuracy over the Bagging MCS and Pandy& Taruna respectively

Investigating the Impact of Technostress on Perceived Hybrid Learning Environment and Academic Performance

For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students.

Impact Of Covid-19 On Academic Performance Of Undergraduate Students: A Literature Review

Impact Of Covid-19 On Academic Performance Of Undergraduate Students: A Literature Review

Role of Personality Traits in the Academic Performance of University Students

This study aims to investigate the role of personality traits in the academic performance of undergraduate students. The participant sample consisted of N = 300 undergraduate students across 20 disciplines throughout the four-year undergraduate degree program at the university. A survey method was used to gather data from 300 participants on the variables of academic performance that were measured via the self-reported Cumulative Grade Point Average (CGPA) and the Big Five Inventory (BFI-2) for personality assessment as developed by Soto and John (2017). A correlational analysis between Conscientiousness of the Big-Five Personality Inventory and Cumulative Grade Point Average (CGPA) found a significant positive correlation between Conscientiousness and CGPA only. No other personality trait correlated to CGPA in the present study. The conclusion drawn from the present study is that high achievers have high levels of conscientiousness.

Influence of Social Media Use on the Academic Performance of Undergraduate Students of Ignatius Ajuru University of Education, Port Harcourt

Influence of Social Media Use on the Academic Performance of Undergraduate Students of Ignatius Ajuru University of Education, Port Harcourt

Impact of Synchronous Class Attendance on the Academic Performance of Undergraduate Students

Due to the pandemic, open and flexible learning has become the norm for schools and universities, where students get lessons through online classes or study modules. Acknowledging the difficulties of remote learning, many institutions allowed more flexibility by providing learners with increased choice and accessibility to suit their learning conditions. One is making online class attendance less mandatory compared to the pre-pandemic when attendance was strictly implemented in most schools. To a certain extent, this allowed students to study at their own time and pace and even assume work and home responsibilities. Hence, this study aims to determine the impact of attendance on students’ academic performance in online synchronous classes in one of the state universities in the Philippines. Using descriptive quantitative analysis, the 210 students’ attendance in online classes were recorded, while their final grades served as an indicator of academic performance. The results showed that synchronous online attendance positively impacts students’ academic performance. In general, students who regularly participate in online classes get a higher final grade. Furthermore, results showed a moderately positive relationship between these two factors using the Pearson correlation coefficient. Meanwhile, instructional support such as recorded lectures and supplementary materials prevented asynchronous students or those who could not participate in synchronous online classes from failing the course. This study recommends implementing more active learning strategies and in-class group work to avoid non-essential absenteeism and promote and encourage lecture attendance.

Effect of menstrual irregularity on academic performance of undergraduate students of Debre Berhan University: A comparative cross sectional study.

Menstrual period is a critical time in the life of females. For the first few years after menarche, irregular cycle is common due to premature hypothalamic-pituitary ovarian (HPO) axis physiologically. If persistent, it becomes a major problem in student's life. But few studies conducted on effect of menstrual cycle irregularity on academic performance among university students were descriptive. However assessing the effect of menstrual irregularity on academic performance by using average grade point approach is critically important to magnify its effect. To compare effects of menstrual irregularity on academic performance among undergraduate students of Debre Berhan University, Ethiopia 2020. A comparative cross sectional study was conducted among 404 students in Debre Berhan University, Ethiopia, 2020. A standard tool of menstrual cycle regularity which is prepared by international federation of gynecologist and obstetrics (IFGO) was used to screen students who have menstrual irregularity. Independent sample t- test was done to compare the mean difference of academic performance between the two groups of students. The age of study participants ranges between 18 and 26 years with a mean age of 20.69 ± 1.43 years. The mean age at menarche was 14.9 ± 1.67 ranging from 9 to 18 years. Students who had menstrual irregularity had mean average grade point (AGP) of (2.78 ± 0.57) and students who had regular menstruation had mean AGP of (2.97 ± 0.53). Students who had menstrual irregularity had lower mean average grade point by a mean difference of 0.19 (95%CI: 0.09-0.30). This study found that students who had menstrual irregularity had significantly lower mean AGP as compared with students who had regular menstruation.