Academic Performance Rates Research Articles

Innovation and Expansion of Neural System-Based Teacher Evaluation Management Mechanism in Academy

The traditional evaluation mechanism of ideological education in universities faces many challenges. How to improve the quality of knowledge service work in the university and enhance instructors' skill level and effectiveness is the main problem facing the sustainable development of higher education in the new century. This article studies the innovation and expansion of the evaluation and management mechanism for university teachers based on the neural system in order to achieve effective scientific and systematic teaching methods. The experimental results show that the improvement rate of higher education academic performance under neural system learning is 75.12%, which is 17.34% higher than traditional Blended Open Learning(BOP) learning methods. Therefore, the improvement rate using the neural system learning is higher. This article targets different groups responsible for university-level teaching, thereby greatly improving the learning of college students.

Learning Approaches of First-Year University Students: A mixed-method study in Chile

In Chile, the low retention rates among first-year university students are an issue of concern. Additionally, the sustained growth in enrolment in higher education poses challenges for universities due to inequalities in the students' basic and secondary education, increasing the risk of dropout. This study analysed the learning approaches among first-year students in English and Physical Education at three universities in the La Araucanía region and their impact on academic performance and retention rates. The research was carried out using a mixed methodological design, with a quantitative predominance of sequential order QUANT-qual with three phases, starting with a questionnaire to identify learning approaches, complemented with semi-structured interviews with students and concluding with the triangulation of the results obtained in the first and second phases. In the first phase 114 students participated, 46 males and 68 females, and in the second phase 10 students participated, 4 males and 6 females. The results indicated that participants adopted a deep learning approach with a prevalence of moderate intensity. A superficial learning approach correlates with university retention rates, but there is no significant relationship between learning approaches and academic performance. Qualitative findings showed that deep motivation and superficial learning strategies continuously influence participants when they face academic demands.

Admission Results and Ratings of Academic Performance of Professional Subjects of the Bachelor of Science in Midwifery Students at GSDMSFI

This study determined the correlation between the academic performance of Midwifery students in their professional subjects and the admission examination during the freshmen academic year. The study determines if there is a significant relationship between admission results and academic performance in different professional subjects. It determines recommendations and interventions that can be made based on the results gathered. The quantitative method was used to emphasize the descriptive-correlational design employed in the research project. The results of 23 students who took the admission test from AY 2017-2023 are the following: most students belong to Stanine 3 which is 11 out of 23. There were no students enrolled with Stanine 5 to Stanine 9. In the frequency distribution of academic performance ratings from AY 2017-2023 of the professional subject M100 course, most students' performance ratings were 2.25, 2.27, and 3.0 which is interpreted as satisfactory and passed. Hence, in the M 101 course most students also a satisfactory rating on the other hand 1 student got the highest grades of 1.5 and 1.75. Additionally, in M102 course had passing and least satisfactory ratings. Likewise in M103, PHC 1 , and PHC 11 wherein most of the students also had a satisfactory passing rate. Using the Spearman’s rank and the p-value , the correlation result between the admission and academic performance rating of BSM students indicates moderately significant.

School-induced fatigue: Theoretical analysis of the concept of school burnout

School burnout is a set of detrimental symptoms that include emotional exhaustion, cynicism, and reduced personal accomplishment. In children and adolescents it is associated with many physical and mental health problems, including heart diseases, hormonal disorders, disrupted sleep quality, depressive symptoms, and diminished life satisfaction. It corresponds with a higher likelihood of poor academic performance and drop-out rates. The text includes a theoretical analysis of factors corresponding with the development and maintenance of school burnout. The data presented in the literature proves that students dealing with extreme schoolwork overload, accompanied with poor time management, and unrealistic goals, faced with excessive family demands, experiencing disturbances in sleep habits, poor eating habits, and limited or no physical exercise are more prone to develop and sustain symptoms of school burnout. Besides the excessive workload and problems in relationships with parents and peers among risk factors there are usually mentioned feelings of lack of control over things, high demands, and pressure an individual experiences. Protective factors include social support and a positive school atmosphere. Application of knowledge concerning school burnout in real educational settings may result in increase of well-being and resilience of students, and decrease in symptoms of mental problems. It will also help create a meaningful school environment.

Examining the Impact of Satisfaction on Academic Performance and Retention Rates among B. Ed Learners at a Virtual University in Pakistan

Examining the Impact of Satisfaction on Academic Performance and Retention Rates among B. Ed Learners at a Virtual University in Pakistan

Influence of Power Supply Reliability on Academic Performance and Project Completion Rates of Architectural Students at Caleb University, Lagos, Nigeria

This study investigates the influence of power supply reliability on academic performance and project completion rates among architecture students at Caleb University. The research adopts a quantitative approach, using a structured questionnaire to gather data from a representative sample of students across BSc, MSc, and PhD programs. Of the almost 700 population, 255 were sampled and the findings reveal that power interruptions are a frequent and significant issue, with 85% of students experiencing outages at least once a week and 60% reporting outages lasting between 1 to 3 hours. These disruptions have a pronounced negative impact on academic performance, with 78% of respondents indicating that power outages have adversely affected their grades. Furthermore, 82% of students reported delays in project completion due to power interruptions, with a substantial number having to redo portions of their work due to unsaved progress. The study highlights a strong correlation between the frequency of power outages and the decline in academic performance, as well as the delays in project completion. Additionally, the psychological impact of these outages, manifested in increased levels of stress and anxiety among 70% of respondents, further exacerbates the challenges faced by students. The research concludes that reliable power infrastructure is crucial for academic success, particularly in technology-intensive disciplines like architecture. Recommendations include improving power infrastructure, implementing energy management strategies, developing contingency plans, enhancing student support services, and fostering collaboration with power utility providers. By addressing these issues, educational institutions can create a more stable and conducive learning environment, thereby enhancing students' academic outcomes and overall well-being.

Integrating music, drama and visual arts in extracurricular programs: enhancing psychological development in early school-aged children

The "Creative Bridges" study examines the integration of music, drama, and visual arts into extracurricular programs, focusing on its impact on the psychological development of early school-aged children. It addresses the need for holistic educational approaches that cater to cognitive, emotional, and social growth. This mixed-methods research utilized psychodiagnostic tools such as Raven's Progressive Matrices, the Academic Performance Rating Scale (APRS), the Strengths and Difficulties Questionnaire (SDQ), the Social Skills Improvement System (SSIS), and the Peer Relationship Questionnaire (PRQ) to assess a cohort of 64 children aged 11-12, divided into experimental and control groups. The study spanned six months, featuring pre-program, mid-program, post-program, and follow-up assessments. The program demonstrated significant improvements in non-verbal abstract reasoning, academic performance in math and reading, and emotional well-being. It also indicated nuanced effects on social skills and peer relationships, with initial disruptions giving way to eventual enhancements in social interactions. The findings illuminate the cognitive, emotional, and social benefits of arts integration, underscoring the potential of such programs to enrich educational curricula. The discussion delves into the implications of these results for educational practices and policies, advocating for the inclusion of the arts as central to curriculum design. The "Creative Bridges" program highlights the indispensable role of music, drama, and visual arts integration in fostering comprehensive psychological development among children. The study advocates for a broader implementation of arts integration in education, emphasizing its capacity to enhance cognitive abilities, emotional resilience, and social competencies.

Review On Educational Academic Performance Analysis and Dropout Visualization by Analyzing Grades of Student

Education is a crucial aspect of a nation's development, and ensuring the success and retention of students is of paramount importance. The current studies show the need for an effective and efficient education prediction system. Education is a pivotal aspect of a country's development. It acts as a powerful tool to change the world. Education is the key to a literate society. In India, it is necessary to have an integrated web platform to analyze the academic performance and dropout rates across school, higher, and technical education. Student dropout is a significant problem for any nation. Discontinuing schooling due to financial, practical, and social reasons, as well as disappointment in examination results, is what is commonly referred to as student dropout. Educational Data Mining (EDM) techniques can help discover insights from data in educational environments, allowing tutors and researchers to predict future trends and student behavior. The use of machine learning and data mining techniques provides valuable tools for understanding the student learning environment. This literature review aims to synthesize the existing research findings on this topic and identify knowledge gaps for future research.

Factors influencing academic performance and dropout rates in higher education

ABSTRACT The aim of this study was to identify and evaluate the most frequently used research methods and factors influencing academic performance, based on a pool of 95 studies, published after 2012. We considered only peer-reviewed papers containing 78 empirical and 17 meta-analytic studies. Our theoretical background lies in the different approaches of the terms ‘university dropout’ and ‘academic performance’. After the systematic analysis we ascertained the most commonly used methods are Educational Data Mining (EDM) algorithms (decision tree, logistic regression and neural networks) and Structural Equation Modelling (SEM). The strength of the predictive power depends on the dataset, however Support Vector Machines, Multilayer Perceptron, Naïve Bayes algorithm were found to be the most precise in prediction. Regarding factors influencing academic performance we derived our results based on 600,000 university students. Considering the data from meta-analyses and systematic reviews, reaching up to 900 studies, we found grade point average (GPA), obtained credits (ECTS) and gender to be the most consistent and decisive predictors of academic performance. Nevertheless, GPA and ECTS (as output variables) are mediated by student factors (intrinsic motivation, self-regulated learning strategies, self-efficacy, prior education) and throughput factors (work, finances, academic engagement). We had contradictory results on age and family background.

Learners’ Scaffolding Techniques: Their Advantages in Learning Mathematics

This study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the 312 randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023- 2024. The study employed the descriptive-correlational research design and utilized a validated questionnaire. Statistical methods employed in this study encompassed percentage, mean, weighted mean, and Multiple Regression Analysis. The findings revealed that learners have “very high” perceptions on the advantages of scaffolding techniques in learning Mathematics in terms of one-on-one peer tutorial, group study, teacher demonstration, video tutorial, and self-directed learning. Moreover, the overall academic performance rating of the learners in Mathematics is at the “satisfactory” level. Furthermore, the learners’ perceived effectiveness of the following scaffolding techniques significantly predicts their academic performance in Mathematics: one-on-one peer tutorial, group study, teacher demonstration, and video tutorial. By embracing and enhancing scaffolding techniques, educators can not only elevate the learning experiences of students in Mathematics but also potentially extend these positive outcomes to other academic disciplines.

Problem-Solving Strategies Employed by 8th Grade Students While Solving Multiple Choice Questions in the Republic of Turkey History of Revolution and Kemalism Course

The objective of this study is to examine the problem-solving approaches employed by 8th-grade students when tackling multiple-choice questions in the Turkish Republic Revolution History and Kemalism Course. Additionally, the study aims to ascertain the impact of these strategies on students' rates of success and overall academic performance. The present investigation was organized in accordance with a qualitative research methodology. The comprehensive and multi-faceted nature of this approach was deemed preferable. The study group comprises a collective of six students, all of whom are enrolled in the 8th grade at a public school located in the city center of Kars. These students possess varying levels of academic achievement in the course of Turkish Republic Revolution History and Kemalism. The students in the study group were determined by the purposeful sampling method. The participants of the study were instructed to engage in verbalized thinking sessions while solving multiple-choice questions related to the Turkish Republic Revolution History and Kemalism. The data collected from video recordings of the students' question-solving activities were digitized and subjected to content analysis. The findings of the study revealed that students with higher academic performance, who also provided accurate responses to the questions, employed a wider range and greater quantity of cognitive-metacognitive strategies in comparison to students with lower academic performance. Furthermore, in this study, it has been observed that students' use of cognitive-metacognitive strategies is a significant factor in reaching the correct answers to multiple-choice questions.

Effectiveness of group cognitive behavioral intervention in reducing test anxiety among psychology undergraduates in Kathmandu, Nepal

Background: High test anxiety negatively impacts students, affecting academic performance, well-being, focus, and retention rates. Cognitive Behavioral Therapy (CBT) is a promising approach to reducing test anxiety, and we aimed to assess the effectiveness of group-based CBT in reducing test anxiety among undergraduate students. Material and Method: This experimental, independent two-group design enrolled 80 test-anxious participants, randomly assigning them to a control or intervention group (40 participants each). Westside Test Anxiety Scale was the primary outcome measure, and participant's feedback was collected. The intervention group received ten sessions of group-based CBT. Baseline and endline data were analyzed, and effect size was reported. Results: Participant feedback was analyzed qualitatively. The intervention group demonstrated 16% reduction in test anxiety score from their baseline, while the control group showed only 5.54% reduction from their baseline. In contrast, the control group showed a 2-point reduction, representing a 5.54% decrease. This difference was statistically significant (effect size= -0.53), supporting moderate effectiveness. Further, scores in specific test anxiety areas, such as worry about forgetting during the study and performance after exams, showed notable improvement. Participant feedback highlighted improved stress management, self-awareness, and understanding of emotions. Suggestions incorporating visual aids and increasing interactivity for the future. Conclusion: This study demonstrates utility of group-based CBT in reducing test anxiety among undergraduate students. A larger scale randomized controlled trial is needed to evaluate the effectiveness of group CBT in a larger population, and future studies can focus on examining the effect of group CBT delivered by non-specialists in a broader population.

Effect of Kinesthetic-based Perceptual Integrative Games on Visual Perception and Academic Performance in Children with Autism Spectrum Disorder: A Quasi-Experimental Study

Abstract Background: Children learn everything through play and games. Visual perceptual skills are prerequisites for other areas of functioning, such as academic skills, activities of daily living, play, and leisure activities. Hence, visual perception can be improved using kinesthetic movement-based perceptual integrative games, as the children will be more interested in games rather than doing activities. Objective: The study aimed to identify the effect of kinesthetic-based perceptual integrative games on visual perception and academic performance in children with autism spectrum disorder (ASD). Study Design: Quasi-experimental study design was used. Methods: Fifty children diagnosed with mild and moderate ASD were selected based on convenient sampling. The experimental group (n = 25) received the kinesthetic-based perceptual integrative games for 36 sessions, 45 min per session, while the control group (n = 25) received conventional occupational therapy for the same period. Beery–Buktenica Developmental Test of Visual-Motor Integration (Berry VMI) scale and Academic Performance Rating Scale (APRS) were used. Results: The result revealed that the kinesthetic-based perceptual integrative games significantly improved visual perception (P = 0.042, 95% confidence level (CL) range 13.326–0.846) and academic performance (P = 0.001, 95% CL range of − 8.3718–−2.1882) compared to conventional occupational therapy but there was no correlation between the APRS and Berry VMI (P = 0.114). Conclusion: The kinesthetic-based perceptual integrative games intervention improved the visual perceptual skills and academic performance of children with ASD in this study. Hence, it can be used as a new therapeutic modality in treating children with ASD and other forms of disorders who have deficits in visual perception and academic skills.

Impact of open educational resources on student performance in an introductory Geography course

ABSTRACT There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.

The influence of social support on academic performance: The mediating role of cognitive engagement

Academic performance, which measures a student’s success in learning, is influenced by various factors. One of the most important determinants of academic performance is social support. Parents, teachers, and friends all play a critical role in providing the necessary support that affects students’ cognitive engagement. Therefore, this study aimed to determine the relationship between social support and academic performance, which could be directly or indirectly mediated by cognitive engagement. The subjects used were 228 high school students in 11th grade, aged 15-18. Data were measured using Academic Performance Rating Scale (APRS), Child and Adolescent Social Support Scale (CASS), and Students Engagement Scale (SES) with Cronbach’s alpha values of 0.84, 0.93, and 0.88, respectively. The mediation analysis was conducted using the PROCESS model 4 developed by Hayes. The results showed that the relationship between social support and academic performance occurred through the mediation of cognitive engagement (β = 0.16), with no direct correlation (β = 0.12, p = 0.350). Specifically, more excellent social support was associated with increased cognitive engagement (β = 0.50, p = 0.000), leading to improved academic performance (β = 0.32, p = 0.005). Therefore, it was confirmed that social support is essential to students’ cognitive engagement and academic performance.

Predictive Modeling in Higher Education: Determining Factors of Academic Performance

For several decades in the field of data mining in education (EDM), predictive learning has remained one of the most popular and internationally discussed research topics. Specifically, data mining is used to predict educational outcomes such as academic performance, retention, success, satisfaction, achievement and dropout rates. In the management practice of higher education institutions, on the basis of an operational forecast, measures are developed and implemented to support those students who fall into the risk group.Our study is aimed at substantiating a model for predicting the early departure of students using an artificial neural network and analyzing predictors that increase the accuracy of predicting successful graduation from a Russian university. This work will expand the international practice of comparative research in higher education.The paper confirms the already existing hypotheses about the influence of a number of factors on the prediction of academic performance and suggests the need to test their universality or specificity in a particular institution of higher education. We also proved that an artificial neural network model with a certain set of attributes can be applied in the context of a single higher education institution, regardless of specialization. To determine the potential risk group of students, a binary classification prediction model is used. The overall prediction accuracy of a neural network with combined data reaches 88%. For this neural network model, the basic predictors that affect the accuracy of the forecast are the cumulative average level of achievement (CGPA) and the year of admission to the university.

Implementing ASH Guidelines: Clinical Utility of a Signaling Question for Detecting Cognitive Deficits in Pediatric Sickle Cell Disease

Introduction: Disease-related cognitive deficits are common in sickle cell disease (SCD). ASH 2020 guidelines recommend that clinicians conduct surveillance using simplified signaling questions for concerns about neurodevelopmental disorders. More formal screening is recommended for patients with abnormal surveillance results. While the guidelines suggest possible signaling questions that could be used, there is a lack of empirical research into which questions yield reliable estimates of cognitive impairment. We examined the clinical utility of a caregiver-directed signaling question for identifying cognitive deficits as assessed by a performance-based measure of intelligence (IQ). Methods: Primary caregivers of children with SCD aged 7-16 years were asked to rate their child's academic performance as below grade level, on grade level, or above grade level relative to their peers. Children completed the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), a standardized assessment of IQ. The WISC-V produces standard score (Mean = 100, SD = 15) estimates of global intelligence (Full Scale IQ), verbal abilities (Verbal Comprehension Index or VCI), working memory (Working Memory Index or WMI), and processing speed (Processing Speed Index or PSI). One-way ANOVA was used to examine the degree to which WISC-V scores varied by caregiver-rated academic performance. Analyses were repeated separately for younger children (ages 7-11) and older children (ages 12-16). To determine the clinical utility of caregiver ratings of academic performance, academic performance was dichotomized (below grade level vs. at/above grade level) and WISC-V scores were dichotomized into low functioning (>1 SD below the mean) or normal functioning; sensitivity, specificity, positive predictive value, and negative predictive value estimates were subsequently calculated. Results: Eighty-nine caregivers of children with SCD (Mean age = 10.42, SD = 2.92; 58% female; 75% HbSS or HbS-beta0 thalassemia) reported on their child's academic performance, with the majority described as on grade level (67%), followed by below grade level (21%) and above grade level (11%). Children had a mean IQ of 91.61 (SD = 14.09), VCI of 95.65 (SD = 14.02), WMI of 95.18 (SD = 13.93), and PSI of 87.70 (SD = 14.42). Thirty-four percent of children had a low IQ, 25% had a low VCI, 26% had a low WMI, and 37% had a low PSI. Caregiver-rated academic performance was associated with variance in IQ (F(2,86) = 11.75, p < .001), VCI (F(2,85) = 9.28, p < .001), WMI (F(2,86) = 10.74, p < .001), and PSI (F(2,86) = 10.07, p < .001), with those rated as below grade level reliably scoring lower than those rated as at or above grade level. Differences in median cognitive functioning relative to caregiver ratings of academic performance are depicted in Figure 1. When examining differences by age group (ages 7-11: 65%, n = 58; ages 12-16: 35%, n = 31), results indicated that ratings of academic performance were significantly associated with variance in IQ (F(2,55) = 11.91, p < .001), VCI (F(2,54) = 7.38, p = .001), WMI (F(2,55) = 13.17, p < .001), and PSI (F(2,55) = 8.90, p < .001) for younger children but not older children (all p's > .08). Sensitivity, specificity, and positive and negative predictive value results are presented in Table I. Conclusions: Cognitive functioning in children with SCD significantly varies by caregiver ratings of academic performance. Children classified by their caregiver as being "below grade level” had lower IQ, verbal abilities, working memory, and processing speed relative to those described as "on grade level” and "above grade level.” Ratings of being below grade level demonstrated good specificity for detecting cognitive impairment but low sensitivity. Asking caregivers of children with SCD to estimate their child's academic performance relative to peers is a simple way to conduct surveillance for cognitive deficits but will result in high rates of false negatives so additional screening tools are needed to identify all children with SCD who have cognitive deficits. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

Academic performance in adolescent offspring of mothers with prenatal and perinatal psychiatric hospitalizations: A register-based, data linkage, cohort study

BackgroundThis is the first study to investigate the longitudinal association between prenatal and perinatal psychiatric hospitalizations and academic achievements in adolescent offspring. MethodsWe conducted an administrative health data-based cohort study of 168, 528 mother-offspring pairs using linked data obtained from health and educational registries in New South Wales, Australia. Prenatal and perinatal maternal psychiatric diagnosis was measured by using ICD-10. The National Assessment Program for Literacy and Numeracy (NAPLAN) was used to assess the educational performance of the offspring. Logistic regression model was used to explore the association. Multivariate models were adjusted for maternal sociodemographic characteristics such as age at birth, marital status, educational status, and occupational status, maternal diabetes and chronic hypertension, maternal smoking during pregnancy, birth weight, and language spoken at home. ResultsThe findings show that after adjusting for important covariates adolescent offspring of mothers with prenatal and perinatal psychiatric hospitalizations were more likely to perform below the national minimum standard in all domains of academic performance at age 14 years, when compared with the offspring of mothers without such hospitalizations, with the highest odds for numeracy (OR = 2.88; 95% CI: 2.50-3.31) followed by reading (OR = 2.08; 95% CI: 1.81-2.38), spelling (OR = 1.74; 95% CI: 1.51-2.01), and writing (OR = 1.56; 95% CI: 1.34-1.80). There was significant gender interaction such that males were more likely to experience lower rates of academic performance than females in all academic domains. Lower academic achievements were observed among offspring of mothers with all major groupings of psychiatric disorders, with a higher risk for severe psychiatric disorders followed by mental disorders due to substance use or medical conditions. ConclusionIn sum, maternal prenatal and perinatal psychiatric hospitalizations are associated with lower academic achievements in adolescent offspring, with a stronger effect on the academic performance of male offspring. Early intervention strategies that aim to enhance educational performance in the exposed offspring are needed.

Innovative digital technologies in the pr-management specialists training for public administration bodies on the blended learning

Objective. The paper examined the information digital technologies effectiveness in the PR-management specialists training for public administration bodies on the blended learning model. The research methodology is based on a mixed-methods approach and a combination of qualitative and quantitative design to fully cover the use of digital technology in the training of professionals under martial law. Results. It has been demonstrated that through a combination of different digital technologies in the higher education institutions of Ukraine, depending on the stage of training and type of lesson, a flexible inclusive approach was used, making provision for the creation of common standards for teaching through digital technology. Innovative digital technologies were used depending on the stage of the educational process (communication and interaction; conducting lectures and seminars; transferring learning materials and exchanging them; digital content development; knowledge evaluation and academic performance rating). As the higher education institutions of Ukraine significantly improved the asynchronous learning models, the preparation level of both educators and students for the complete transition to asynchronous learning given the war was markedly higher. It is deemed that the flexible self-study model during the war ensures the general competencies development, however students have not mastered a sufficient level of professional practical competencies.

The effects of an information campaign beyond university enrolment: A large-scale field experiment on the choices of high school students

This paper presents a large-scale field experiment assessing the impact of an intervention providing evidence-based information about costs and returns to higher education. Treatment impacts are evaluated through university enrolment, choice of field of study, and performance either at university or in the labour market. Thanks to the large sample size, treatment effects can also be assessed for subgroups (by gender and parental education).We find that treated females from high-educated families chose more economically rewarding fields of study, while treated males from low-educated families were more likely to enter the labour market. Although not necessarily in line with policy goals, choices induced by additional information were not detrimental to students’ opportunities, as treated students displayed a similar academic performance and higher employment rates.