Academic Performance Rates Research Articles

The impact of outdoor youth programs on positive adolescent development: Study protocol for a controlled crossover trial

This paper presents a research protocol for a quasi-experimental crossover trial of an outdoor adventure program for Year 9 school students in Australia. Previous studies have reported a range of positive outcomes of outdoor camps and adventure programs but warrant cautious interpretation due to limitations in research methods typically employed. This study takes place over a period of 36 months and examines a purpose-designed, seven-day outdoor program (camp) intended to promote positive adjustment in young people. Up to 400 participants (ages 14–16 years) will be recruited from across two Victorian secondary schools. Outcome measures include self-reported social and emotional health, and teacher-reported ratings of academic performance and school conduct. Results will be of interest to educators internationally and those involved in improving social and emotional health in adolescents.

How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record

Clinical experience using intranasal ketamine in the longitudinal treatment of juvenile bipolar disorder with fear of harm phenotype

ObjectivesFear of Harm (FOH) is a pediatric onset phenotype of bipolar disorder (BD) characterized by BD plus treatment resistance, separation anxiety, aggressive obsessions, parasomnias, and thermal dysregulation. Intranasal ketamine (InK) in 12 youths with BD-FOH produced marked improvement during a two-week trial. Here we report on the open effectiveness and safety of InK in maintenance treatment of BD-FOH from the private practice of one author. MethodsAs part of a chart review, patients 18 years or older and parents of younger children responded to a clinical effectiveness and safety survey. Effectiveness was assessed from analysis of responses to 49 questions on symptomatology plus qualitative content analyses of written reports and chart review. Adverse events (AEs) were analyzed by frequency, duration and severity. Peak InK doses ranged from 20 to 360mg per administration. ResultsSurveys were completed on 45 patients treated with InK for 3 months to 6.5 years. Almost all patients were “much” to “very much” improved clinically and in ratings of social function and academic performance. Significant reductions were reported in all symptom categories. There were 13 reports of persistent AEs, none of which resulted in discontinuation. Acute emergence reactions were sporadically observed in up to 75%, but were mild and of brief duration. LimitationsRetrospective review from a single practice without placebo control with potential for response and recall bias. ConclusionsInK every 3–4 days at sub-anesthetic doses appeared to be a beneficial and well-tolerated treatment. Use of InK may be considered as a tertiary alternative in treatment refractory cases. Randomized control trials are warranted.

Student Hunger on Campus: Food Insecurity Among College Students and Implications for Academic Institutions

To estimate the prevalence of food insecurity among students at a large mid-Atlantic publicly funded university; examine the association between food insecurity, demographic characteristics, potential financial risk factors, and self-reported physical and mental health and academic performance; and identify possible risk factors for food insecurity. Cross-sectional survey. Large, public mid-Atlantic university. Two hundred thirty-seven undergraduate students. US Department of Agriculture (USDA) 18-item Household Food Security Survey Module (HFSSM) and questions on demographics, student status, economic factors, housing stability, living arrangements, academic performance, and self-rated physical health and depression symptoms. Multivariate logistic regression analysis. Among students surveyed, 15% were food insecure; an additional 16% were at risk of food insecurity. Students who were African American, other race/ethnicity, receiving multiple forms of financial aid, or experiencing housing problems were more likely to be food insecure or at the risk of food insecurity (Adjusted Odds Ratio [AOR] = 4.00, 95% confidence interval [CI] = 1.83-8.71, P value < .0001; AOR = 5.26, 95% CI = 1.85-14.98, P value = .002; AOR = 3.43, 95% CI = 1.85-6.37, P value <.001; AOR = 8.00, 95% CI = 3.57-17.93, P value < .0001, respectively). Food secure students were less likely to report depression symptoms than at-risk or food insecure students. Food insecurity among college students is an important public health concern that might have implications for academic performance, retention, and graduation rates. Universities that measure food insecurity among their students will be better positioned to advocate for policy changes at state and federal levels regarding college affordability and student financial assistance.

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record

The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record

Hábitos de sueño, desempeño académico y comportamiento en niños de básica primaria

Introducción: una reducción del tiempo de sueño o la presencia de alteraciones en el mismo, trae repercusiones negativas en el funcionamiento de cualquier persona durante la vigilia.Objetivos: el presente estudio tuvo como propósito identificar la relación de los hábitos de sueño con el desempeño académico y el comportamiento en niños de básica primaria.Metodología: los participantes fueron 405 niños y niñas matriculados en instituciones educativas oficiales y privadas. Los padres de familia respondieron la Encuesta de Hábitos de Sueño Infantil (CSHQ) y la Escala Multidimensional de la Conducta (BASC), mientras que los profesores evaluaron el desempeño de los alumnos a través de la Escalade Desempeño Académico (APRS).Resultados: los niños durmieron en promedio 8,75 horas, tiempo inferior al sugerido para estas edades y al encontrado en otros estudios. Los niños del colegio oficial tuvieron puntuaciones que indicaron mayores dificultades en distintas subescalas del sueño con respecto a los alumnos del colegio privado. Se observó una disminución significativa del tiempo de sueño nocturno en semana a medida que los niños avanzan en edad. Por otro lado, se pudo establecer una relación significativa de orden positivo entre el sueño y el comportamiento, y negativa entre este último y el desempeño académico.Conclusiones: la presencia de problemas en el sueño se asoció con alteraciones comportamentales en los niños, las que, a su vez, se asociaron con un menor rendimiento académico. Estos datos resaltan la importancia de dormir bien como una condición necesaria para alcanzar un óptimo funcionamiento en el ámbito escolar.

Academic Performance, Motor Function, and Behavior 11 Years After Neonatal Caffeine Citrate Therapy for Apnea of Prematurity

ImportanceCaffeine citrate therapy for apnea of prematurity reduces the rates of bronchopulmonary dysplasia, severe retinopathy, and neurodevelopmental disability at 18 months and may improve motor function at 5 years.ObjectiveTo evaluate whether neonatal caffeine therapy is associated with improved functional outcomes 11 years later.Design, Setting, and ParticipantsA follow-up study was conducted at 14 academic hospitals in Canada, Australia, and the United Kingdom from May 7, 2011, to May 27, 2016, of English- or French-speaking children who had been enrolled in the randomized, placebo-controlled Caffeine for Apnea of Prematurity trial between October 11, 1999, and October 22, 2004. A total of 1202 children with birth weights of 500 to 1250 g were eligible for this study; 920 (76.5%) had adequate data for the main outcome.InterventionsCaffeine citrate or placebo until drug therapy for apnea of prematurity was no longer needed.Main Outcomes and MeasuresFunctional impairment was a composite of poor academic performance (defined as at least 1 standard score greater than 2 SD below the mean on the Wide Range Achievement Test–4), motor impairment (defined as a percentile rank of ≤5 on the Movement Assessment Battery for Children–Second Edition), and behavior problems (defined as a Total Problem T score ≥2 SD above the mean on the Child Behavior Checklist).ResultsAmong the 920 children (444 females and 476 males; median age, 11.4 years [interquartile range, 11.1-11.8 years]), the combined rates of functional impairment were not significantly different between the 457 children assigned to receive caffeine compared with the 463 children assigned to receive placebo (145 [31.7%] vs 174 [37.6%]; adjusted odds ratio, 0.78; 95% CI, 0.59-1.02; P = .07). With all available data, including those from up to 24 Swedish trial participants, the rates of poor academic performance on 1 or more of 4 subtests (66 of 458 [14.4%] vs 61 of 462 [13.2%]; adjusted odds ratio, 1.11; 95% CI, 0.77-1.61; P = .58) and behavior problems (52 of 476 [10.9%] vs 40 of 481 [8.3%]; adjusted odds ratio, 1.32; 95% CI, 0.85-2.07; P = .22) were broadly similar between the group that received caffeine and the group that received placebo. However, caffeine therapy was associated with a reduced risk of motor impairment compared with placebo (90 of 457 [19.7%] vs 130 of 473 [27.5%]; adjusted odds ratio, 0.66; 95% CI, 0.48-0.90; P = .009).Conclusions and RelevanceCaffeine therapy for apnea of prematurity did not significantly reduce the combined rate of academic, motor, and behavioral impairments but was associated with a reduced risk of motor impairment in 11-year-old children with very low birth weight. At the doses used in this trial, neonatal caffeine therapy is effective and safe into middle school age.Trial Registrationclinicaltrials.gov Identifier: NCT00182312; isrctn.org Identifier: ISRCTN44364365

Exploring Out-of-School Play and Educational Readiness

Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented.

Assistive technology outcomes in post-secondary students with disabilities: the influence of diagnosis, gender, and class-level

This study investigated how outcomes of assistive technology (AT) services for college students with disabilities are influenced by diagnosis, gender and class-level (e.g., Freshman). Students’ pre- and post-intervention ratings of their performance and satisfaction of common academic tasks (using the Canadian Occupational Performance Measure, COPM) were analyzed, as well as students’ responses on a survey about AT service provision, use, and preferences. Data from 455 students revealed “learning disability” to be the most prevalent diagnosis (38%), similar numbers of females and males served, and Freshmen (23.1%) as the largest class-level seeking AT services. For COPM data, each two-way analysis of variance (ANOVA) (grouping variable = diagnosis) revealed that pre-post change scores significantly improved for the entire sample, and that students with a mood disorder experienced the greatest changes compared to other diagnoses. COPM scores significantly and similarly improved for females and males, and across class levels. AT Survey ratings about timeliness of services and independent AT use were significantly lower for students with mobility deficits/pain and neurological damage, respectively. Gender and class-level variables did not significantly impact AT Survey ratings. The study results reveal that features of a college student’s diagnosis may influence AT service outcomes, and student-perceptions of AT services ability to use AT.Implications for RehabilitationCollege students who are Freshman and/or who have a learning disability are the most prevalent students referred for campus-based assistive technology services.While student ratings of academic task performance significantly increase across diagnostic groupings, these improvements were greatest for those with a mood disorder compared to other diagnostic groups.Service-providers should consider that features of certain diagnoses or disabilities may influence the student?s perception of AT service provision and their ability to use AT.A student's gender and class-level (e.g., Freshman) do not appear to influence the outcomes of AT services for college students with disabilities.

Psychometric Properties and Validation of the Arabic Academic Performance Rating Scale

Aim. To validate the Arabic version of Academic Performance Rating Scale. Method. Translation and test‐retest reliability were computed. Exploratory factor analysis and Rasch analysis were conducted to report on the validity. EFA factor structures were evaluated using a Scree plot and the standard multiple criteria included eigenvalue greater than 1. Average measures and step measures were ordered and the mean‐square outfit statistic for each category was also evaluated. Results. Cronbach’s Alpha value of 0.90 was obtained. No differences across category of educational levels were seen (P &gt; 0.05). Pattern matrix analysis revealed items to be significantly correlated with each other with a chi square goodness of fit value 0.02. Results supported the interpretation of adequate fit of items, since the infit ZSTD (1.55–0.46), outfit ZSTD (1.59–0.99), infit MNSQ (0.74–1.47), and outfit MNSQ (0.50–1.37) for the items were within acceptable ranges. Conclusion. Valid and reliable A‐APRS‐15 can be used in future studies to see its relation with other variables such as general health and oral health.

Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance

Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as Latino, and 34 (4.3%) as other. Relative to their peers in prekindergarten programs, children in ParentCorps-enhanced prekindergarten programs had lower levels of mental health problems (Cohen d = 0.44; 95% CI, 0.08-0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95% CI, 0.02-0.39) in second grade. Intervention in prekindergarten led to better mental health and academic performance 3 years later. Family-centered early intervention has the potential to prevent problems and reduce disparities for low-income minority children. clinicaltrials.gov Identifier: NCT01670227.

The Higher Education Academic Readiness of Students in the United States

The authors examined the state of United States student academic readiness for higher education from a global perspective utilizing data from the Organization of Economic and Co-operation and Development (OECD) and Programme for International Student Assessment (PISA), which tests over a half a million 15 year old student’s skills and knowledge. These scores were compared to the expenditures per student according to GDP growth and relation to U.S. dollars to draw conclusions. While it is true that the United States is among the top nations in terms of expenditures per student per year, the United States does not score in the top nations when tested by PISA. The author’s did not find a correlation between the Gross Domestic Product (GDP) growth rate and the PISA Scores. The authors also examined several OECD studies across age groups and national performance and the United States students performed below the national averages. The authors, however, suggest that the declining average GDP growth rates and deteriorating standard of living in the United States are related in part, to the weakening academic performance in the United States. While the statistical correlation between academic performance and economic growth rates has not been proven, the United States mediocre test results are still disquieting. It may prove true that it will take several decades before the correlation becomes statistically evident and, at that point, it may take a generation, or much more, for the United States to recover and become competitive globally once again.

Psychosocial Health of Adolescent living in Urban Slum Nigeria

The paper examines association of neighborhood characteristics with psychosocial statues of adolescent living in urban slums. Data for the study were obtained from a cross sectional survey among adolescent age 15-19, living in urban slums in Lagos State. Adopted a measuring scale for adverse environment and psychosocial attributes, data were analyzed using univariate and binary logistic regression analysis. Results revealed that neighborhood characteristics were associated with low self-academic performance rating. Both parental process and neighborhood factors such social disorganization was able to predict psychosocial wellbeing such subjective academic performance rating. The findings revealed among others that adverse neighborhood characteristics in urban slum were associated with unhealthy subjective wellbeing which reflects wide personal and social contexts and have implications for public health and social wellbeing. This paper calls for programmes that are tailor to addressing rapidly developing slum settlements in low income area, to secure the future generation.&#x0D;

La migración interna en estudiantes universitarios. ¿Un riesgo para el consumo de drogas?

El consumo de drogas es un fenómeno de alcance mundial que tiene implicaciones sociales, económicas y de salud; cuando se presenta en estudiantes universitarios es particularmente preocupante, por las repercusiones académicas que genera: bajo rendimiento y deserción escolar. El objetivo de este trabajo fue explorar si la migración interna por ingreso a la educación superior representa un factor de riesgo para el consumo de drogas. Se diseñó una investigación cuantitativa, transversal, observacional y analítica-inductiva; así como un instrumento aplicado en línea, a una muestra por conveniencia de estudiantes de licenciatura y tecnicatura superior de la Universidad Veracruzana, en los cinco campus que la conforman, en las regiones de: Poza Rica-Tuxpan, Xalapa, Córdoba-Orizaba, Veracruz-Boca del Río y Coatzacoalcos-Minatitlán, ubicadas de norte a sur en el estado de Veracruz, México. Se consideró a los estudiantes originarios de la región Xalapa, cuyo número de participantes fue de 2 621 (el 91.6 % no migró y el 8.4 % realizó migración interna). El análisis estadístico mostró que las drogas más utilizadas por la población de estudio fueron el alcohol, seguida del tabaco y la marihuana. Los alumnos que tuvieron una situación migratoria presentaron un mayor riesgo para el consumo de tabaco, alcohol, alucinógenos y crack, que la población que permaneció en su región de origen. Los resultados encontrados sugieren que la migración por estudios de educación superior incrementa el riesgo de consumo de drogas. Archivo XML (SciELO)

Effects of Instant Messaging on School Performance in Adolescents.

Instant messaging may compromise sleep quality and school performance in adolescents. We aimed to determine associations between nighttime messaging and daytime sleepiness, self-reported sleep parameters, and/or school performance. Students from 3 high schools in New Jersey completed anonymous questionnaires assessing sleep duration, daytime sleepiness, messaging habits, and academic performance. Of the 2,352 students sampled, 1,537 responses were contrasted among grades, sexes, and messaging duration, both before and after lights out. Students who reported longer duration of messaging after lights out were more likely to report a shorter sleep duration, higher rate of daytime sleepiness, and poorer academic performance. Messaging before lights out was not associated with higher rates of daytime sleepiness or poorer academic performance. Females reported more messaging, more daytime sleepiness, and better academic performance than males. There may be an association between text messaging and school performance in this cohort of students.

Universal Prevention and Addressing Gender Inequality in Classrooms

Universal Prevention and Addressing Gender Inequality in Classrooms Jason D. Fruth, Tessa L. Miracle, Patrick J. Fletcher, Alan Avila-John Abstract This study examines the changes in perceptions of diversity and specifically gender inequality by graduate preservice special education teacher candidates after receiving trauma-informed universal prevention training in the form of the PAX Good Behavior Game as a part of their behavioral management curriculum. Previous studies have detailed proximal and longitudinal outcomes for children exposed to adults trained in PAX Good Behavior Game including increased instructional time, academic performance, and graduation rates, as well as decreased problematic behavior, AOD use, and criminal behavior. Additionally, the intervention has shown to increase teacher efficacy in pre-service and in-service teachers. This study found that graduate pre-service teacher candidates showed an increased perception of gender inequality after training in the intervention. Full Text: PDF DOI: 10.15640/jpbs.v4n2a2

The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.

ПЕРСПЕКТИВИ ВПРОВАДЖЕННЯ У НАВЧАЛЬНИЙ ПРОЦЕС КРЕДИТНО-МОДУЛЬНОЇ СИСТЕМИ ДЛЯ СТУДЕНТІВ ЗАОЧНОЇ ФОРМИ НАВЧАННЯНА КАФЕДРІ МЕДИЧНОЇ БІОЛОГІЇ І МЕДИЧНОЇ ГЕНЕТИКИ

&lt;p&gt;Розглянуто питання організації впровадження у навчальний процес кредитно-модульної системи з біології з основами генетики для студентів заочної форми навчання фармацевтичного факультету. Внесено пропозиції щодо втілення нових інформаційних технологій у навчальний процес та поглиблення викладання предмета, що дозволяє розширити експеримент зі здійснення дистанційного навчання та контролю знань студентів заочної форми навчання. Аргументовано необхідність розробляти нові методи і форми взаємодії викладача і студента, стимулювати самостійну навчальну діяльність, що є однією з умов Болонського процесу.&lt;/p&gt;

Quality of Life Among Overseas Filipino Workers (OFW) Dependent Students, University of Bohol

The quality of life is a general sense of how the respondents perceive or assess their sense of well-being. This particular study aims to look into how the OFW student-dependents assess their quality of life as reflected in their behavior or level of functioning across four domains—personal, psychosocial, cognitive, and spiritual. The study made use of the descriptive-purposive survey method with the use of a self-constructed questionnaire on the assessment of the quality of life, and documentary analysis of the existing records as to the academic performance of OFW-dependent students of the University of Bohol. In the analysis and interpretation of data, frequencies, percentages, weighted mean, Pearson Product Moment, and Chi-Square were used. Results showed the largest percentage of the respondents had academic performance ratings equivalent to Very Good. The overall composite mean in the personal, psychosocial and cognitive areas was 3.23, which inferred that the condition is visible but not so obvious to the respondents, and they did not strongly feel their impact on their lives. Results showed further that there is no significant degree of correlation between academic performance and the quality of life of OFW dependents. Furthermore, weekly allowances have no significant impact on respondents’ academic performance.