Academic Performance Research Articles

ABSTRACT Bite-Sized Learning (BSL), characterised by the delivery of content in brief, targeted segments, has emerged as a pedagogical strategy within increasingly digital and flexible higher education landscapes. This systematic literature review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, synthesises findings from ten peer-reviewed articles published between 2020 and 2025 to examine BSL’s reported effects, benefits, challenges, and research gaps. Analysis indicates that BSL is associated with improved short-term knowledge retention, heightened learner engagement, and support for personalised learning, particularly in disciplines such as medicine, ICT, and technical training. Nevertheless, limited evidence exists regarding its long-term efficacy, and its pedagogical value in abstract, discussion-intensive fields remain insufficiently examined. By employing Cognitive Load Theory and Constructivist Learning Theory as interpretive frameworks, the review offers a theoretically grounded account of BSL’s instructional potential and constraints. The findings inform future inquiry into design strategies, disciplinary relevance, and learner-centred implementations of BSL across diverse educational contexts.

Abstract Introduction Pharmacy technicians (PTs) are regulated autonomous professionals with unique skillsets. We need more PTs in critical care (CC) to allow pharmacists to engage in higher clinical practice [1]. There is little post-qualification training available which limits PT development and diversification [2]. NHS England funded delivery of an educational programme to demonstrate a) the demand for PT training; b) capability of PTs to participate in formal post-registration training and; c) feasibility of delivery. The programme was delivered using a blended approach of digital learning material and class work using Team Based Learning (TBL) over five study days in nine months (3). Sixteen learning outcomes were assessed through classwork, a practice portfolio and written assessments. Subjects covered pharmaceutical care (physiology, biochemistry and therapeutics), audit and improvement, communication, and leadership. Aim To evaluate the delivery of a post-registration training programme for CCPTs in a higher education setting. Methodology The programme was evaluated using academic performance metrics (median attainment scores) and a longitudinal survey exploring programme delivery and benefit using a standard institutional evaluation proforma. The survey contained 11 questions. Nine asked for evaluation of the content of the programme (learning materials, delivery, suggested improvements). The last two evaluated self-reported confidence and competence using 10-point Likert-type questions. The survey was administered four times over the programme. A single focus group at programme end invited students to reflect on what they enjoyed, what could be improved and its impact on themselves and their services. As educational evaluation ethical approval was waived. Participation was voluntary. Survey responses were anonymised and the focus group recorded using contemporaneous notes. Results 15 PTs from 13 hospitals enrolled. Experience in CC ranged from 1 month to 10 years. 13 PTs completed the programme in full, with two deferrals. Students achieved a median score across the programme of 65.4% (IQR 55–68) with large variation between formal written assessments (case reports, incident reports, audit reports) and their portfolios. TBL produced the most reliable outcomes (Median 65.6, IQR 63–68). The survey response rate was 48.9%. Competence scores improved from 6/10 (range 2–8) to 8/10 (range 7–10). Confidence scores improved from 6.2/10 (range 5–7) to 8.5/10 (range 7–10). Focus group responses suggested that students welcomed an opportunity to build community with colleagues and learn from them but wanted more in-person contact. The content was appropriate, and blended learning approach welcomed from a work-life balance perspective but there were challenges with technological engagement. Overall students reflected that the programme was career enhancing. Discussion This is the first specialist training programme for CCPTs. We have demonstrated that PTs perform well when undertaking post-registration educational development. The programme transformed CC PTs into confident and competent professionals with and the assurance of an academic qualification and they should be developed for more specialities. Variation in attainment suggests additional support with academic skills (writing, critical appraisal and presentation skills) may be required. Further evaluation over a larger cohort and multiple programme iterations is necessary to fully evaluate the programme. Further study is required to measure the long-term impact on CCPTs, their development and clinical services provision.

This study examines public views on universities' societal roles beyond education and research. A representative sample of 2089 U.S. citizens evaluates whether universities should engage in initiatives such as diversity, equity, and inclusion (DEI), free speech, and environmental sustainability, benchmarking views against corporations. We include an incentivized experiment asking respondents to allocate money between universities based on performance on various dimensions. Results show broad support for engagement in initiatives related to environmental sustainability, well-being, and free speech but opposition to political engagement. Views on DEI are polarized: Women and liberals reward universities excelling in DEI but conservatives and men penalize them, even when academic performance is equal. These findings highlight the polarization surrounding universities' societal roles.

With the heavy academic demands for medical students, this research aimed to find the potential benefits of short-term mindfulness meditation in improving working memory among medical students, which may potentially have positive effects on their academics. Several previous studies have also shown the positive effects of mindfulness meditation in improving different cognitive functions, however, most of those studies studied the effects of long-term meditation. This study is unique because it studies the effectiveness of short-term meditation. To see the effects of a short-term mindfulness meditation practice on working memory among medical students at Khyber Medical College, Peshawar. In a quasi-experimental study, 55 medical students provided written consent to participate. The participants' working memory was assessed using the forward digit span test before a brief mindfulness meditation session. Following listening to a 10min mindfulness audiotape, the forward digit span test was administered again. The pre- and post-meditation test scores were compared using SPSS software for statistical analysis. This study explored the pre- and post-meditation Forward Digit Span test scores. The improvements were extremely significant as per the T-test analysis (p = 0.00). On separate T-tests for each gender, it was found that females (p = 0.013) had a comparatively lesser increase in digit-span test scores than males (p = 0.003). However, both males and females showed improvements of significance. These findings imply the cognitive benefits of meditation practices for both genders. This research indicates that short-term mindfulness meditation improves the working memory of medical students. Evidence was obtained to suggest that mindfulness practice can improve working memory, which may have implications for enhancing the academic performance of medical students.

Abstract This study explores the relationship between socio‐emotional competencies (SEC) and academic performance (AP) during two phases of the COVID‐19 pandemic: Fall 2020 and Fall 2021. A sample of 112 college students (M = 22.55, SD = 5.11) completed a retrospective survey on their SEC and AP. Results showed lower SEC and AP at the pandemic's peak, with improvement by Fall 2021. Female students reported higher SEC and AP at both points. Notably, relationship management was more strongly linked to AP in Fall 2020, while self‐awareness and decision‐making became key in Fall 2021, highlighting shifting student needs during prolonged crises.

ABSTRACT The implementation of Inclusive Education (IE) in Lithuania has highlighted significant issues regarding the educational assessment of learners with special educational needs (SEN). This article examines the potential impacts of assessment policies that aim to enhance academic performance through standardised testing and examinations on learners with SEN. A 15-month critical ethnographic study of the assessment culture carried out in one school identified key patterns in how teachers perceive fair assessment and how they grade the achievements of learners with SEN. Our study suggests that teacher-assigned grades reflect not only students’ academic performance but also their subjective judgements of students’ effort and motivation, which reduces their credibility. To address this, authority over students’ learning is increasingly being delegated to standardised tests and examinations, viewed as quick and reliable tools to measure achievement. The design of large-scale assessments, which rely heavily on selected response items, influences what is taught and how it is taught in schools, which can have long-term consequences, especially for learners with SEN.

Introduction Academic achievement is influenced by a combination of personal cognitive abilities, psycho-social resources, and educational context. Core cognitive functions such as working memory and inhibitory control support students’ ability to retain, process, and apply information, while coping strategies help manage academic stress. However, research integrating both psycho-social and cognitive predictors of academic success in low-resource university settings remains scarce. This study aimed to examine the combined psycho-social and cognitive correlates of academic achievement among higher education students in Southern Ethiopia. Methodology The study was conducted from August to November, 2024. A total of 30 undergraduate students participated in the study. Academic achievement was measured using Grade Point Average (GPA). Psychosocial factors were assessed with the Folkman and Lazarus coping inventory, the Adult ADHD Self-Report Scale (ASRS v1.1), the Bergen Social Media Addiction Scale (BSMAS), and the Dundee Ready Education Environment Measure (DREEM). Cognitive functions were evaluated using a two-back task (working memory) and a go/no-go task (inhibitory control). Data were analyzed using Spearman correlation, Mann–Whitney U test, Kruskal–Wallis test, multiple linear regression, and ANOVA. Results Sex differences were observed, with male students demonstrating higher GPA compared to female students. Faster reaction time in the two-back task was significantly associated with better GPA. Higher use of self-controlling coping strategies was marginally associated with GPA in regression modeling, but ANOVA indicated a significant contribution of this coping style to the explained variance in academic performance. Other psycho-social variables, including academic self-perception, social media addiction, and ADHD symptoms, were not significantly related to GPA. Overall, psycho-social factors, particularly coping strategies and gender, were stronger predictors of academic achievement than cognitive measures in this sample. Conclusion The findings highlight the critical role of coping mechanisms and gender differences in academic performance among Ethiopian university students. These results underscore the need for psycho-social support interventions alongside cognitive skills development to enhance academic success in low-resource educational environments.

Access to safe water, sanitation and hygiene (WASH) is critical for health and academic performance. Yet, many schools in sub-Saharan Africa, including Ghana, face significant challenges in providing adequate WASH facilities, leading to profound implications for students' health and academic performance. This study evaluates WASH practices among pupils in basic schools in the Mfantseman Municipality, Ghana, using a mixed-method approach involving 368 pupils from 16 schools. Findings reveal that while most schools have access to water and sanitation facilities, many are partially functional or non-operational, particularly in rural areas. Although handwashing facilities are widely available, only 30.2% of pupils consistently wash their hands with soap before meals, despite higher rates (63.3%) after toilet use. The study highlights the lack of separate facilities for menstrual hygiene management, disproportionately affecting female students. These findings underscore the need for improved WASH infrastructure and behaviour change interventions. This study contributes to the literature on WASH in schools. Based on the study's findings, it is recommended that the Ghana Education Service, Teachers and Parents should ensure infrastructure improvement while implementing behaviour change interventions in the basic schools.

This study evaluated the impact of lesson plan implementation on pupils’ learning outcomes in Iringa Municipality public primary schools. The study adopted a mixed research approach with a descriptive research design. Data were collected from a sample size of 56 respondents were whereby simple random and purposive sampling techniques were adopted to select the respondents of the study from 5 selected public primary schools in Iringa Municipality. Qualitative data were analyzed thematically, while quantitative data was analyzed by using statistical package for social science (SPSS) 29.0 version. The findings of the study revealed that effective lesson plan implementation had positive impacts on pupils’ learning outcomes. Those included enhancement of pupils’ lesson understanding, helping teachers to manage class time effectively, enhancing pupils’ academic performance, leading to pupils’ active participation in the lesson, helping in reducing learning difficulties among pupils, enabling teachers to meet diverse learning needs and motivating pupils. From the findings of the study it concluded that the implementation of lesson plans plays a critical role in supporting effective teaching and learning within public primary schools. Through systematic planning, teachers are able to organize their lessons in a logical sequence, ensuring that each part of the lesson aligns with curriculum objectives and responds to the needs of their pupils. Lesson plans help teachers manage classroom time effectively, enabling them to cover content thoroughly while providing opportunities for pupils to engage actively in the learning process. The study recommended that education authorities and school management should organize regular in-service training and workshops focusing on effective lesson planning and implementation. This will enhance teachers’ skills in aligning lesson plans with curriculum objectives, using varied instructional methods, and managing classroom time efficiently. For further studies the study recommended that future studies could investigate the impact of lesson plan implementation on teaching and learning outcomes in specific subjects such as Mathematics, Science, or English to determine subject-specific challenges and best practices.

This study aimed at investigating teachers' feedback impacts on students' interest in mathematics in Morogoro Municipality ward secondary schools, Tanzania, with the principal goal of enhancing teaching practices towards enhancing student motivation and academic performance in mathematics among Tanzanian communities. Grounded in Expectancy-Value Theory (EVT), the study utilized a mixed-methods design within a convergent research design where quantitative and qualitative data were integrated to achieve its objectives. A stratified random sampling with purposive sampling was used to select a sample of 130 participants including 80 students, 40 mathematics teachers, and 10 mathematics department heads from 10 ward secondary schools. Questionnaires, interview guides, and focus group discussion guides were utilized for data collection. Quantitative data were analyzed descriptively with SPSS version 24 in means, percentages, and frequencies, while qualitative data were analyzed thematically in narrative descriptions. The findings' results revealed that effective feedback practices, including interactive, verbal, structured, real-time, and personalized feedback, greatly enhance students' confidence, interest, and motivation for mathematics. The study recommends the implementation of professional development activities to equip teachers with the abilities to give effective feedback and ongoing monitoring by school leaders to make certain the best teaching methods are implemented. The findings assist in improving mathematics education via encouraging feedback methods with the capability to engage students and drive student achievement and could positively impact educational communities in Tanzania and elsewhere.

Preparing industry-ready graduates: Interplay of lecturer behavior, self-motivation, and soft skill development in vocational education.

Background: Smartphones have become an integral part of students’ daily lives, particularly among secondary school students. With easy access to the internet, social media, and various applications, smartphones offer powerful tools for communication, learning, and entertainment. Excessive smartphone use among school children therefore raises concern about academic performances, sleep pattern and mental health. As a result the balance between educational benefits and negative impacts of smartphone use has become an area of concern to study. Methods: This descriptive cross-sectional study was conducted from 6th to 20th March 2023. An urban girls’ school was selected and data were collected from the students of class VIII, class IX and class X using purposive sampling technique. A semi-structured questionnaire was used to collect data and the final sample size was 275. The data were analyzed via SPSS (version 25.0). Results: The mean ± SD (Standard Deviation) age of the girls was 14.55±0.99 years. The majority of the students were in class VIII (49.8%) and Muslim (87.2%). More than one-fourth of the students’ fathers were graduates (26.6%) and mothers were educated up to SSC (27.6%). The majority of the students’ fathers were involved in business (33.8%) and mothers were housewives (85.5%). More than four-fifths (85.5%) of the students represented nuclear families and two-fifths (43.3%) had a monthly family income of below Tk. 30,000. The majority (44%) first started using a smartphone from class V or VI. Nearly half of them (42.1%) used their mothers’ phone. Majority used android phones (78.2%), anytime (51.6%) during holidays, after school (86.9%), 1 to 2 hours (41.5%) a day. Only one-tenth of the students (10.5%) usually brought their smartphones to school depending on the situation. The majority of the students used smartphones for knowledge and education (77.5%), social media (54.2%), communication with friends and relatives (52%) purposes and frequently used YouTube (74.2%), WhatsApp (65.8%) and Instagram (35.6%) as social media sites. Conclusion: Mobile phone has a significant influence on the young generation which leads to create a networked society. This study was conducted in order to better interpret the usage pattern of mobile phone among secondary school students. Northern International Medical College Journal Vol. 15 No. 1-2 July 2023-January 2024, Page 667-671

The rapid integration of Artificial Intelligence (AI) tools like ChatGPT, Quillbot, Grammarly, and Cici is actively transforming education in the Philippines, a nation with a tech-savvy, youthful population. This surge provides new avenues for personalized learning and enhanced student engagement, directly impacting how students approach reading and writing. This research specifically sought to determine the influence of AI tools on the academic writing performance of Grade 11 students at Taft National High School during the first semester of the 2024-2025 academic year. The study utilized a descriptive-correlational quantitative design to examine the relationship between AI application tool usage and student academic performance. The data analysis yielded several significant findings: A remarkable 66% of Grade 11 students reported using AI application tools daily for academic writing, indicating a high level of usage. The specific tool Cici was the most commonly used, consulted by 52% of the students. The average academic rating for students exposed to AI tools in their Reading and Writing subjects was 89.08%, placing their performance solidly in the Proficiency Level. Students generally held very favourable perceptions regarding the usage (Grand Mean: 4.532) and benefits (Grand Mean: 4.486) of AI tools, both showing a high level of agreement. Perceptions regarding challenges were also high (Grand Mean: 3.642). A statistical correlation was established between AI usage and academic performance. The frequency of AI tool usage showed a moderate positive correlation (r = 0.543, p < .001) with Reading and Writing performance, meaning increased usage positively influences academic outcomes. Student perceptions of the usage and benefits of AI tools had a significant influence on their performance. Conversely, student perceptions of the challenges associated with AI tools (r = -0.031, p = 0.830) did not have a significant influence on their learning. Keywords: Artificial Intelligence (AI), Academic Writing, Student Academic Performance

The objective of this study was to evaluate the impact of a socio-emotional intervention based on the development of Emotional Intelligence (EI) in primary school students in the city of Milagro, Ecuador. A socio-emotional development program was implemented, integrated into the technological education curriculum, with the participation of 200 students aged 9 to 11, distributed into an experimental group and a control group. The study used a quasi-experimental design with pre- and post-intervention measurements, applying quantitative tools such as the Children's Emotional Intelligence Questionnaire (TEIQue-C) and the emotional well-being scale, as well as qualitative techniques such as interviews and focus groups with teachers and students. The results showed significant improvements in emotional intelligence and emotional well-being for the experimental group students, compared to the control group, which showed no significant changes. These findings highlight the importance of integrating emotional intelligence into primary education as part of a comprehensive strategy to improve both emotional well-being and academic performance, especially in a context like Milagro, where socio-emotional challenges are common. It is concluded that socio-emotional education should be systematically incorporated into school curricula to promote the comprehensive development of students.

Background. Active learning fosters critical thinking, autonomy, and deep learning. While TBL is common, IBL offers a more student-centered, inquiry-driven alternative. This study aimed to compare the pedagogical effectiveness of IBL versus TBL in medical education, focusing on academic performance, learner engagement, autonomy, and satisfaction. Methods. An innovative IBL framework, grounded in the 5E instructional model, was designed and implemented with first- year medical students (n=548). The intervention involved five interactive clinical cases, each centered around a core medical concept. Students progressed through the cases using cascading multiple-choice questions with a conditional solution-revealing mechanism ("scratch film"), promoting autonomous exploration. A final gamified synthesis using crossword puzzles reinforced learning. Comparative data were collected across IBL and TBL sessions using quantitative performance metrics, behavioral observation, and student questionnaires. Results. IBL significantly outperformed TBL in terms of retention of key learning concepts (64-100% vs. 14-38%; p < 0.05), as well as in the acquisition of extended concepts, reflecting deeper cognitive processing. Students in IBL groups were more engaged and solved most clinical problems independently, with minimal use of revealed solutions, indicating high levels of autonomy. Questionnaire responses confirmed a high satisfaction rate (66%), a substantial perceived impact on learning (61%), and a reduced tendency toward group cheating (40%), all statistically significant (p < 0.000). Conclusion. Our results suggest that IBL seems to be more effective and engaging than TBL, as it promotes deeper learning, greater autonomy, and increased motivation, with promising potential to support innovation in basic science learning in medicine.

Role of Nutrition in Cognitive Development and Academic Performance During Adolescence: A Comprehensive Review

The global shift toward digital pathology necessitates accessible and cost-effective training tools, posing a significant challenge for resource-constrained veterinary faculties. The objective of this study was to evaluate the academic impact of a cost-effective, in-house-developed digital pathology platform implemented at a Romanian Veterinary Faculty during the 2024–2025 academic year. Grade data from six academic years (2018–2025) were used as historical controls. Statistical analysis, including independent-samples t-tests, ANOVA, and multivariable regression, was performed on individual student grade data to assess changes in academic performance and grade distribution. Results demonstrate a statistically significant increase in mean grades and a higher proportion of top-performing students following platform adoption. The 2024–2025 cohort outperformed four of five prior cohorts, showing a marked shift toward higher grades and fewer low grades. We conclude that this low-cost digital pathology platform may significantly enhance student academic outcomes in veterinary pathology education. These findings validate a scalable and sustainable model for improving pedagogical delivery in resource-conscious institutions worldwide. Further longitudinal research is essential to track the long-term sustainability of these academic gains and confirm the platform’s impact across multiple graduating cohorts.

Mental health issues affect millions of people worldwide, leading to negative outcomes in various areas such as academic achievement, job performance, and quality of life. Women are known to be more prone to mental health problems than men, a phenomenon explained by biological sensitivity, genetic and hormonal differences, physiological stress responses, and exposure to environmental risk factors. However, research examining the impact of gender roles on mental health remains limited. Gender roles shape individuals' thought patterns, self-esteem, and emotion regulation strategies, making them significant factors that can influence mental health. In this context, the study aims to explore the effects of gender norms on mental health from a feminist perspective and evaluate the role of gender-based antecedents in this process through a review of the current literature. The study findings reveal that traditional gender roles negatively affect women’s mental health, while approaches promoting equality yield positive outcomes. Enhancing women’s access to education and economic independence is a crucial step toward reducing gender-based inequalities. Additionally, implementing gender equality policies and increasing inclusive representations in the media can mitigate the adverse effects on mental health. Education, awareness campaigns, and supportive social policies have the potential to reduce the impact of gender roles and improve individuals’ mental health. This study aims to guide effective mental health policies and targeted interventions.

The purpose of this study was to adapt and validate the Belongingness in Higher Education Institutions (BES-HE) for Doctor of Physical Therapy (DPT) students in the United States. Belongingness greatly influences student academic performance and overall well-being within the learning environment, making it crucial to measure belongingness in the academic setting. Respondents were actively enrolled DPT students, no earlier than their second semester of the DPT program, and currently in the didactic portion of the curriculum. The BES-HE was modified for DPT students, and the scale was completed electronically by those who met the inclusion criteria. Exploratory factor analysis with promax rotation and Cronbach's alpha were used to determine construct validity and internal consistency reliability. Three hundred twenty-eight students completed all 35 items on the BES-HE scale. Factor analysis retained a 4-factor structure, explaining 52% of the variance, and the final scale, named the Belongingness Scale for Physical Therapy Education (BES-PTE), is a 33-item instrument with satisfactory internal consistency (α = 0.94). This study adapted and provided evidence of validity for the BES-PTE to measure DPT student belongingness during their didactic education. The 4-factor structure-community cohesion, interpersonal connection, social inclusion, and satisfaction with faculty and staff-provides a nuanced understanding of belongingness in DPT education. Insights from the BES-PTE can inform strategies to enhance the learning environment and support student success.

Instructional supervision aimed towards the engagement of learning. This study focused in assessing teachers’ instructional supervision and professional engagement in relation to students’ academic performance in the Schools Division of Zambales. The study used survey questionnaire as a research tool and developed the JEDE model to further increase students’ academic performance. The findings revealed that the teacher-respondents and school head-respondents reported that instructional supervision is highly utilized in teaching. The teacher-respondents and school head-respondents reported that teachers were highly engaged in their professional engagement. The Grade 10 students were rated very satisfactory in their academic performance. There was significant difference in teachers’ instructional supervision as described by teachers themselves and by their school heads. There was significant difference in teachers’ professional engagement as described by teachers themselves and by their school heads. There was significant relationship between teachers’ instructional supervision and the level of students’ academic performance. There was a significant relationship between teachers’ professional engagement and the level of students’ academic performance. The JEDE instructional supervision model was conceptualized showing the relationship of teachers’ instructional supervision and professional engagement to the level of students’ academic performance. Teachers are encouraged to further develop their instructional supervision through professional engagement to further increase students’ academic performance. Teachers may consider to pay attention on varying professional engagement and partner to other agencies to further develop weak points.