Academic Performance Research Articles

Teachers' Attitudes Towards Learners' Autonomy

In order to be successful in higher education, a balanced cooperation between teachers and students is crucial; Involving students in evaluating and making decisions about their learning is important to foster their autonomy. The present study seeks to examine learner autonomy from teachers´ perspectives with the aim of helping the latter reflect on their practices and find out ways to help enhance students´ academic performance and accompany them on their journey towards autonomy. It builds on previous research into learner autonomy from students’ perspectives, which revealed a great awareness of the importance of learner autonomy among Moroccan university students. The article yielded evidence of very promising ground upon which can be built a culture of autonomy in Moroccan higher education. A mixed method approach was adopted to gather data. First, a questionnaire was conducted among 74 university teachers so as to discover 1) how–and if–teachers fostered autonomous learning behaviour in classes; and 2) what their attitudes toward learner autonomy were. Later, semi-structured interviews were conducted with 5 teachers to consider ways to give learners control over their own learning. The findings have confirmed that teachers play important roles in developing learner autonomy. They need to be facilitators of the learning process so that they can support their students emotionally and prepare them to become responsible for their own learning..Therefore, teachers have to reconsider the multiple roles they might play in order to foster their learners´autonomy.

The Influence of Artificial Intelligence Tools on Student Performance in e-Learning Environments: Case Study

This study investigated the impact of AI-powered personalized learning tools on the academic performance and perceptions of pre-service student teachers enrolled in the Educational Technology course, a compulsory component of the Professional Postgraduate Diploma in Teaching program at Ajman University. A quasi-experimental design was employed with 55 students in the experimental group and 55 in the control group. The experimental group utilized AI-powered tools within the Moodle platform, while the control group received traditional instruction. Pre- and post-tests, along with a rubric-based assessment and a questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement. Statistical analysis revealed significant differences between the groups, favoring the experimental group in terms of academic performance and knowledge retention. Additionally, students in the experimental group demonstrated higher levels of critical thinking, motivation, and engagement. These findings underscore the transformative potential of AI-powered personalized learning tools in teacher education. By integrating AI into educational practices, institutions can revolutionize e-learning by providing personalized instruction, intelligent tutoring, automated grading, and adaptive learning experiences. This can enhance student engagement, improve learning outcomes, and reduce the workload of educators. Ultimately, AI empowers institutions to create more effective and inclusive learning environments that cater to the diverse needs of students and prepare them for the future.

Psychological difficulties and the needs for psychological services for high school students

Adolescents experience numerous changes, both psychologically and physically, and they are also the age group with a high prevalence of mental problems that need counseling help. The study aims to assess the difficulties and the needs for psychological support, factors affecting the need to use psychological services among adolescents. A cross-sectional study was conducted on 672 high school students in Thu Duc City, Vietnam. The results showed that there was a statistically significant difference between grades 10–12 in student’s difficulties (DS) and a statistically significant difference in needs for psychological services (NPS, RPS). Additionally, there was a statistically significant difference in academic performance for DS. The findings also implied that RPS was predicted by a DS, NPS, and factors affecting the need to use psychological services (FA), in which NPS and DS were mediators in the relationship between FA and RPS. The study significantly contributes to research practices and the theoretical framework that the parliament and the government use to make counselors mandatory in schools. Meanwhile, the study suggested that school counselors, educators, and teachers must appropriately evaluate students' counseling needs and psychological difficulties; this is essential to providing support and interventions when students deal with challenges promptly.

Postsecondary pathways and graduate earnings: does transfer make cents?

ABSTRACT Post-secondary education (PSE) experienced explosive growth and diversification over the past century, affording students a range of increasingly complex pathways that they can travel to acquire a credential. In various jurisdictions, governments have made significant investments to facilitate student uptake of unconventional transfer pathways that involve stops at multiple institutions. But, there has been limited effort to understand the impact of travelling these unconventional pathways on graduate labour market outcomes. Moreover, existing studies across many jurisdictions typically lack access to detailed measures of academic performance, demographics, and other pertinent controls that could explain the relationship between PSE pathway uptake and labour market outcomes. Through this study we model this relationship by drawing on a large custom linkage between student records from the Toronto District School Board (TDSB) and three large administrative datasets housed in Statistics Canada’s Education and Labour Market Longitudinal Linkage Platform (ELMLP). This linkage offers census-level coverage of the population of interest and allows us to longitudinally track students from their Grade 9 year at the Toronto District School Board (TDSB), into and through Ontario PSE, and then as they enter the labour market. Our analyses unearth a series of pathway-based earnings disparities that prove robust to available controls. We elaborate on the implications of these findings for policymakers and draw attention to their relevance for scholars interested in school-to-work transitions in Canada and abroad.

Towards informed policy decisions: assessing student perceptions and intentions to use ChatGPT for academic performance in higher education

Towards informed policy decisions: assessing student perceptions and intentions to use ChatGPT for academic performance in higher education

Influence of Teaching and Learning Resources Provided by BOM on Students’ Academic Performance in Public Secondary Schools of Kisii Central Sub County, Kenya

Despite interventions by policymakers and implementers in instituting BOM so as to ensure the delivery of quality education in Kenya, performance in some schools has remained poor. According to the Sub County director of education, Kisii has witnessed very poor performance in the Kenya Certificate of Secondary Education (KCSE) examination over the years. To address the situation, the Kisii Central County Education office conducted workshops to capacity-build the BOM members from the entire County in relation to their roles in schools. It was for this reason that the study was to establish the influence of board of management practices on students’ academic performance in public secondary schools of Kisii Sub County. The study adopted a descriptive survey design. The target population consisted of 53 public secondary schools in Kisii Central Sub County with 53 principals, 391 teachers, 689 members of the Board of Management, and 14,776 students. The sample size comprised 44 secondary school principals, 44 assistant teachers, 42 students and 248 members of the Board of Management. This constituted a total sample size of 378 respondents. Data was collected through self-administered questionnaires as well as through interview schedules for the BOM members. A pre-test of the instruments was conducted in three schools using 38 respondents constituting 10% of the study sample. Quantitative data was analyzed using descriptive statistics (frequency counts, the mean, and standard deviation) and inferential statistics (correlation) by employing SPSS version 21.0 and excel computer packages. Qualitative data was organized into themes, and categories as they emerged from the field and presented in narrative form. The analysis of results revealed that teaching and learning resources, staff recruitment and incentives positively and significantly influence the academic performance of students in secondary school. The study recommended that in order to improve the academic performance of students in secondary schools, the BOM should ensure that they provide enough teaching and learning materials to schools to guarantee the performance of students in their academics, recruit competent teachers to improve the teacher-student ratio which is a necessary measure in improving the performance of students in academics, establish the most appropriate method of appreciating teachers and students so as to motivate them to work positively toward improving the academic performance of students

Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

Examining the impacts of school bus travel on students' academic performance in two major cities

AbstractSchool buses are a prevalent mode of school travel that may negatively affect students’ academic performance due to numerous factors, including longer commutes. These extended travel times can introduce or exacerbate mental and physical stressors, including air pollution exposure and bullying, while reducing opportunities for health‐promoting activities like physical activity and sleep. While a few researchers have explored the effects of school bus transportation on academic achievement, the research is limited. In this study, we used data from two major Canadian cities, Toronto and Ottawa, to investigate the relationship between the proportion of students commuting by bus to and from school and the percentage meeting standards on standardized tests. We employed beta regression models to analyze performance in reading, writing, math, and literacy across Grades 3, 6, 9, and 10 while controlling for family and income variables that may influence school travel mode and student achievement. Our findings indicate a significant inverse correlation between school bus transportation and academic achievement for Grade 10 literacy. Longer commutes appear to impair academic performance, given that Grade 10 students presumably spend more time on the bus than younger students. Notably, the negative effects on literacy outcomes are greater than on math.

Effects of SI-PASS on a high-risk course – A randomized controlled trial

BackgroundSI-PASS is a structured academic support program employing successful later-year students to facilitate peer-learning sessions attached to high-risk courses, specifically here statistics for psychology at ULiège. The research translates as: How much does this method improve academic performance and impact socio-affective perceptions in first-year students? AimsThis study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition. SampleParticipants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial. MethodsParticipants were assigned to either participate to the SI-PASS scheme or not during the first semester following a randomized controlled trial with stratified random assignment method. Then, the whole cohort enlisted for the course was analyzed to validate supplementary hypotheses. ResultsThe first step of the study reveals no difference between both groups on academic performance, unless the level of attendance is considered; nor does it identify any significant impact on socio-affective variables. The second step consisted in the comparison of the experimental group and the group of students who chose not to volunteer for SI-PASS and resulted in significant improvement in academic performance in favor of SI-PASS. ConclusionsThis delivered significant results in favor of the program but only when attendance is considered, thus offering empirical evidence that a genuine experimental design is likely to mitigate the effects found in a tradition of quasi-experimental designs. These results are valuable for the SI-PASS community, where randomized trials are still scarce, and for higher education institutions seeking evidence-based assistance.

Job Security as a Determinant of Academic Staff Performance: Evidence from Public Universities in Uganda

In today’s competitive higher education landscape, improving academic staff performance is essential for institutional success. This study investigated the relationship between employee job security and academic staff performance in three key areas: teaching, research, and community engagement at four public universities in Uganda. To understand how job security influences these domains, a cross-sectional survey design was utilised, with a sample of 350 participants selected through stratified random sampling. Data were collected using structured, close-ended questionnaires and analysed with IBM SPSS, employing both descriptive and inferential statistics. The findings indicated that job security has a statistically significant positive effect on academic staff performance across all three areas, with teaching (R = 0.260, R² = 0.067), research (R = 0.312, R² = 0.097), and community engagement (R = 0.278, R² = 0.077) demonstrating modest correlations. As a result, the study rejected the null hypotheses, confirming that improved job security can enhance academic staff performance in these critical domains. However, the modest effect size suggests that job security alone may not lead to substantial performance improvements. Therefore, it is recommended that universities prioritise enhancing job security through clear policies and institutional support measures, including competitive remuneration, comprehensive health insurance, and opportunities for career advancement, while also implementing innovative strategies to foster a stable and supportive working environment that boosts productivity and overall outcomes

Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p < 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The research concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.

Sekolah Rasa Pesantren: Implementasi Kurikulum Integratif di Aya Sophia Islamic School

This article discusses the implementation of integrative curriculum management at Aya Sophia Islamic School, which combines the National Education Curriculum and the Madrasah Diniyah Curriculum. This research uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observation, and literature study. The results showed that this curriculum integration creates a holistic learning environment, where students not only achieve good academic performance but also experience character and moral strengthening through in-depth religious teaching. Parents report high satisfaction with their children's academic and attitudinal progress, making Aya Sophia Islamic School an attractive option for parents seeking quality education. The theoretical, practical and managerial implications of this study point to the need for more support in the development of an integrative curriculum as well as continuous training for teachers. This article concludes that Aya Sophia Islamic School deserves to be a model for other educational institutions in Indonesia, with its ‘school-flavoured boarding school’ approach that is effective in shaping a smart and noble generation.

Contribution of Smart Learning on Students’ Academic Competences in Private Universities in Rwanda

The integration of smart learning in teaching and learning process can be successful and increase Students’ academic competences as long as smart learning facilities are integrated. This study titled “contribution of smart learning on students’ academic competences in private universities in Rwanda” assessed the contribution of smart learning technologies on students’ academic performance and explored the relationship between smart learning and students’ academic competences in private universities in Rwanda. In order formulate research design, the study was guided by system and flipping classroom theory. The research adopted a descriptive research design. The targeted population of the study was 400 respondents who were sampled by using Yamane’s formula of sample calculation to become 200 composed by 7 Staff members, 23 lecturers and 170 students. The staff members were purposively chosen while students and lectures were simple randomly sampled. The data collection tools used in this study were Questionnaires and interview. In order to analyses data, the study adopted descriptive, quantitative and qualitative techniques. Through retesting piloted study, reliability was employed by using accurate valid measures. The results showed that the use of smart learning facilities has improved the students’ competences in campuses where 70.6 % strongly agree and 15.9 % answered agree. The study further confirmed that smart learning tools engage and motivate students’ learning process where 71.2 % responded strongly agree and 17.1% responded agree. The study concluded that there was a correlation between smart learning and students’ academic competences where Karl Pearson coefficient of correlation was 0.751, which means the smart learning, contribute to the students’ academic competences. The study recommended that through ministry of education government of Rwanda need to increase fund allocated in supporting private universities. Higher Education Council also need to increase its intensive monitoring and evaluation on the effective use of smart learning within campuses. Lecturers need allow all students to interact with computers and smart digital tools.

The Impact of Creative Arts on Student Engagement and Learning

The integration of creative arts in education has shown potential in enhancing student engagement and learning. This study investigates how creative disciplines such as visual arts, music, and drama contribute to deeper cognitive, emotional, and social engagement in primary and secondary education. Drawing on theories of creativity and constructivism, the research utilizes a mixed-methods approach, involving case studies and surveys, to explore the effects of creative arts on student motivation, problem-solving, and academic performance. Findings indicate that students participating in creative arts activities exhibit higher engagement, adaptability, and positive learning outcomes. The study highlights the transformative role of arts-based learning and calls for greater incorporation of creative arts in the curriculum to foster holistic educational development. Keywords: Creative Arts, Student Engagement, Learning, Visual Arts, Music, Drama, Cognitive Development.

Presenteeism among teachers and administrators in primary and secondary schools in Morocco case study: The Moroccan public school system

This research is conducted with the aim of studying presenteeism among teachers and administrators in Moroccan public schools. It seeks to enhance knowledge and understanding of a recently recognized subject, namely, presenteeism. Presenteeism is a novel concept in organizational behavior that describes an individual who is physically present yet mentally disengaged. It denotes productivity that falls below expectations despite the employee's attendance and presumed competence, and it encompasses subpar performance by an employee who reports to work while being unwell. It also includes a phenomenon of excessive presence in the workplace. Empirical research on presenteeism is reasonably plentiful, mostly in the domains of medical and management, but empirical studies in the realm of education are exceedingly scarce. This research seeks to enhance our comprehension of presenteeism by identifying the factors that compel teachers and administrators to engage in it, as well as by elucidating the repercussions that ensue from this behavior. This study is carried out at primary and secondary schools in Casablanca, specifically at the Elfida Mers Sultan Directorate, using a sample of 32 instructors and 20 administrators. Key findings indicate that presenteeism is an under-recognized but widespread phenomenon, with 55.8% of participants admitting to having worked while ill. Contributing factors identified were workplace conflicts, demanding schedules, health problems, burnout, advanced age and lack of training in this area among administrators. The effects of presenteeism have a negative impact on student engagement, academic performance and lead to behaviors such as inattention and classroom disruptions.

Balancing excellence and equity in predictive college admissions: insights from the University of the Philippines

ABSTRACT The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions.

The impact of conditional cash transfer (CCT) on health and education in a coastal community: A randomized control trial (RCT) and regression discontinuity design (RDD)

This study evaluates the impact of the Pantawid Pamilyang Pilipino Program (4Ps), a national conditional cash transfer (CCT) on the health and education of beneficiaries in the coastal community of Maangas, Presentacion, Camarines Sur. It compares households receiving 4Ps benefits to a control group of non-recipients with similar sociodemographic characteristics to establish counterfactuals. Using a Randomized Control Trial (RCT) approach, data were collected from 157 participants in each treatment and control group through structured questionnaires. Descriptive statistics were utilized to analyze the economic profiles of respondents, revealing diverse representations. Logistic regression models unveiled significant correlations between attendance, dropout rates, and various predictor variables, notably the 4Ps program and eligibility, location, household size, and perceptions. Regarding health outcomes, the analysis demonstrates the positive impact of 4Ps membership on reducing child mortality, improving child growth, and promoting healthcare-seeking behaviors. Factors such as clinic visits, health insurance, and health beliefs also significantly influence health outcomes. RDD underscores the effectiveness of the 4Ps program in poverty alleviation, with eligibility playing a key role in enhancing income outcomes among beneficiaries. Prioritizing access to healthcare services, reinforcing the importance of regular clinic visits, and optimizing child health outcomes are crucial steps towards sustainability of the program. Tailored interventions based on enrollment status and academic performance can help prevent student attrition. Providing aid to coastal communities and embedding livelihood support programs in 4Ps can break the cycle of poverty by integrating these initiatives into the current structure of the program.

The Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates.

To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China. A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively. (a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction. This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.

The silver lining of parental migration on left‐behind adolescents' academic well‐being in China: A systematic review

AbstractThe well‐being, particularly academic performance, of left‐behind children (LBC) by their migrant parents has been studied. Although extensive literature pronounces the adverse impact of parental migration on LBC's academic outcomes, a growing body of evidence has found that these children might perform equally or even better academically than non‐left‐behind children (NLBC), which inspires the present review. This innovative study has systematically reviewed previous studies to provide evidence of a silver lining for parental migration and its implications. We searched for relevant studies from reliable sources and screened them between January and April 2023, following the PRISMA guidelines. After two authors independently screened the title, abstract and full text, 11 potential studies that met the inclusion/exclusion criteria were reviewed. The results indicate that eight eligible studies found no significant difference in academic performance between LBC and NLBC, while the remaining studies showed that LBC outperformed NLBC. Additionally, the age of left‐behind children, the duration and reasons for parental migration and household remittance practices were key factors in determining the resilience of LBCs towards academic engagement and performance. The present review findings suggest that future studies need to examine the positive consequence of parental migration on LBCs' academic and nonacademic outcomes by performing rigorous and robust methodology that unfolds and provides casual relationships, which insist on feasible practical and policy effective implications.

"Nomophobia: Prevalence, Associated Factors, and Impact on Academic Performance Among Nursing Students"

BackgroundThe literature offers limited and conflicting evidence regarding the prevalence, associated factors, and impact of nomophobia on nursing students' academic performance. ObjectiveThis study aimed to investigate these aspects among nursing students. MethodA cross-sectional design and convenience sampling method were used to recruit 500 nursing students. Data were collected using a demographic information form and a nomophobia questionnaire. Students were categorized into two groups based on their previous semester grade point average (GPA): strong (GPA > 15) and weak (GPA ≤ 15). Descriptive and inferential statistics, including the chi-square test and linear regression, were used for data analysis in SPSS-18 software. ResultsThe study found a considerable prevalence of nomophobia (approximately 80%) among nursing students. Significant differences in nomophobia scores were observed based on gender and primary smartphone usage. However, no statistically significant difference was found in mean nomophobia scores between strong and weak students, nor was there a significant correlation between nomophobia scores and academic performance. ConclusionThis study highlights the high prevalence of nomophobia among nursing students and its potential implications for their physical and mental well-being. Although no significant association was found between nomophobia and academic performance, educating students about the potential risks of nomophobia and encouraging responsible smartphone use remains crucial. Future research should focus on developing interventions and preventive strategies to mitigate the adverse effects of nomophobia.