Academic Results Research Articles

Human resources for the development of higher education and academic culture of achievement and continuous learning

This paper discussed the development of high-endowment resources and academic culture in learning achievement and sustainability. We get the data online and analyze it under a distinctive approach involving data coding systems, in-depth data interpretation, and drawing conclusions that answer problems with high validity. Our data search is specifically for literature released ten years ago because the development of universities with their vital human resources has experienced extraordinary developments in the last ten years. After a series of analyses, interpretations, and discussions, the results include developing university resources and achieving academic results. A sustainable learning culture will only be possible when the university can optimize existing resources: having a culture of increasing success in obtaining specialization makes high career future opportunities and building relationships that lead to career support after getting knowledge in college. Thus, these results benefit similar studies in the future.

The impact of online teaching on Geology degree programs during COVID-19: A case study from the University of Barcelona (Spain)

The sudden shift during the COVID-19 lockdown from face-to-face to online teaching clearly impacted degree programmes in Geology characterized by a substantial practical teaching methodology. This study analyses the suitability of online teaching in the degree at Geology of the University of Barcelona by: (a) describing the strengths, weaknesses, opportunities, and threats (SWOT) from the point of view of online teaching and learning, (b) addressing two surveys to teachers and students to explore the consequences of online teaching on learning and gained competencies, and (c) analyzing pre-, syn- and post-pandemic academic results. Results show that both teachers and students value the learning resulting from online activities and the acquisition of new skills. However, some perceived that critical competencies cannot be achieved online, such as the field and laboratory work required for professional development. Moreover, students had difficulties maintaining attention and starting discussions, while instructors had difficulties properly monitoring students such as to control exam fraud, due to the lack of the necessary tools. Online teaching during the pandemic influenced instructors’ grading of students and likely led to some leniency with grading, as teachers admit, consistent with the higher student grades and decrease in second-chance examinations in 2019–20. We conclude that in a potential new online or blended teaching scenario, the full acquisition of practical and communicative competencies is a key point that should be accurately managed in Earth Science degree programmes.

The focus on achieving results and the consequences for teachers in schools in England

ABSTRACT This paper reflects on the challenges that exist for school teachers in England. The research is based on semi-structured interviews with English primary (n = 10) and secondary (n = 10) teachers. The research reveals that too much emphasis is placed on achieving successful academic results in schools in England and that the focus on the highest and lowest achievers results in the middle range learners receiving less attention than is necessary for their successful academic development. Four key themes appear from the interview data and link back to the organisational culture of primary and secondary schools in England and the consequences that this has for the practitioners who are working in these settings. The research findings reveal that primary and secondary schools in England are overly driven by examination results, and that the leadership structures of the schools are considered to be anachronistic. Moreover, there appears to be an absence of forms of education that are interpreted as being enterprising and this works against collaborative professional development. The research develops the argument that instead of emphasising the importance of results, collaborative approaches to enabling professional development for practitioners in schools are necessary.

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

Purpose : The objective of this work is to investigate the effect of synchronous and asynchronous activities on the academic performance of university students. For this purpose, the academic results obtained and the involvement and motivation of the student and the teacher in the different learning methodologies involved are analyzed. Students’ perception of the effectiveness of the flipped class with the face-to-face classroom and online methodologies is compared to that of the traditional learning methodology. Design/methodology/approach : Data were collected from undergraduate students in three marketing courses and were analyzed through a quantitative descriptive, quasi-experimental and cross-sectional study. Academic performance with the different learning methodologies and the effect of synchronous and asynchronous activities on academic performance were compared using logistic regression on each course and methodology. Findings : The results showed that academic performance in synchronous and asynchronous activities was better in the flipped class, except for synchronous activities in the online flipped class. In addition, the best academic performance was obtained in the face-to-face inverted classes. The explanatory effect of asynchronous activities on academic performance was also identified. The greatest predictive capacity and the best prognosis were obtained in the online inverted classes. Students expect to obtain satisfactory results with the inverted class methodology and perceive it as effective, although they prefer a mixture of inverted classes and the traditional methodology. Originality/value : We contribute to theoretical and practical research with this new model to study the influence of the flipped learning methodology and asynchronous and synchronous activities on academic performance. We believe that these results, despite the specific and limited scope of the study, will be of great interest to the teaching community and contribute to improving the motivation and performance of students, which constitutes a main challenge in the higher education system.

Quality and equity in the Peruvian education system: Do they progress similarly?

This study aims to understand the relationship between quality and equity in different regions of Peru. The academic results of students in Language and Mathematics in the second and fourth years of Primary Education from 2007 to 2018 were analysed. The results indicate improvements in the scores and a more homogeneous result distribution in the country, and show that area, poverty index, investment in education, permanence, and enrollment rates affect academic results and the coefficient of variation, and that the latter is also affected by subject and GDP. Lower scores are attributed to rural areas, with public centres presenting the greatest inequalities. Finally, slight increases in the socioeconomic index of families with fewer resources have an effect on score improvement.

VALIDATION OF URDU FORMS OF BULLYING SCALE IN PAKISTANI ELEMENTARY CHILDREN

Ponte Academic JournalJun 2023, Volume 79, Issue 6 VALIDATION OF URDU FORMS OF BULLYING SCALE IN PAKISTANI ELEMENTARY CHILDRENAuthor(s): Sanam Nawaz ,Asia MushtaqJ. Ponte - Jun 2023 - Volume 79 - Issue 6 doi: 10.21506/j.ponte.2023.6.1 Abstract:Over the past two decades, researchers and professionals have paid considerable attention to the phenomenon of bullying. Bullying behavior and victimization at school have been demonstrated to be connected with negative social, physical, psychological, and academic results. As a result, it\'s crucial to have a reliable psychometric evaluation method to measure bullying and victimization. The objective of this study was to investigate the reliability and validity of the Forms of Bullying Scale (FBS), a self-report screening tool, among a sample of Pakistani students. 500 students that were recruited from public schools in Rawalpindi, Pakistan, completed the questionnaire. The results showed that the current factor structure for Pakistani adolescent populations was supported by the confirmatory factor analysis. Additionally, the Urdu FBS showed great internal consistency, adequate goodness of fitness indices, and convergent and divergent validity. Overall, the findings revealed that the FBS in Urdu would be a reliable tool for measuring both victimization and perpetration among adolescents. Recommendations and limitations are discussed within a cultural context. Download full text:Check if you have access through your login credentials or your institution Username Password

Does Parental Income and Education Improve Academic Achievement?: A Case of Public High School Students at Tangerang Municipality

Does Parental Income and Education Improve Academic Achievement? A Case of Public High School Students at Tangerang Municipality. Objectives: The study aims to examine the relationship between parents' socioeconomic status and the academic achievement of public high school students in Tangerang City. Methods: This research is a cross-sectional survey of 660 public high school students—the primary data was obtained through a questionnaire that has been tested for validity and reliability. The questionnaires were distributed to the participants using the students' WhatsApp groups. The author used a binary logit regression model for data analysis. Findings: The results showed that socioeconomic status significantly impacts on academic achievement. Parents with high socioeconomic status are more likely to improve their child's academic results. Meanwhile, the composition of parents' socioeconomic status that contributes more dominantly to increasing academic achievement is the father's income and education and the mother's education, but not the mother's income and asset. Conclusion: Thus, one of the determinants of the academic achievement of high school students is the socioeconomic condition of their parents. The results of this study provide not only an expansion of the education science and education economics literature but also empirical implications for parents and secondary education policymakers. Keywords: academic achievement, parental income, parent education. DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202318

Gamification and discovery learning: Motivating and involving students in the learning process

The widespread use of new technologies by students has forced universities to include active methodologies in their pedagogy. This process has accelerated due to the COVID-19 pandemic, introducing innovative changes in pedagogy. This has motivated many lecturers to increase student motivation. The need to keep the students' attention during long and tedious theoretical sessions has motivated this contribution. Furthermore, the need for students to develop their Web search skills and development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding has inspired this contribution. This paper presents the results obtained from the implementation of gamification and Discovery Learning instructional model in the Software Engineering subject of the Computer Science degree in the course 2021/2022. The joint use of gamification and the Discovery Learning instructional model through Webquests has never been studied before. They help students to better acquire the knowledge taught in class. The gap in the combination use of gamification and Discovery Learning instructional model compared to previous studies using one single method show an improvement in academic results, greater motivation on the part of the students, greater creativity and ability to put what they have learned into practice.

Gender Role Conflict and Male Nursing Students' Academic and Program Success.

Despite calls to increase the proportion of men in nursing, little change has occurred, and anecdotal accounts suggest poor retention of men in nursing programs. This study explored the role that gender role conflict (GRC) may play in men's academic success. Men in a large nursing program (n = 123) in the United States were surveyed to explore their GRC upon entry to their nursing program and then again 1 and 2 years later. GRC results, academic test scores, and indicators of program success were analyzed to explore GRC patterns over time and the influence of GRC on academic and program outcomes. GRC did not significantly influence most measures of academic success, program completion, or NCLEX-RN results. GRC does not appear to influence academic or program success; however, additional research is needed. [J Nurs Educ. 2023;62(1):42-46.].

Calibration alternatives to logistic regression and their potential for transferring the statistical dispersion of discriminatory power into uncertainties in probabilities of default

The transformation of credit scores into probabilities of default plays an important role in credit risk estimation. The linear logistic regression has developed into a standard calibration approach in the banking sector. With the advent of machine learning techniques in the discriminatory phase of credit risk models, however, the standard calibration approach is currently under scrutiny again. In particular, the assumptions behind the linear logistic regression provide critics with a target. The previous literature has converted the calibration problem into a regression task without any loss of generality. In this paper, we draw on recent academic results in order to suggest two new single-parameter families of differentiable functions as candidates for this regression. The derivation of these two families of differentiable functions is based on the maximum entropy principle, and thus it relies on a minimum number of assumptions. We compare the performance of four calibration approaches on a realworld data set and find that one of the new single-parameter families outperforms the linear logistic regression. Further, we develop an approach to quantify that part of the general estimation error of probabilities of default which stems from the statistical dispersion of the discriminatory power.

Learning Enhancement of Control Engineering: A Competition-Based Case

The transition from academic training to professional life is not an easy task. In recent years, various learning enhancement methodologies have emerged to reduce this gap, which focuses on both soft and technical skills. Specifically, Competition-Based Learning (CBL) seeks to improve learning and motivation through the competitive component, which has detractors and defenders. In this framework, the present work proposes a national competition, CIC2022, within the field of control engineering that uses a testbed with an Unmanned Aerial Vehicle (UAV) for helping to link theory and practice. The main objective is to analyze the results of CBL on learning. In addition to explaining the characteristics of the competition and the academic results obtained, a survey answered by participants provides conclusions on the effectiveness of the methodology and other issues related to the contest. Greater motivation and teamwork promoted the active learning of students and improved the autonomous acquisition of technical skills.

Analysis of the Socio-economic Factors of Poor Academic Results and Predicting Probable Solutions of Major Factors

Analysis of the Socio-economic Factors of Poor Academic Results and Predicting Probable Solutions of Major Factors

HIGHER QUINTILE SCHOOLTEACHER’S BELIEFS OF PERSONAL AND CONTEXTUAL CHALLENGES IN PROMOTING SELF-REGULATED LEARNING SKILLS

Ponte Academic JournalJun 2023, Volume 79, Issue 6 HIGHER QUINTILE SCHOOLTEACHER’S BELIEFS OF PERSONAL AND CONTEXTUAL CHALLENGES IN PROMOTING SELF-REGULATED LEARNING SKILLSAuthor(s): Vanishree Ragvan ,Bernadette Geduld, Byron BuntJ. Ponte - Jun 2023 - Volume 79 - Issue 6 doi: 10.21506/j.ponte.2023.6.2 Abstract:The province of KwaZulu-Natal in South Africa has manifested a myriad of contextual factors that impact on the academic performance of learners. Researchers emphasize the importance of self-directed teachers and self-regulated learners to foster 21st century skills to improve academic results in schools. Challenges exist regarding the development self-regulated learning skills (SRL). To test the assumptions that higher quintile schools are generally well-resourced and have favourable teaching environments for the development of SRL skills, we conducted a qualitative study which utilized semi-structured interviews to collect data from 16 secondary school teachers. We explored their beliefs of personal and contextual challenges in developing SRL skills. Higher quintile schoolteachers, like lower quintile schoolteachers, experienced personal, and contextual challenges to develop SRL skills. This will change how the Department of Basic Education motivates teachers and present professional development courses to enhance pedagogical knowledge of SRL skills development. Download full text:Check if you have access through your login credentials or your institution Username Password

PWA based solution for college management

PWA-based College Management System is an essential digital platform for a university or an institution to make the process digital and also reduce manpower. The main objective of this study is and step towards a seamless process to develop a framework and to understand the properties that a secure online platform must satisfy to reduce redundancy. DMCE-TechniQ is a bridge between teachers and students. It is a progressive web application that is the new technical way to manage all the college activities related to teachers and students. In the existing systems, all the activities are done manually by a person and it is costly and time- consuming. In our proposed system, students can view results, view events, viewing attendance for students while the teachers can mark the attendance for students, using Android/IOS phones and the attendance sheet will get generated automatically. The data will be stored with the help of the firebase database. The Teacher or the student should be a registered user. The faculty can log in to their college account through the app itself and can update the academic result like internal exam marks obtained by the students. In this system, students have easy access to all the activities of the application through authentication. Students are not permitted to add or delete any data. Admin module maintains the student's marks in internal college exams. Any new notice for a particular semester will be uploaded by teachers through an application notifying respective semester students. Student attendance is also monitored by the teachers through the application.

A Comparative Analysis of Business Students' Performance and Perception on Online vs. Face-to-Face Peer-Assisted Learning

This paper first compares the academic performance of business students who participated in online and offline peer-assisted learning during 2018–2022. The purpose of the study was to evaluate if quantitative academic result was impacted by the mode of delivery. Interviews were then conducted with students who attended/taught both modes of classes to solicit their personal qualitative feedback. Key research questions and issues to be studied include: (1) any objective difference in academic performance (as measured in course GPA) between students attending online and face-to-face sessions; (2) any perceptible difference in learning effectiveness; and (3) any perceptible difference in communication with both leaders and peers during class. After investigation, it was found that both delivery modes offered a similar level of student academic performance and learning experience, and there was no evidence to suggest that peer-assisted learning was impacted by the mode of delivery. Reasons could be concluded as small class size, high level of technological literacy, and voluntariness. Though student interviewees mostly agreed that both online and face-to-face peer-assisted learning were equally effective, if they were to choose between the two, all of them would opt for physical classes as they stimulated greater learning motivation.

КОНЦЕПЦИЯ КУЛЬТУРНОГО ИНТЕЛЛЕКТА В ПРАКТИКЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

In the context of increasing intercultural interaction in education, the knowledge of specific features in other cultures and the ability to use the tools enabling more effective intercultural communication in the educational process is of particular importance. The concept of cultural intelligence is aimed at successful intercultural communication, but now its description in the field of language learning is fragmentary. The purpose of the article is to analyze the concept of cultural intelligence and to highlight characteristics relevant to teaching a foreign language (on the example of Russian as a foreign language). The paper describes the concept of cultural intelligence, as well as the main directions of the application of the theory in an educational context (from the teacher’s perspective, from the student’s perspective and from the teaching materials’ perspective). The study’s novelty is related to the analysis of learning materials for their potential to have a meaningful impact on the level of cultural intelligence of students. Comprehensive understanding of the above- mentioned issues allow highlighting the key areas of empirical research that exist now, as well as outlining the prospects for further research. Thereupon, of particular interest are the studies of cultural intelligence and ethnic identity of students in the context of the mutual influence of these parameters on the organization of the educational process and academic results of students

Assessment of Socio-economic Status and Personality Traits on Academic Performance of Second Year MBBS Students: A Cross-sectional Study from a Teaching Hospital of Eastern India

Introduction: The skill and quality of doctors largely depend on their academic performances. Examination scores of medical students can be impacted by their personality and Socioeconomic Status (SES). Identification of the effects of different personality traits and socioeconomic profile on the academic results of medical undergraduates can help to identify the vulnerable groups and consider possible support by counselling, financial aids and policy formulation. Aim: To assess the correlation of personality traits and SES with the academic performances of undergraduate medical student based on the marks scored in the second professional Bachelor of Medicine and Bachelor of Surgery (MBBS) examination. Materials and Methods: An observational cross-sectional study of 10 months duration from May 2017 to February 2018 was done on 143 students of sixth semester (Part I) of MBBS course, in a Government Medical College of Kolkata, West Bengal, India. Participants filled up the Big Five Inventory (BFI) questionnaire that evaluates dimensions like extraversion, agreeableness, conscientiousness, neuroticism and openness, and the Kuppuswamy’s SES scale form which considers education of the head of family, occupation of head and monthly family income. The examination marks were collected from the student’s section of the institution. Demographic parameters of the population like age, gender and religion were considered. Data was tabulated in MS Excel spreadsheet and a descriptive statistical analysis was performed. Any correlation of the study parameters with student’s academic performance was determined through statistical analysis using Spearman correlation coefficient and p≤0.05 was considered significant. Results: Among the participants of the study (n=143), a mean age of 21.53 years was observed with male:female ratio of 2.04; about 87.41% of the students were Hindu while rest were Muslim. The results showed conscientiousness (r=0.1842) and neuroticism (r=0.1799) were correlated with total academic score as well as openness to pathology (r=0.1783) and forensic medicine (r=0.2362). Higher SES positively affected the results in microbiology (r=0.1698). Occupation of the head of the family was correlated positively with total marks (r=0.1677) and performances in microbiology (r=0.2256) and pathology (r=0.1919). Conclusion: Conscientious behaviour, an attitude of openness and even neuroticism, can contribute to better grades. Higher occupation of the head of the family may also contribute positively. Appropriate counselling to nurture beneficial personality traits and adequate guidance by mentors may help students achieve better academically.

Self-Efficacy, Motivation and Academic Performance of Senior Secondary School Students in Damaturu, Metropolis, Yobe State Nigeria

This study examined the teacher’s self-efficacy, motivation and academic performance of senior secondary school students in Damaturu, Metropolis, Yobe State Nigeria. Two research hypotheses were raised and tasted. The study adopted a correlation research design. The study has the total population of 2,998 teachers spread across the 9 secondary schools in Damaturu Metropolis. A sample of 250 teachers were selected from six (6) senior secondary Schools in Damaturu Metropolis by using multistage sampling techniques. The study used two instruments for data collection: The teachers’ sense of efficacy scale and Students’ termly academic results. The internal consistency of the items was established to be 0.94 using Cronbach Alpha Statistical Method. Data Collected were analyzed using Pearson Product Moment Correlation at <0.05 level of significance. The results of the study indicated that, teachers’ self-efficacy was found to have significant positive influence on academic performance of students. Similarly, teachers’ motivation is significantly related with students’ academic performance of students. The researchers concluded that proper training and work on motivation of the teachers towards the teaching should be improved. As such, the study recommended that, government should enhance professional training for teachers’ welfare and teachers’ educational programmes to develop a sense self-efficacy and motivation for teachers.

Effectiveness of professional learning community programmes to improve school quality

The school is a professional learning community. This study aims to examine the effectiveness of professional learning communities (PLC) in improving the quality of schools. The method used in this research is a mixed method that is carried out in two stages. The correlational method was used to examine the correlation between school quality and the implementation of the PLC programme. Experimental methods are used to examine whether PLC can improve school quality. This study involved 3 secondary schools with an average age of 14–18 years. The results show that there is a high correlation between the level of school quality and the implementation of the PLC programme. In addition, the PLC programme has proven to be effective in improving the quality of schools in terms of teacher competence and student academic results in the fields of language and mathematics. This research provides an overview for stakeholders in schools regarding the importance of collaboration among staff. The implication of this research is that school heads can apply PLC programmes to improve the quality of their schools by prioritising collaborative learning between teaching staff and students. Keywords: Community of professional learning (PLC), school quality, teacher and students’ competence.

Роль университетов в развитии предпринимательского потенциала студенческой молодежи

The article considers the role of the academic environment of universities in developing the entrepreneurship among students. The entrepreneurship in the Russian Federation is currently going through a new stage of development, a separate area of support is developing the youth entrepreneurship, including the student entrepreneurship, which is expressed, among other things, in launching the Federal Project “Platform of University Technological Entrepreneurship”. There has been analyzed the methodology of The Princeton Review &amp; Entrepreneur ranking of the US and European universities that develop students’ entrepreneurship including a list of educational courses, measures to support student entrepreneurial initiatives, and a system of educational entrepreneurial events. The rating of entrepreneurial universities of the Russian Federation developed by the Expert RA agency is considered. This rating does not take into account the degree of development of the internal entrepreneurial environment of universities; the basis for the formation of the rating is the career results of the graduates. A standardized survey of students of the Institute of Economics and Entrepreneurship conducted in one of the leading universities of the Volga Federal District demonstrates a rather high interest among students in the development of entrepreneurial competencies and recognition of the importance of the university platform for the development of their business ideas. Two models for the development of the internal entrepreneurial environment of the university are proposed: educational and financial. It has been stated that the leaders of modern universities introducing elements of the development of entrepreneurial competencies in the main educational programs must take into account the difference in students’ interest groups. The degree of mastering the entrepreneurial competencies by a group of students should not affect their academic results.