Academic Performance Research Articles

The role of supportive relationships in academic performance and personal wellbeing: Results from a U.S. national sample of early adolescents

This study examined the associations of supportive relationships with academic performance and personal wellbeing in a national sample of early adolescents (N = 6,469). Six latent classes captured variation in youth-reported relational support from adults and peers in school, family, and community contexts. We report four main findings from models testing the associations of latent class with the outcomes. First, the three classes with emotional and informational support from school friends performed at or above the mean on academic performance. Second, the three classes with parental emotional and informational support performed at or above the mean on personal wellbeing. Third, the two classes with emotional, informational, and academic support from peers and adults had the highest outcomes. Lastly, the low/no support class had the lowest outcomes. Findings motivate the need to bolster programs and practices across settings to cultivate relational support during this critical time of early adolescence.

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.

Physical Fitness, Executive Functions, and Academic Performance in Children and Youth: A Cross-Sectional Study

The aim of this cross-sectional study was to investigate the relationship between physical fitness, executive function, and academic performance in children and adolescents. A total of 131 students (49% female) aged 10–15 years from a public school in Rio de Janeiro were assessed in executive functions (hearts and flowers, Corsi’s block, and digit span tasks), academic performance (Portuguese, reading, math, and overall school grade), physical tests (touch test disc, agility, lower limb and upper limb explosive strength), and anthropometric measurements. Regression results showed that the composite of sports-related fitness measures was the best predictor of executive functions (β = 0.472; t = −6.075 p < 0.001). Decision tree classifier analysis showed that the combination of factors that discriminated better and worse executive function groups were better performance in hand–eye coordination (TTD), math, and upper limb strength (ULEST). Sports-related fitness is significantly correlated with executive function. Hand–eye motor coordination has been identified as the most important predictor of improved cognitive outcomes, surpassing even academic skills. These findings should be considered in the design of physical activity programs in school settings, which may have a positive impact on child development, reflected in the reduction of academic and socioeconomic disparities.

Using Learning Progress Monitoring to Promote Academic Performance? A Meta-Analysis of the Effectiveness

Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (g = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.

Organizational Conflict and Productivity Level of Academic Staff in Selected Universities in Nigeria

The study specifically examined the effect of organizational conflict on quality assurance, students’ academic performances, and the reduced rate of plagiarism among academic staff of the University of Calabar and the Micheal Okpara University of Agriculture, Umudike, Abia State, Nigeria. The survey research design was used while data were collected from 282 academic staff of the selected universities. The simple regression and independent t-tests were used for the hypotheses test. It was discovered that organizational conflict significantly affects the quality assurance of academic activities of the universities [tcal = 42.730 > t 0.05 = 1.96] and organizational conflicts lead to a reduced rate of plagiarism among academic staff of the universities. Discovered also was that the performance of the academic staff members during the pre-conflict era was low (M=1.3298, SD=.47266) compared to the performance of the staff in the post-conflict (M= 3.5765, SD=.56267). It was concluded that tertiary institutions should occasionally stimulate conflict by encouraging divergent views and rewarding staff and units/departments for outstanding performance.

ENHANCING EDUCATIONAL EQUITY: A QUANTITATIVE ANALYSIS OF ACCESSIBLE AND CULTURALLY RESPONSIVE TEACHING MATERIALS

BACKGROUND Inclusive education aims to provide equitable learning opportunities for all students, recognizing the importance of accommodating both students with disabilities and those from diverse cultural and linguistic backgrounds. This study focuses on evaluating teaching and learning materials that are designed to be both accessible and culturally responsive. RESEARCH AIM The research aims to quantify the availability and effectiveness of accessible and culturally responsive teaching materials at GBS and analyse their impact on the academic performance, engagement, and satisfaction of diverse student populations. METHODS The study will employ a quantitative approach, utilising surveys distributed to educators and students to gather data on the use and perceived effectiveness of these materials. Additionally, academic performance data will be collected and analysed using SPSS to identify correlations between the use of inclusive materials and educational outcomes. RESULTS Expected outcomes include empirical evidence supporting the positive impact of accessible and culturally responsive teaching materials on student academic performance and engagement. The study will also identify best practices and recommend specific features of teaching materials that promote inclusivity. CONCLUSION This research is expected to fill a crucial gap in understanding how to support the learning needs of all students effectively, contributing to the development of more inclusive educational practices and policies.

Food Insecurity Among University Students at a German University: Impact on Health, Academic Performance, and Lifestyle During COVID-19

ABSTRACT Studies show that university students, especially food insecure students, were often negatively affected by the COVID-19 pandemic. For Germany, no data covers this time period, differentiating between food security statuses. We conducted a cross-sectional online survey (n = 562) between November and December 2021 at the Justus Liebig University Giessen, Germany, using the validated Food Insecurity Experience Scale to assess food (in)security. Our results affirm changes in academic performance, health and eating habits during the pandemic, with food insecure participants being more negatively affected. Preventive measures are needed to mitigate the adverse effects of crises, targeting all, but especially food insecure university students.

Unleashing the Possibilities of Play: Analyzing the positive and negative consequences of multiplayer online gaming

In recent years, there has been a notable increase in the popularity of multiplayer online gaming (MOG), attracting significant attention for its potential impact on individuals and communities. While much research has focused on various aspects of MOG, there are gaps in understanding the comprehensive array of both positive and negative consequences associated with it. This research contributes significantly by employing a multi-method approach across three distinct phases. Initially, exploratory factor analysis (EFA) and principal component analysis (PCA) were used to identify four positive and three negative components of multiplayer online gaming effects. In the subsequent phase, diverse regression modeling techniques in machine learning were applied to these components. Notably, both XGBoost and LightGBM algorithms demonstrated the highest accuracy, achieving 75.6% and 77.5% respectively for positive and negative components, surpassing other algorithms used. Finally, an Android-based application was employed for experimental validation, specifically targeting cognitive functions such as reaction time and multitasking. “Results indicated that multiplayer online gamers exhibited quicker visual reflexes (0.393 s) compared to non-gamers (0.525 s) and slightly better multitasking ability (6.033 s vs. 7.067 s). These findings suggest that multiplayer online gaming can positively impact cognitive skills, yet excessive engagement may lead to detrimental effects such as a decline in academic performance. This research aims to analyze the cognitive impacts of multiplayer online gaming by identifying its positive and negative effects, providing valuable insights for future researchers, parents, and gamers to promote informed decision-making and well-being.

The effects of free tuition policy on university academic performance in Chile

AbstractIn 2016 Chile initiated a policy of free tuition for students from families in the lower half of the income distribution to improve access to and completion of higher education. The empirical effectiveness of the policy has not yet been completely demonstrated. This study analysed the difference in levels of academic performance of students enrolled in 12 Chilean universities with and without free tuition. The study used a regression discontinuity design with a running discrete variable locally randomised. The results show that the academic performance of students receiving free tuition was equivalent to that of students paying the full cost. There was no difference in the course pass rate of those with or without free tuition. Over time the effects of the policy could reduce inequality in the professional labour market. In addition, the study suggests that there may be complementary practices that further improve university student achievement and completion rates.

Association Of Emotional Intelligence With Pharmacy Students’ Leadership And Academic Performance

Association Of Emotional Intelligence With Pharmacy Students’ Leadership And Academic Performance

Academic performance as a driver for the development of reasoning for complexity and digital transformation competencies

Academic performance as a driver for the development of reasoning for complexity and digital transformation competencies

The Level of the Five Major Personality Factors Among Students with Learning Disabilities

Objectives: This study aimed to assess the levels of the five major personality factors among students with learning disabilities in the first semester of the 2024/2023 academic year. Theoretical Framework: Grounded in the Big Five personality theory, the research explores how personality traits relate to the experiences of students facing learning difficulties, with implications for educational outcomes and personal development. Method: A descriptive analytical approach was employed, involving a sample of 156 randomly selected students with learning disabilities from Ajloun schools. A validated tool was developed to measure the five major personality factors, ensuring reliability and validity. Results and Discussion: The findings revealed that the mean scores across the five personality factors indicated a low overall degree of personality development. Additionally, no statistically significant differences were observed based on gender in any of the personality domains. These results suggest that students with learning disabilities may experience challenges in personality development, potentially affecting their social interactions and academic performance. Research Implications: The study highlights the need for targeted educational programs aimed at enhancing personality development among students with learning disabilities. Such initiatives could mitigate learning challenges and promote overall well-being. Originality/Value: This research contributes to the limited literature on the intersection of personality traits and learning disabilities, emphasizing the importance of personality development in educational settings.

How can AR-enhanced books support early readers? Exploring literacy development through AR design principles

Early readers go through critical literacy development that have a significant impact on their future reading, academic performance, and lifelong learning. Previous studies have found that AR books designed for literacy development are effective, especially with improved vocabulary and motivation (Cai et al.,2022). Much of AR-enhanced books are not designed with considerations for literacy development. This study extends previous studies by examining whether and how AR-enhanced books may support such critical literacy development through informal, recreational reading. Young readers were observed as they read a set of AR-enhanced books. Their literacy behavior consisting of literacy skills and motivation were analyzed in relation to AR design principles to explore how and when the design principles engaged literacy behavior. Findings show that AR books, even if they are not designed for literacy development, may provide opportunities for engagement and development of literacy skills and motivation. A pattern of relations between literacy behavior, including print concept, vocabulary, interest, and attentional control, and AR design principles were observed. The implications for design and implementation of AR design principles and AR-enhanced books to support different readers is discussed.

Mathematical Skills and General Mathematics Performance of Grade 11 Students in a Public National High School in Southern Negros Occidental, Philippines

Mathematical skills are essential tools that form the foundation for understanding complex concepts in mathematics relevant to our daily lives. General Mathematics is considered a core subject in the senior high school curriculum. This study investigated the mathematical skills and General Mathematics performance of Grade 11 students at a public National High School in southern Negros Occidental, Philippines. Researchers analyzed the relationship between these skills and academic performance, considering potential differences between sexes and academic strands. Using statistical methods like the Kruskal-Wallis test and Spearman's correlation, the study found students demonstrated approaching proficient mathematical skills but only developing-level General Mathematics performance. Significant differences in verbal skills were observed between academic strands, while nonverbal skills varied by both sex and strand. Crucially, a strong correlation emerged between mathematical skills and overall performance in General Mathematics.

Academic-related stressors predict depressive symptoms in graduate students: a machine learning study

BackgroundGraduate students face higher depression rates worldwide, which were further exacerbated during the COVID-19 pandemic. This study employed a machine learning approach to predict depressive symptoms using academic-related stressors. MethodsWe surveyed students across four graduate programs at a Federal University in Brazil between October 15, 2021, and March 26, 2022, when most activities were restricted to taking place online due to the pandemic. Through an online self-reported screening, participants rated ten academic stressors and completed the Patient Health Questionnaire (PHQ-9). Machine learning analysis tested whether the stressors would predict depressive symptoms. Gender, age, and race and ethnicity were used as covariates in the predictive model. ResultsParticipants (n=172), 67.4% women, mean age: 28.0 (SD: 4.53) fully completed the online questionnaires. The machine learning approach, employing an epsilon-insensitive support vector regression (Ɛ-SVR) with a k-fold (k=5) cross-validation strategy, effectively predicted depressive symptoms (r=0.51; R2=0.26; NMSE=0.79; all p=0.001). Among the academic stressors, those that made the greatest contribution to the predictive model were “fear and worry about academic performance”, “financial difficulties”, “fear and worry about academic progress and plans”, and “fear and worry about academic deadlines”. ConclusionsThis study highlights the vulnerability of graduate students to depressive symptoms caused by academic-related stressors during the COVID-19 pandemic through an artificial intelligence methodology. These findings have the potential to guide policy development to create intervention programs and public health initiatives targeted towards graduate students.

The impact of gamification on academic performance: the case of digital marketing in Lebanon

The impact of gamification on academic performance: the case of digital marketing in Lebanon

Consequences of parental neglect of academic performance Brazilian child

AbstractThe negative effects of child neglect on the development of children are serious and have far‐reaching negative consequences for children, especially in Brazil, with great social inequality. The research investigated the consequences of neglect for children in their early years of schooling. The academic performance was evaluated in three groups: children with formal notification of neglect, children with suspected unreported neglect and children who did not suffer any form of abuse. Information was collected from different sources: parents/caregivers, teachers and the children themselves. The groups comprised children in their early school years, aged between six and eight. The results showed that neglected children had borderline or clinical levels of school skills and below‐average school performance. The reference group had, for the most part, normal scores and average or above‐average school performance. Considering that school is a protective factor, children with learning difficulties and neglected children need support that favours child development.

EMPOWERING INDEPENDENT LEARNING THROUGH ASSISTIVE TECHNOLOGY: A QUANTITATIVE STUDY ON ITS IMPACT FOR STUDENTS WITH DISABILITIES

BACKGROUND The integration of assistive technologies in educational settings offers a promising avenue to enhance the learning experience for students with disabilities. These technologies, including voice recognition software, screen readers, and customizable learning management systems (LMS), have the potential to promote autonomy and engagement by accommodating diverse learning needs. This research will evaluate the effectiveness of these assistive technologies in supporting independent learning among these students. RESEARCH AIM The research aims to assess the usage and accessibility of assistive technologies in GBS, quantify their impact on students with disabilities, and identify the most effective technologies for enhancing learning outcomes. METHODS The study will involve surveys and performance metrics analysis among students with disabilities across various campuses of GBS. Statistical methods, including regression analysis and t-tests, will be employed to analyse the data. RESULTS Expected findings include detailed insights into assistive technology usage patterns and quantitative evidence of their impact on independent learning and academic performance. Recommendations for effective assistive technologies will be provided. CONCLUSION This research is expected to offer empirical evidence on the role of assistive technologies in supporting independent learning for students with disabilities, guiding educational institutions towards creating more inclusive environments.

Balancing Academics and Athletics: Examining Academic and Athletic Identity Profiles in a Large Sample of NCAA Division I College Athletes

College athletes balance academic and athletic roles and, as a result, can hold different combinations of academic and athletic identities. The purpose of this study was to identify common identity profiles in a large sample of Division I (elite) college athletes in the U.S. and to examine these profiles on a number of measures in academics and athletics: performance, motivation (e.g., achievement goals, autonomous motivation, competence, interest, effort, value, persistence, passion), satisfaction, and ethical conduct (e.g., cheating, plagiarism, sportspersonship, gamesmanship, aggression). Profiles were derived in Study 1 (N = 1124) and cross-validated with an independent sample in Study 2 (N = 184). Results showed four common identity profiles: (1) fully engaged college athletes with the highest academic and athletic identities, (2) committed athletes with a low academic identity and a high athletic identity, (3) academics-focused college athletes with an average academic identity and a low athletic identity, and (4) academically unengaged athletes with an extremely low academic identity and a low athletic identity. The identity profiles differed significantly across the measures of academic and athletic performance, achievement motivation (mastery, performance, task, and ego goals), satisfaction, and ethical conduct (academic misconduct, homework cheating, plagiarism, test cheating, sportspersonship, gamesmanship, instrumental aggression) in Study 1, as well as autonomous motivation (competence, relatedness, value/usefulness, effort/importance), academic persistence, and athletic passion (harmonious, obsessive) in Study 2. Taken together, findings provided evidence of both the multidimensional nature of college athletes’ identities and the heterogeneity of the college athlete population. Overall, these findings point to the importance of concurrent examination of academic and athletic identities as separate yet interrelated dimensions in research studies. This approach allows for a comprehensive understanding of college athletes' experiences and provides a more nuanced perspective on their identity development.

Does online education magnify educational inequalities? Evidence from the COVID-19 pandemic

Taking the closure of all primary and secondary schools in China at the start of the COVID-19 pandemic as a quasi-natural experiment, this paper examines the impact of online education on student academic performance and the role of family socioeconomic status (SES) in the K-12 online environment. We employ a difference-in-differences approach and find that online learning has a positive effect on the performance of previous high-achieving students and a negative effect on low-achieving students. Further, employing the difference-in-difference-in-differences method, we find that students from high-SES families improve their GPA by 0.464 points after distance learning relative to disadvantaged students, i.e., the gap between low and high SES performance widens by 16.7 %, and this effect is more pronounced among students in primary schools and in provinces where online education lasts longer. The mechanism analysis shows that high-SES families help their children make academic progress in online education by developing their children's academic locus of control, providing access to information and communication technology, and increasing study time.