Academic Performance Research Articles

Correlates of perceived stress with anxiety symptoms sleep quality and academic performance among Moroccan students

IntroductionThe main objective of this study was to verify the association of perceived stress with anxiety, sleep quality, and academic performance among Moroccan medical students. MethodsThis cross-sectional study included 222 students enrolled at the Faculty of Medicine and Pharmacy of Fez in Morocco. An online self-administrated questionnaire, for the sociodemographic characteristics, Perceived Stress Scale (PSS-10), Test Anxiety Scale, and Pittsburgh Sleep Quality Index questionnaire were used for the assessment. A descriptive and correlational design was used in this investigation. ResultsOne hundred and thirty-two students completed the survey. A high level of stress was found. A significant positive correlation was observed between the stress level among our population and their levels of anxiety. Stress was also positively correlated with the decrease of students’ sleep quality and academic performance. ConclusionThe results of this investigation present worthy data that highlight the need for this subset of students to anti-stress programs that must be integrated into their curriculum to help them to better manage this psychological issue.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Teacher support as antecedent of students’ academic achievement in EFL learning: Mediating role of academic buoyancy

Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary school English learners (292 females, representing 47.5%) in a questionnaire survey. A structural equation modeling analysis was conducted, controlling for variables such as age, gender, and family resources. The findings reveal two key insights: first, both teachers’ academic support and academic buoyancy exert significant positive effects on academic performance; second, academic buoyancy serves as a partial mediator between classroom academic support and academic performance. These results underscore the importance of understanding the nuanced roles that teacher support and psychological factors play in educational outcomes. Implications, limitations and direction for further research are discussed.

The effect of sleep effectiveness on examination scores of first year osteopathic medical students

Medical students frequently encounter high levels of stress and pressure, which can negatively affect their mental health and sleep quality, a key determinant of cognitive function and academic success. This study assesses the relationship between sleep effectiveness and academic performance among medical students. An observational, cross-sectional survey took place at A.T. Still University - School of Osteopathic Medicine in Arizona (ATSU-SOMA), involving participants from the 2027 cohort. The Pittsburgh Sleep Quality Index (PSQI) questionnaire was used and exam scores from the second exam of the fourth block were analyzed. For the purpose of our inquiry, the “Sleep Effectiveness” component score of the PSQI was used for our analysis. The results indicated a significant inverse relationship between sleep effectiveness and exam performance (R² = 0.087, p =0.000262), demonstrating that increased sleep effectiveness was associated with lower exam performance. The study highlights the sheer amounts of confounding variables in the preconceived notion that “,Sleep is the key for academic success.” This research suggests that academic performance is best explained by multiple variables rather than simply one. Future studies should investigate the long-term effects of sleep deprivation and explore interventions beyond sleep hygiene, including stress and time management strategies. Understanding the broader impact of sleep on medical education is essential for fostering better outcomes for students in both academic and clinical settings.

Effect of problem-solving teaching methods on students' interest and academic performance in animal husbandry in secondary schools for sustainable development in Nigeria

This study investigated the effects of Problem-solving teaching method on Animal Husbandry Students' interest and academic performance in Senior secondary schools in Benin City, Edo State, Nigeria. The Theory of experiential learning was used to explain how learning by active participation in the learning process can increase interest in the learning process. Quasi-experimental. Specially, the pre-test post-test control group were used to collect data from 251 students using an intact class. The results showed that students interest increase as the result of the treatment. The study found that students. performance also increases as a result of their interest in studying Animal Husbandry. The study concludes that teaching using problem solving can increase students interest in studying Animal Husbandry and also improve their performance in the subject for sustainable development in Nigeria. Recommendations include that animal Husbandry teachers should constantly use problem solving teaching methods in teaching animal Husbandry to encourage students to learn animal Husbandry effectively in secondary schools.

The impact of alcohol consumption and binge drinking on the risk of dental trauma in South Korean adolescents

Objectives: This study aimed to investigate the impact of alcohol consumption and binge drinking on the occurrence of dental trauma in South Korean adolescents. Methods: Data were analyzed from the South Korean Youth Risk Behavior Survey, which used a complex sampling design to ensure representativeness. A total of 52,875 adolescent were included in this study. Logistic regression analysis was conducted to assess the association between alcohol consumption and tooth fractures. Confounders such as gender, education, city, academic performance, economic status, etc. were adjusted. Results: Logistic regression analysis revealed that alcohol consumption was significantly associated with tooth fractures in adolescents. After adjusting for all factors in Model 3 of binge drinking, the odds ratio remained statistically significant at 1.331 (95% CI: 1.064-1.664). Conclusions: Alcohol consumption and binge drinking increase the risk of tooth fractures in adolescents. Preventive measures targeting alcohol-related behaviors in this population are crucial for improving oral health outcomes.

A literature review on the use of cellphones and effects to academic performance of senior high school students of pilar national high school

A literature review on the use of cellphones and effects to academic performance of senior high school students of pilar national high school

Nutritional assessment of parent-packed school lunches in selected private pre - schools in Kalingalinga, Lusaka Zambia

Background: The nutritional quality of parent-packed school lunches is crucial for the health and academic performance of children. In Lusaka's Kalingalinga area, there is limited data on the factors influencing these packed lunches, especially in private schools. This study explores the nutritional content of school lunches packed by parents, assesses their knowledge and attitudes towards nutrition, and identifies key factors influencing their food choices. Methodology: A quantitative and qualitative research design was employed, with data collected through structured questionnaires from 303 parents and guardians of children attending private schools in Kalingalinga, Lusaka. The demographic characteristics, knowledge of nutrition, and factors influencing food choices were analyzed using descriptive statistics, a 24-hour food frequency questionnaire (FFQ), and Chi-square tests. SPSS version 23.0 was used for data analysis. Results: The majority of respondents were female (67.0%) and within the 18-25 age group (39.3%). Most had completed secondary education (57.4%) and were employed full-time (67.3%). Despite 95.7% acknowledging the importance of nutrition, 78.2% lacked knowledge of the nutritional content of the foods they packed. Sugary drinks (54.5%) and processed foods (51.2%) were frequently packed, while balanced meals and fruits were less consistent. The main factors influencing food choices were cost (53.1%) and peer pressure (25.4%), with only 7.3% considering nutritional value. Chi-square tests showed that occupation had a marginal relationship with adherence to nutritional guidelines (p=0.053), while age and education had no significant association. Conclusion and Recommendations: The findings reveal a gap in parents' knowledge regarding nutrition, impacting the quality of school lunches. Targeted nutritional education and policies promoting healthier eating are recommended to improve children's health in Kalingalinga, Lusaka

Conceptual framework for enhancing decision-making in higher education through data-driven governance

In an increasingly complex and competitive landscape, higher education institutions must leverage data-driven governance to enhance decision-making processes. This paper presents a conceptual framework aimed at integrating data analytics into the governance structures of higher education, facilitating informed decision-making, and improving institutional effectiveness. The framework emphasizes the importance of collecting, analyzing, and utilizing data across various dimensions, including academic performance, student engagement, financial management, and operational efficiency. By adopting a data-driven approach, institutions can identify trends, forecast outcomes, and make strategic decisions that align with their mission and goals. The study outlines key components of the framework, including data governance, analytics capabilities, stakeholder engagement, and institutional culture. Data governance ensures that data quality, integrity, and security are maintained, while analytics capabilities empower decision-makers with actionable insights. Engaging stakeholders—faculty, administrators, students, and external partners—fosters a collaborative environment where data-driven decisions are embraced and supported. Furthermore, the framework addresses the challenges institutions face when implementing data-driven governance, such as resistance to change, data silos, and inadequate technological infrastructure. Strategies for overcoming these challenges include investing in professional development, enhancing data literacy, and promoting a culture of continuous improvement. The framework also highlights the significance of ethical considerations and transparency in data usage, ensuring that decision-making processes are equitable and accountable. The findings indicate that by embracing data-driven governance, higher education institutions can enhance their responsiveness to changing demands, optimize resource allocation, and improve overall institutional performance. Ultimately, the conceptual framework serves as a guide for higher education leaders seeking to harness the power of data in their decision-making processes, fostering a proactive and adaptive institutional environment.

Multivariate analysis of academic and sport performance among Indonesian university student-athletes

Research on student-athletes' academic performance reveals a complex interplay of factors. Interestingly, few studies have investigated the achievement of student-athletes in both academics and athletics, the two areas in which they are usually evaluated. In this study, we investigated the association between factors that may affect student athlete academic performance with their sports achievement. In this study, 166 students from 20 sport faculties universities within faculty of sports who had at least a provincial sports accomplishment were involved. The factors that were strongly connected with student-athletes' academic achievement were analyzed using a logistic regression analysis. According to this study, there is a considerable correlation between the academic achievement of student athletes, their gender and internet access. It has been found that academic achievement is strongly influenced by students' proficiency in establishing an internet connection significantly impacts their academic performance. In addition, gender makes a major contribution to the prediction of academic grades in student athletes in Indonesia. Athletes may be eligible for specialized academic programs that are intended to help them continue to improve in both their academic and athletic endeavors. As a result, Indonesian universities mandate the establishment of a mentorship center development organization to assist student-athletes. Curriculum modifications may also be implemented in response to the time allotted to students for academic and sports performance.

Reframing Education: Evaluating the Transformative Effects of the 2013 Curriculum

This research aims to analyze the impact of implementing the 2013 Curriculum, focusing on consistent implementation, evaluation of learning outcomes, acceptance by students and parents, and adaptation of teaching methods and continuous feedback. The research method involves direct observation and interviews with educators, students, parents, and school administrators to understand curriculum implementation and its impact comprehensively. The findings show that consistent curriculum implementation produces a structured learning experience while evaluating learning outcomes. Increases student academic performance. The positive reception from students and parents and adapting innovative teaching methods enrich the learning process. A system of feedback and continuous improvement ensures the relevance and effectiveness of the curriculum. The conclusion of this research confirms that implementing the 2013 Curriculum effectively supports the achievement of educational goals by improving the quality of learning and stakeholder involvement.

Covid-19 pandemic and student academic performance: a systematic review and meta-analysis

Abstract Background The COVID-19 pandemic led to widespread disruptions in educational systems globally, forcing a transition to remote learning modalities. This systemic change raised concerns about its potential impact on the academic performance of students in developmental ages. This systematic review and meta-analysis aimed to evaluate the association between the COVID-19 pandemic and academic performance among developmental-age students, quantifying the effect size using Cohen’s d. Methods We searched PubMed/MEDLINE, Scopus, and Embase for studies published up to December 2023 that assessed the impact of the COVID-19 pandemic on academic performance. The review was performed following the PRISMA 2020 guidelines. The quality of the included studies was evaluated using the Newcastle-Ottawa Scale. The pooled effect size was calculated using Cohen’s d, with its 95% confidence interval. The protocol has been registered in PROSPERO. Results Out of 3671 retrieved articles, 30 studies met the inclusion criteria, and 13 were suitable for meta-analysis, involving a combined total of 4,893,499 students. The Cohen’s d was -0.07 (95% CI = -0.10 to -0.03; p < 0.001), indicating a small but statistically significant decline in academic performance associated with the pandemic. Subgroup analyses revealed that mathematics suffered the most significant impact, with a Cohen’s d of -0.14 (95% CI = -0.18 to -0.10; p < 0.001). All the included studies were judged as moderate-high quality. Conclusions The COVID-19 pandemic has had a negative effect on the academic performance of students of developmental ages, particularly in mathematics. These findings highlight the need for targeted interventions to mitigate the educational setbacks caused by the pandemic, especially in core subjects where the decline in performance was most pronounced. Key messages • The COVID-19 pandemic has significantly disrupted educational systems worldwide, resulting in a small but statistically significant decline in academic performance among students of developmental ages. • The shift in educational delivery during the pandemic particularly affected learning outcomes in mathematics more than in other subjects.

The Impact of Parental Involvement in Preschool on Children’s Academic Performance

This study aims to examine whether there is a correlation between parental involvement in preschool and children’s academic performance. The study also investigated whether parental involvement (home-based, school-based and home-school conferencing) have an impact on pre-school children’s academic performance. In addition, this study also investigated the effects of parents’ gender, level of education and income on young learners’ academic success at school. This study employed a descriptive research design and used questionnaire to collect the data. The sample consists of 400 parents from five preschools in Henan district, China. Stratified random sampling was used in choosing the sample. The data of the study were analyzed using independent correlation, regression, independent samples t-test and one-way ANOVA. The results revealed that there is a significant positive correlation between parental involvement (home-based involvement, school-based involvement and home-school conferencing) and preschoolers' academic performance. The findings also showed that female parents were more engaged than male parents at preschool. Results of the ANOVA test revealed that parents with higher level of education and higher income were significantly more involved in preschool compared to their counterparts with lower level of education and lower income. These findings are crucial for policy makers to take the right measures in enhancing parental involvement in preschool.

The Impact of Sports Participation on College Students' Learning Outcomes: A Mixed Methods Study based on Multiple Campuses

Plato said: In order for humans to have a successful life, God provides two channels-education and sports. We are increasingly seeing that these two channels are complementary and indispensable. Modern neuroscience research shows that sports can have beneficial effects on brain structure and function, epigenetic regulation of brain tissue, cerebral cortex activity patterns and learning-related psychological factors, thereby improving students' cognitive abilities and academic performance. This study aims to explore the multifaceted effects of sports participation on college students' learning outcomes. A mixed research method was used to collect data in three different types of universities, including a questionnaire survey of 500 students and in-depth interviews with 20 students and 10 faculty members. Quantitative analysis showed that moderate sports participation was significantly related to better academic performance, higher mental health and stronger time management skills. However, excessive participation in physical activities may have a negative impact on study time. Qualitative data further revealed how sport participation enhanced students' self-confidence, teamwork and stress management skills. The study also found that the impact of sports participation varies depending on students' personal backgrounds and the characteristics of their universities. Based on the research results, this article puts forward practical suggestions to promote the balanced development of college students, providing a basis for higher education institutions to formulate relevant policies.

Caffeine intake, chronotype, and student sleep quality at Polytechnic of Leiria

Abstract Introduction Higher education students ingest very high doses of caffeine, on average twice the recommended safe dose. This excessive consumption can become problematic, ultimately affecting sleep quality and, consequently, academic performance. The aim of this work is to describe caffeine consumption, sleep quality and to characterize the chronotype and academic performance of students at Polytechnic of Leiria. Methods An online self-completion questionnaire was developed, consisting of several instruments: The Caffeine Consumption Questionnaire; Horne and Ostberg morningness-eveningness Questionnaire; Pittsburgh Sleep Quality Index (PSQI), to describe caffeine consumption, characterize chronotype and assess sleep quality, respectively. The mean, standard deviation, minimum and maximum values were calculated for the quantitative variables. Absolute and relative frequencies were calculated for the qualitative variables. Parametric tests were used to compare groups; when this was not possible, non-parametric tests were used. P < 0.05 was considered statistically significant. Results Of the 261 students (mean age: 23.26 ± 6.60 years), 64.2% had poor sleep quality and 45.3% reported an afternoon chronotype. It was found that men consumed more coffee and energy drinks than women, although women consumed more caffeine-containing food products. The average academic score was 14.56 ± 1.61. There was a statistically significant association (p < 0.01) between the afternoon chronotype and poor sleep quality and between the consumption of coffee and chocolate drinks and poor sleep quality. Conclusions Students at Polytechnic of Leiria tend to have poor sleep quality and an intermediate chronotype. Those with an afternoon chronotype or who drink coffee and chocolate drinks have poor sleep quality. Key messages • Accurately assessing the situation is essential for crafting suitable solutions. • Higher students should adjust their coffee consumption to achieve better sleep quality.

Associations of adolescent academic performance, sports, disordered eating, and menstrual dysfunction

Abstract Background Regular menstruation is a crucial indicator of comprehensive well-being in adolescents. We aimed to assess risk factors associated with menstrual cycle dysfunction in a population-based cohort of high school students, focusing on academic performance, sports participation, and disordered eating. Methods In 2022, we recruited 1161 female first-year students from 21 diverse high schools in the capital region of Finland. They completed an online survey comprising questions about menstrual cycle, academic achievement, sports involvement, disordered eating and school burnout. Results Of 935 (81%) participants (mean age 16) not using hormonal preparations, 336 (37%) reported irregular menstruation. Adolescents with irregular menstruation showed higher middle school grade point average (GPA) (OR 1.4, 95% CI 1.1-1.8), lower body mass index (OR 2.2, 95% CI 1.3-3.5), and more disordered eating symptoms (OR 2.1, 95% CI 1.4-3.0) than adolescents with regular menstruation. While overall physical activity showed no significant correlation with irregular menstruation, casual exercisers with irregular menstruation exhibited both higher GPAs (OR 1.4, 95% CI 1.4-1.9) and more disordered eating symptoms (OR 2.6, 95% CI 1.6-4.1) than competitive athletes, whereas competitive athletes with irregular menstruation showed higher school burnout scores than casual exercisers but no disordered eating. Conclusions We recommend the use of screening tools to recognize disordered eating and school burnout among female high school students facing menstrual irregularities. Key messages • A third of adolescent females had irregular menstruation. Casual exercisers with irregular menstrual cycle were at risk of eating disorders and competitive athletes at risk of school burnout. • Screening of disordered eating and school burnout among adolescent females facing menstrual irregularities could be beneficial.

Correlates of food insecurity among university students in a low socioeconomic area

Abstract Background The prevalence of food insecurity (FI) is high and suggested to be growing among university students, with potential detrimental effects on their health status and academic performances. This cross-sectional study aims to identify the socioeconomic, demographic and lifestyle factors associated with FI among university students in a disadvantaged area. Methods An anonymous online survey was conducted from Nov 2022 to Jan 2023 among students enrolled at University Sorbonne Paris Nord, located in a low socioeconomic area in France. FI was assessed with one question distinguishing 2 levels of FI: quantitative (i.e. not having enough to eat) and qualitative (i.e. not having the desired food). This abstract focused on quantitative FI. To improve the representativeness of the sample compared to the total student population of the university, sample weights were used according to gender, study level and speciality, whether they were undergoing initial training or not, or obtained their baccalaureate abroad or not. Multivariable multinomial logistic regression models were used to identify factors associated with FI. Results A total of 5068 students provided valid answers (20% of the target population), 66% of whom were women, and 12% and 36% reported quantitative and qualitative FI, respectively. Being a man, an undergraduate, having obtained a baccalaureate abroad, not living in the family home, not receiving food from family, having no household food-heating facilities, reporting financial difficulties, relying on food charity and eating alone on a regular basis were positively associated with quantitative FI (P < 0.0001). Those reporting quantitative FI were more likely to report academic difficulties. Conclusions This study shows a high prevalence of FI in this student population and identifies several associated factors. Identifying students at greater risk of FI is an important first step to design and evaluate public health interventions. Key messages • The different socio-economic backgrounds of university students imply important food insecurity disparities among them. • University students present several factors associated with food insecurity, which should be considered when addressing food insecurity in this population.

On the Relationship Between Bilingualism and Mathematical Performance: A Systematic Review

As part of the demands of a globalized and interconnected world, studying second languages has become a major priority. Bilingual programs implemented in recent decades have motivated an educational strategy in which content area courses are taught through L2. The potential costs of this strategy in academic performance are debated, especially in challenging areas such as mathematics. The present work systematically reviewed 71 papers based on experiments measuring mathematics performance in bilinguals in order to establish if bilinguals show a (dis)advantage in mathematics compared to monolinguals. The results of a total of 305,136 participants (57,703 bilinguals and 247,503 monolinguals) show that bilingualism does not seem to affect mathematical performance, but this is dependent on whether subjects are highly proficient bilinguals. This type of bilingual may only be affected by lower reaction times depending on the testing language. On the other hand, low language proficiency negatively impacts mathematical performance. Lastly, bilingualism enhances mathematical encoding and processes in non-language-related tasks.

Optimism and perseverance: Examining interrelations with test anxiety and academic achievement

Over the past two decades, there has been increasing attention in research into associations between student well-being and academic achievement. Notably, dimensions of perseverance and optimism have been found to influence students positively. However, results pertaining to the joint contribution of optimism and perseverance to academic achievement have rarely been examined. Furthermore, few studies have investigated these key constructs among student samples outside of the Western context, limiting our understanding of the nature of their relationships among these adolescents. In the present study, we posit that test anxiety is a pathway through which perseverance and optimism impacts academic achievement. Accordingly, the research aims to investigate the relationship between perseverance, optimism, test anxiety, and academic achievement. Additionally, we examine for gender differences in perseverance, optimism, and test anxiety. The participants were 2017 secondary one students (763 boys, 1254 girls). Results indicated that a) optimism predicted academic achievement via a direct path and a mediated path through test anxiety, b) perseverance predicted academic achievement solely through a direct pathway, and c) boys indicated a significantly higher value of optimism and a lower level of cognitive test anxiety when compared to girls. This study highlights the importance of optimism and perseverance for students. A key implication to education is that it may be essential to implement optimism interventions paired with perseverance interventions to achieve more effective results. Moreover, given the mediational role test anxiety plays, increasing optimism may also lead to reduced test anxiety and thus better academic performance.

Kendra's journey: an intrinsic case study of a deaf autistic child.

This study used an intrinsic case study to investigate how interventions from applied behavior analysis impacted language development, academic progress, and the reduction of severe challenging behaviors for an 8-year-old child who is Deaf and autistic. 3 main themes were identified: language acquisition, behavioral change strategies, and academic performance. Additionally, 2 common threads wove in and out of each and connected all 3 themes: language access and qualified providers, including Deaf professionals. This study expands the literature about using behavioral strategies with children who are Deaf and autistic and discusses implications for clinical and educational practice.