Academic Performance Students Research Articles

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. 
 Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study.
 Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work.
 Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.

HYPOTHESES TESTING OF VARIABLES OF BASIC SCIENCE TEACHERS’ ON PERFORMACE OF STUDENTS’ IN UPPER BASIC SCHOOLS IN KWARA STATE, NIGERIA

The study was carried out on hypotheses testing of variables of basic science teachers’ on academic performance students’ in Upper Basic Schools Kwara State, Nigeria. This target population for the study was all Basic Science Teachers in Kwara State, Nigeria, four hundred and sixty-nine (469) Public Upper Basic Schools. The researcher designed teachers' questionnaire and was administered to one hundred and thirty five (135) Basic science teachers that were selected from forty-five Upper Basic Schools in Kwara State. Researcher-designed validated questionnaire was used to extract data from the respondents on the teachers 'influence on the performance of students in Upper Basic Schools. Three research questions were raised with two hypotheses which were tested. Percentage, t-test statistics and ANOVA were used to analyze the facts collected. The finding showed that influence of Basic science teachers on the performance of students in Upper Basic Schools in Kwara State, Nigeria was significantly. It was also significant based on year of teaching experience and academic qualification of Basic science teachers. According to the findings, it is suggested that; the educational authorities and the school system should encourage the use of available resources by providing for them, the necessary materials that will influence Basic Science performance and enhance students learning. State government and proprietors of private secondary schools should organize seminars and workshops for science teachers on regular basis especially for the public schools’ science teachers. Professionally qualified Basic Science teachers should be allowed to teach Basic Science

Stress, Anxiety, and Depression in Pre-Clinical Medical Students: Prevalence and Association with Sleep Disorders

Our aim was to assess sleep quality in different subgroups of preclinical medical students, and then to identify specific lifestyle factors, academic and social factors as well as Corona virus related factors that were associated with poor sleeping quality and poor psychological health. Study participants were all medical students at King Saud University of Medical Sciences in the first and second years (648 students), and the study was conducted from December 2021 to January 2022. We administered the survey on paper as well as online. We used three types of questionnaires in this study. The first was a self-administered questionnaire, the second was a validated Insomnia Severity Index (ISI) for finding sleeping problems, and the third was a validated DASS 10 for determining Depression, Anxiety, and Stress. A total of 361 pre-clinical medical students consisted of 146 (40.4%) males and 215 (59.5%) females. The majority of the students, 246 (68.1%), were in their second year. Furthermore, in the current study, students who had poor academic performance (15.8%), satisfactory academic performance (21.3%), or good academic performance (30.7%) had significant sleeping problems found (χ2 = 19.4; p = 0.001), among them poor academic performance students 21.6%, satisfactory academic performance students (29.3%), and good academic performance students (29.3%) had moderate to severe levelled sleeping problems. Similarly, poor, satisfactory, and good academic performers experienced the highest levels of anxiety (poor = 21.5%; satisfactory = 22.1%; and good = 22.8%); stress (poor = 22.4%; satisfactory = 25.2%; and good = 22.4%); and depression (poor = 40.5%; satisfactory = 40.5%; and good = 11.9%). The majority of students (64.8%) reported that during the pandemic crisis their anxiety levels were high. Additionally, students reported significantly high sleeping issues (χ2 = 10.6; p = 0.001) and also serious psychological issues (Anxiety = 34.9 (0.000); Stress = 32.5 (0.000); and Depression = 5.42 (0.01)). There was a high prevalence of sleep issues, anxiety, stress, and depression among the pre-clinical medical students, with significantly higher sleeping disorders, anxiety, stress, and depression levels among those medical students who struggle with their academic performances, poor lifestyle factor, and poor Social and COVID management.

Higher Education in and after COVID-19: The Impact of Using Social Network Applications for E-Learning on Students’ Academic Performance

The long-lasting pandemic has disrupted face–to–face education and has forced higher education institutions to adopt digital learning management systems, albeit many public universities in developing counties could not properly undertake this shift and adopted either free interactive platforms (e.g., zoom) or social network applications (SNAs) (e.g., Facebook and WhatsApp) due to their limited resources and infrastructure. Despite that the COVID-19 pandemic has emphasized the value of e-learning, some concerns were raised about the quality of learning outcomes and academic performance of students, using these SNAs for learning, compared to traditional face–to–face education. Therefore, examining the impact of SNAs as an e-learning platform on the academic performance students is inevitable, notwithstanding that this has not been sufficiently examined by researchers amid COVID-19. For this purpose, an online questionnaire was distributed to students via research teams’ personal networks, i.e., university lecturers at various public universities in Egypt. They were asked to distribute the survey link with their undergraduates via email or WhatsApp. A total of 600 valid questionnaires was obtained from students in nine public colleges that deliver tourism and hotel management courses in Egypt and adopted SNAs for e-learning at least one semester amid COVID-19. Unlike the results of previous arguments and research, the results of the structural equation modelling using AMOS showed a positive, significant impact of SNAs as e-learning platforms on students’ academic performance. The results have several implications for higher education policymakers, educators, and scholars, especially in relation to the future of use social media applications in higher education, particularly in developing countries’ contexts.

Determinants of Facebook use among students and its impact on collaborative learning

The purpose of this study is to investigate the determinants of Facebook use among university students in Jordanian universities, and its impact on collaborative learning. The study compares Facebook use between students of social sciences disciplines and students of sciences disciplines. The study used a quantitative research approach. The research instrument used is a questionnaire. The results of the study showed that the relationship between Facebook use and collaborative learning is above average, which means that the more time spent on Facebook, the better academic performance students achieve through collaborative learning. Additionally, the study revealed that Facebook use was posited to affect collaborative learning, though the level of effect varies between social sciences and science disciplines. The study proposes a model that describes the relation between collaborative learning and Facebook use, which bridges a gap in the Arabic context that lacks models showing this type of relationship.

Teachers’ Workload and Class Size as Correlate of Students’ Academic Performance in Selected Secondary Schools in Singida Urban

The study sought to establish the relationship between teachers’ workload, class size and students’ academic performance from five selected secondary schools in Singida urban. The study was guided by three objectives and three research hypotheses. The study employed correlational cross-sectional design. A sample size of two hundred nighty four respondents was randomly chosen from five secondary schools. A self-administered questionnaire was used to collect information from respondents. The collected data were analysed by Statistical Package for Social Scientists (SPSS) using Karl Pearson’s Linear Correlation Coefficient and Multiple Regression Analysis to assess the correlation between teachers’ workload and class size and students’ academic performance. The study results indicated that, there was no significant relationship between teachers’ workload and students’ academic performance in surveying secondary schools in Singida Urban at the five percent level of significance. Further, the findings show that class size was positively correlated with students’ academic performance in secondary schools in Singida urban. Also, there is a significant difference between teachers’ work load and class size in relation to students of academic performance in selected secondary schools in Singida urban. Based on the study findings, it is recommended that, emphasis should be directed at improving class size if teachers and education stakeholders in Singida urban have to increase students’ academic performance. The study concluded class size is found to be the best predictor of students’ academic performance in the surveyed secondary schools in Singida Urban.

To Identify the Improvement Pattern of Self-financing Arts and Science College Student’s Academic Performance using Classification Algorithms

The aim of this research work is to identify the improvement pattern of academic performance of final year students of self-financing arts and science colleges. The data was collected from the students of nine Arts and Science Colleges. The data contains demographic, socio-economic, residence and college location, subjects, infrastructural facilities, faculty concern and self-motivation attributes. The classification algorithms like Naïve Bayes, Decision tree and CBPANN are applied on the student’s data. The outcome of the research can be used to improve the academic performance students studying in self-financing arts and science colleges located in educationally backward areas. The experiment results shows that the accuracy value for Naïve Bayes algorithm is 92.63%, accuracy value for Decision Tree algorithm is 96.41% and accuracy value for CBPANN algorithm is 99.49%

Emotional Intelligence Profile of High Academic Performance Students in Computer Engineering

Several studies have documented the benefits of emotional intelligence particularly in the workplace. The main objective of universities is to educate in terms of acquiring capacities, abilities, competencies, and values, with the ultimate aim of promoting employment. In some Spanish universities, High Academic Performance Groups (HAPs) have been launched to strengthen the potential of the most outstanding students. This study is aimed to know the differences in the emotional intelligence profile of the HAP students. The study shows no significant differences, being recommendable to consider providing aid and support for HAP students in the development of this type of intelligence.

Instructional Leadership and Its Effect on Students’ Academic Performance

Introduction: Leadership in schools has been a major cause for concern, not only in our Jamaican society, but on a global level. Leaders are metaphorically viewed as anchors, as they are totally responsible for the success of their organization. Objectives: The aim of the current research is to: evaluate the role of instructional leadership on academic performance of students; Assess how instructional leadership influence on teachers’ instructions; evaluate instructional leadership and typology of school, and explore instructional leadership in secondary educational institutions in St. Andrew, Jamaica. Methods: This research employed mixed methodology. Survey research and phenomenological research methodologies were employed to investigate the topic. The sample comprised of one hundred teachers and administrators at two secondary educational institutions in Kingston and St. Andrew. For the quantitative data, these were recorded, retrieved, and analysed using the Statistical Packages for the Social Sciences for Windows (Version 21.0). The qualitative data were analyzed using thematic identifications and narrations. A p value of 5% was used to establish statistical associations. Findings: The majority of the respondents were females (69%), non-senior teachers (68%), and have been teaching for 4-10 years (43%). A positively weak statistical correlation existed between the performance of students and instructional leadership, with only 1.4% of the variance in academic performance students can be accounted for by instructional leaderships. Conclusion: The discourse of instructional leadership accounting for high academic achievement of students does not exist in this study, and this provides a platform for further examination of the issue from the perspective of instructional leadership and other variables.

العوامل المؤثرة فی تدنی التحصیل الأکادیمی فی مقرر علم النفس التربوی لطلاب کلیة التربیة بجامعة الملک سعود من وجهة نظر الطلاب وأعضاء هیئة التدریس

ملخص عربى : هدفت الدراسة الحالية إلى التعرف على مجموعة من العوامل المؤثرة في تدني التحصيل الأکاديمي لطلبة مقرر علم النفس التربوي في کلية التربية بجامعة الملک سعود من وجهة نظر الطلاب وأعضاء هيئة التدريس، ودرجة إختلاف هذه العوامل في ضوء متغير التخصص. وتکونت عينة الدراسة من جميع الطلبة الذين درسوا مقرر علم النفس التربوي في الفصل الثاني من عام 2012-2013 والبالغ عددهم (140) طالب من ستة شعب مختلفة وتخصصات مختلفة وهي (علم النفس، التربية الخاصة، الدراسات الإسلامية، التربية الرياضية، والتربية الفنية). وقد طبق على عينة الطلاب جميعا إستبيان خاص من إعداد الباحث بالعوامل المؤثرة في تدني التحصيل الأکاديمي في مقرر علم النفس التربوي من وجهة نظرهم، وإستبيان خاص من إعداد الباحث لعينة أعضاء هيئة التدريس والبالغ عددهم (6) بالعوامل المؤثرة في تدني التحصيل الأکاديمي للطلبة من وجهة نظرهم. وقد استخدم الباحث التکرارات والنسب المئوية، والمتوسطات الحسابية، والإنحرافات المعيارية، وتحليل الانحدار المتعدد، وتحليل التباين أحادي الإتجاه، وإختبار تمهاني للدلالة الفروق بين المتوسطات للإجابة على أسئلة وفرضيات الدراسة. وقد کانت النتائج کما يلي:1- بأن هناک متغيرين من أصل خمسة متغيرات تنبأت بتدني التحصيل الأکاديمي للطلبة في مقرر علم النفس التربوي من وجهة نظر الطلاب وهي کما يلي: متغير (أسلوب الدراسة السطحي)، يليه المتغير (عدد أيام الدراسة على الأختبارات).2- وجود فروق دالة إحصائيا في التحصيل الأکاديمي بين التخصصات حيث کانت أعلى هذه الفروق على الترتيب بين تخصص علم النفس وتخصص التربية الفنية ،وتخصص التربية الرياضية، وتخصص الدراسات الأسلامية، لصالح طلاب علم النفس. کما أظهرت النتائج عن فروق دالة إحصائيا بين تخصص التربية الخاصة وتخصص التربية الفنية، وتخصص التربية الرياضية، ولصالح طلاب التربية الخاصة.3- أن هناک مجموعة من العوامل المؤثرة في تدني التحصيل الأکاديمي لطلبة مقرر علم النفس التربوي من وجهة نظر أعضاء هيئة التدريس وهي: الفقرة (ضعف الدافعية للدراسة) في المرتبة الأولى، يليها في المرتبة الثانية من العوامل (أسلوب الدراسة السطحي من قبل الطلبة)، وفي المرتبة الثالثة (دراسة الطلاب قبل يوم الاختبار فقط). ملخص انجليزى : The present study aimed to identify factors affecting the low academic performance students in educational psychology course in the College of Education at King Saud University from students and faculty members perspective, and the degree of difference according to specialization variable. The sample consisted of all students who have studied the educational psychology course in the second semester of 2012-2013 and totaling (140) students from six sections and different disciplines, (Psychology, Special Education, Islamic Studies, Physical Education, and Art Education). The researcher Has been applied a questionnaire, factors influencing the decline of students academic performance in educational psychology course from their point of view , and a special questionnaire prepared by the researcher for a sample of (6) faculty members, factors influencing the low academic performance students from their point of view. The researcher used frequencies, percentages, mean, standard deviations, multiple regression analysis, one – way analysis of variance ANOVA, and Tamhani test for significant mean differences to answer the research questions and hypothesis. However, the results were as follows:1 - There are two variables out of five variables predicted the low academic performance of students in educational psychology course from their point of view. Variable (surface study style) and ( the number of days of study on the tests ).2 - There are significant differences in students academic performance between the disciplines, respectively, differences between Psychology and Art Education, Physical Education, and Islamic Studies with primary of psychology students. The results also showed statistically significant differences between special education and art education, and physical education with primary of special education students .3 - There are factors affecting the low academic performance students in educational psychology course from the point of view of faculty members, namely: factor (poor motivation for the study) was ranked first, followed by the second factor (surface study style ), In third place (one day test study before).

Desempenho cognitivo-linguístico de escolares com distúrbio de aprendizagem

The study aims to characterize and to compare the cognitive-linguistic performance of students with learning disabilities with good academic performance. Forty students participated in this study, aged between 8 to 12 years old, from 2 nd to 4 th grades of elementary education in municipal schools in Marilia-SP, divided into GI (good academic performance students) and GII (students with learning disabilities). As procedure we used the Test Cognitive-Linguistic Performance - collective and individual version. The results evidenced better performance of GI in relation to GII in skills of reading, writing, auditory processing, visual processing and processing speed. Conclusion: The lower performance of GII in skill indicates a limitation in the linguistic performance of these students compared to good academic performances, except in skill of phonological awareness, in which, the groups showed similar difficulties, suggesting that this difficulty is not specific to students with learning disabilities..

College attrition, student use of campus facilities, and a consideration of self-reported personal problems

Five groups of undergraduate students, Dropouts (academic dismissals), Low Stopouts (voluntary leavers with low GPA), Low Persisters (continuing students with low GPA), High Stopouts (voluntary leavers with high GPA), High Persisters (continuing students with high GPA), were compared in terms of their use of various campus facilities and their responses to a checklist of personal problems. The High Stopouts and High Persisters did not differ in use of facilities. However, among the low academic performance students, the Low Persisters made significantly greater use of facilities than the Low Stopouts, who, in turn, made significantly greater use of facilities than Dropouts. These findings, for the most part, did not appear to be related to the self-reported importance of personal problems. It was concluded that among low performance students, the broad use of campus services and facilities can be taken as a measure of student integration in the college community.