Academic Scores Research Articles

Synchrony in Learning: Investigating the Connection between Student Adjustment and Academic Performance

Adjustment is an important part of human life because it gives people the power and strength to make positive changes in the world around them. The need for adjustment extends beyond the classroom to include classmates, instructors, curriculum, any other school activities and background setting of that place. Those who possess the ability to adapt to the ever-changing conditions in their surroundings have the potential to achieve harmonious living and maintain a contented and well-rounded existence. The present study comprised 191 secondary school students of Sirmaur district, Himachal Pradesh. The method used in the current research was a descriptive survey and stratified random sampling technique was utilized in order to organize and collect data on the basis of gender and locality. The Adjustment Inventory for school students, which was established by A.K.P. Sinha and R.P. Singh and incorporates 60 items evenly split between emotional, social, and educational adjustments, was deployed to measure the level of adjustment of the students. From the previous records, academic scores were taken as academic performance of the students. There is no significant difference of adjustment scores between male and female students of secondary school but highly significant difference (t value 4.376) between urban and rural students. girls are more well-adjusted result shows that rural students are more adjusted than urban students as maximum students of rural area are in good category highly negative correlation between adjustment problems and academic achievement scores of secondary school students.

Exploring the nexus between university sustainability practices and academic performance: An empirical analysis of the QS sustainability ranking and four world university rankings.

Universities, as agents of change, are expected to contribute to society's most pressing challenges, particularly the 21st century's central issue of sustainability. Amid growing expectations from governments, society, and an increasingly conscientious student body, universities have undergone significant institutional adjustments to incorporate sustainability into their core missions of education, research, and outreach. As universities worldwide increasingly engage in sustainability practices, the question arises: How do these sustainability endeavours correlate with academic performance on a global scale? This article, using data from the QS Sustainability Ranking and four prominent academic ranking (THEWUR, ARWU, QSWUR and USWUR), investigates this link. The study explores whether sustainability relates to the academic performance of universities, the validity of the relationship when academic scores of the four rankings are aggregated, and its dependence on country-level sustainability performance scores. Findings reveal that sustainability practices have a reflection on the university rankings, providing a global competitive advantage for universities. While this study incorporates aggregated scores as a methodological innovation addressing the lack of uniformity among ranking systems, it recommends the inclusion of university-level control variables (such as faculty expertise, university budget, infrastructure) and government and policy variables in future studies to ensure robustness of the results.

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

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

Activation of Students' Cognitive Activity through Physical and Health-Improving Activities

The methodology for developing cognitive activity through physical and health-improving activities is thoroughly examined for primary school students. Regarding the methodology for developing cognitive activity through physical and health-improving activities for middle school students, there are practically few developments, and recommendations are often given in a general form. Thus, the issue of the impact of physical and health- improving activities on the cognitive activity of middle school students is still largely unexplored and has not yet received scientific substantiation. The article determines the influence of the level of physical working capacity on the cognitive activity of 6th-grade students. A method for activating cognitive activity through small forms of physical culture is presented. The study involved the analysis of literary sources and internet resources; analysis of students' academic performance; research on physical working capacity; speed of thinking; determination of the average academic score; mathematical statistics methods using the SPSS program: the Kolmogorov-Smirnov one-sample test; Pearson correlation.

Use of Fuzzy Logic in Determining the Academic Achievement of Secondary School Students in Mathematics Class

Many studies have been found in the field of education using the fuzzy logic approach. However, no study has been found examining the academic achievement of secondary school students in mathematics. The research data consists of the exam notes of the 1st term 1st and 2nd Mathematics course of the 2023-2024 academic year in Kütahya. The study consists of the exam scores of 876 students studying in 4 secondary schools in the center of Kütahya. To study a fuzzy logic-based two-input and single-output system was designed using Fuzzy Logic Toolbox in the Matlab program. Totally 9 fuzzy rules were created. The academic success was evaluated first with classical method and then with the designed fuzzy-based model. According to the results obtained, it has been observed that there is a high positive relationship between fuzzy logic method and classical logic method. It was academic success score obtained fuzzy logic method was less than classical logic method for grades 5 and 7. But it was obtained fuzzy logic method was more than classical logic method for grades 6 and 8. In conclusion was reached in favor of fuzzy logic due to fuzzy logic method gives more flexible results.

The Critical Role of Soft Skills in Engineering: Enhancing Performance and Career Advancement

Today’s engineering graduates seeking jobs require a combination of technical abilities and the right soft skills, as organizations prefer a professional individual who has developed an overall personality that encompasses both professionalism and alignment with society, rather than relying solely on qualifications and academic scores. The 21st-century workforce has changed the way they define job skills, with managers prioritizing non-technical (soft) skills in addition to technical skills, as having these alone is no longer enough in today's competitive market place. This article aims to analyze the significance of soft skills in the engineering sector, as highlighted in the literature review. An understanding of these soft skills is crucial for organizations to optimize the levels of productivity amongst their employees and for individuals desiring to advance their futures within a competitive job landscape. This article attempts to shed light on these soft skills in the hopes of investing in training program designs that can maximize engineers professional efficacy and career successes within their industry, engineering.

Meningkatkan Keaktifan Siswa Kelas IV Fase B dalam Pembelajaran Agama Katolik Melalui Model Problem-Based Learning (PBL) di SDN 15 Teluk Pongkal

This study aims to enhance the activity of fourth-grade students in Phase B of Catholic Religious Education at SDN 15 Teluk Pongkal through the implementation of the Problem-Based Learning (PBL) model. PBL was chosen because it encourages students to think critically and actively participate in the learning process. In this learning approach, students are engaged in solving problems that are relevant to their daily lives. The research findings indicate that the average test score of students significantly improved from 69 in Cycle 1 to 80 in Cycle 2. This increase reflects the effectiveness of the PBL model in enhancing the learning process. Additionally, the P3 observation data showed that student activity also rose, with an average of 53% in Cycle 1 and increasing to 67% in Cycle 2. Thus, the implementation of the PBL model not only improves students' academic scores but also strengthens their engagement in learning. Through this approach, students are expected to become more active, critical, and creative in addressing various problems they encounter. This study contributes significantly to the development of more interactive and engaging teaching methods, especially in the context of Catholic education.

B-learning in human anatomy: Comparative analysis of academic achievement between face-to-face and e-learning modalities

IntroductionIn recent years, modern technologies have become established in most educational fields. Thus, e-learning tends to be an integral part of the learner-centered learning process, with the teacher acting as a facilitator. However, the methodologies used to study the impact of e-learning have been varied and imprecise, making comparison and meta-analysis difficult. This study attempts to overcome these obstacles with a large and homogeneous sample to compare (1) the academic outcomes obtained with face-to-face and e-learning in a blended module of human anatomy and (2) the response attempts (response index) of each student in answering questions specific to each learning modality. Material and methodsThe results of the multiple-choice exams under study were collected. All students (n=1160) were from four consecutive academic years following the same teaching program with a b-learning method: 13 topics were presented face to face by the same lecturers, and six via e-learning with the same online resources. Two variables were compared: (1) the academic grade, based on the score for correct answers and the penalty for incorrect ones, and (2) the response index, based on the number of correct and incorrect answers. Results(1) 73.45 % of the examinees passed the test. In the sample as a whole, results were better in face-to-face than in e-learning. In the quartiles ordered by overall academic performance, this superiority was limited to the top half of the higher-performing students. In contrast, lower-scoring students performed better in e-learning. However, these differences were modest (≤ 0.54 points). (2) In proportion, the questions on topics learned face-to-face were the most frequently answered. A strong correlation was observed between the variables in the whole sample and the students with the highest academic scores (first quartile) on the global exam and the questions on topics learned in each modality. In the remaining quartiles, the correlation was also strong in the e-learning content. Conclusions(1) Both modalities included in b-learning are academically effective. (2) Proportionally, students take more risks when answering content questions learned in face-to-face classes, and there is a strong correlation between response attempts and academic grades, especially, on the brightest exams and e-learning content.

Psychological Anxiety of COVID-19 Pandemic and its Effect on Academic Performance of University Students

The problem and the aim of the study. The COVID-19 pandemic has caused a worldwide emergency, with consequences for more than just physical health, including mental health and educational outcomes. University students are particularly vulnerable since they are dealing with a number of challenges at once, such as the health effects of the pandemic both directly and indirectly, the sudden shift to online schooling, and doubts about their future employment opportunities. Critical to understanding the far-reaching effects of the pandemic on student lives, learning processes, and mental health is research into COVID-19-related psychological anxiety and its impact on academic performance in higher education. This research subject seeks to investigate the extent to which college students are anxious about the COVID-19 pandemic and how this unusual stressor affects their participation in class, grades, and general satisfaction with their education. By looking at it from this perspective, we may identify the many ways in which the epidemic has affected the future generation of researchers and professionals, and then develop strategies to help them cope with the difficulties they will face. Research methods. The study employed a correlational descriptive approach to investigate the psychological distress caused by the COVID-19 epidemic and its influence on the academic performance of university students in Jordan. The sample consisted of 300 undergraduates (male and female) from the College of Educational and Psychological Sciences at Amman Arab University in the 2021–2022 school year, with the entire student body serving as the population. The survey tool was distributed online via social media, leading to 379 respondents, and a chance sample was used because it was feasible to reach a large number of participants—especially during the pandemic. Results. The study results show a detailed range of stress and worry, with average scores varying from 2.8 to 4.1 among 25 items. Major concerns involve social isolation, indicated by an average score of 4.1 for feeling alienated because of social distancing measures, and academic disruptions, with an average score of 4.0 for experiencing a lack of control over academic life owing to the pandemic. There is a significant gender gap between the reported levels of anxiety and its effect on academic performance; 40% of female students and 30% of male students express high levels of anxiety, and the average academic impact score for female students is 3.0 while the average score for male students is 2.5. The data also shows that anxiety levels and the detrimental effect they have on academic performance are getting worse over the years, with fourth-year students having the worst levels of anxiety (45%) and the greatest academic impact score (3.5). The findings highlight the importance of providing students with personalized support to help them cope with the psychological effects of the pandemic. Scientific novelty: Novelty resides in the study's exhaustive examination of COVID-19's psychological effects on Jordanian university students, with a particular emphasis on anxiety levels and how they relate to academic achievement. By looking at the effects of the pandemic across genders and academic years, it shows how anxiety levels rise over time and how there are clear differences between the sexes. The study offers important insights into the many ways in which the pandemic affected students' academic performance and mental health by using a large sample size, a correlational descriptive approach, and social media to reach a wide audience during the epidemic.

Effect of morningness-eveningness chronotype on academic performance of undergraduate students

BackgroundCircadian rhythms are crucial for physiological functioning, and they vary among people. There are three distinct chronotypes: morning, evening, and neither type. Morning types experience their highest level of activation during the early part of the day and tend to be more conscientious and focused on achieving their goals. Evening types, on the other hand, reach their peak performance during the latter portion of the day and exhibit a higher level of intelligence. University class schedules may occasionally clash with evening-type individuals’ circadian preferences, potentially impacting their academic performance in comparison to their morning-type peers. Therefore, this study was done to investigate if morningness-eveningness can affect college students’ academic performance as sleeping late or sleep deprivation can lead to disease in the young population.Materials and methodsA sample of 100 collegiate students aged 18–30 years were recruited via convenience sampling from Jamia Hamdard, Delhi, and informed consent was obtained from the subjects. The morningness-eveningness questionnaire (MEQ) was used to assess students’ chronotype, and the mean of the last three academic years percentage was used to assess the academic performance of the students.ResultsThe total academic performance score was better in the morning category (75.53 ± 7.28) as compared to the evening (66.42 ± 10.08) and intermediate (73.72 ± 6.46) categories. There was a low degree of positive correlation between total academic performance and TMEQ (total morning-evening questionnaire) score (ρ = 0.204).ConclusionThe academic performance of morning chronotype students was better than that of evening chronotype students.

Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success

BackgroundAcademic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. ObjectiveThis study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. DesignA cross-sectional correlational design was employed. SettingsThe study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author. Participants394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. MethodsParticipants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. ResultsThe findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. ConclusionsThis study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.

Transactional Distance’s Influence on Students’ Social, Cognitive, Teaching Presence, and Academic Achievement

ABSTRACT The study aimed to investigate how different levels of transactional distance impact students’ perceptions of social, cognitive, and teaching presence, as well as their academic achievement. The research involved 72 students from a state university’s education faculty and used a 3 × 2 factorial design, with structured, semi-structured, and unstructured online environments provided, all with a “high” dialog dimension according to transactional distance theory. These environments were established based on the fuzzy analytic hierarchy process. Over 15 weeks, students in the three experimental groups received education through these online environments. The study found no significant difference in academic achievement scores or community of inquiry scale scores among the groups. Students reported positive perceptions of the online environments they were in. The satisfaction they experienced in the online environment was influential in the absence of differences in academic achievement scores and community of inquiry scale scores among the groups. In conclusion, high dialog, provided at different levels of transactional distance, effectively eliminated potential differences arising from the structural dimension among the groups. If dialogue is kept at the maximum level in online environments, transactional distance that may arise from the structure dimension can be prevented.

An Investigatıon of the Adaptation, Physical Activity and Nutrition Habits of First-Year University Students in Online Education

Aim: The COVID-19 pandemic has instigated a profound transformation in the education sector, ushering in comprehensive changes from students' learning habits to the functioning of educational institutions. This study aims to evaluate the adaptations, nutritional habits, and physical activities of first-year university students following the transition to online education. Method: This descriptive cross-sectional study, conducted between April and May 2021, was carried out online with a total of 275 participants. The data collection process involved the utilization of a personal information form developed by the researchers in light of the literature, as well as the Mediterranean Diet Score and University Life Scale. Results: There was no significant difference observed in the Mediterranean diet score and body weight during the university period compared to the pre-university period (p > 0.05). Students living with their families at home demonstrated higher emotional and academic adaptation scores, and those engaging in exercise exhibited significantly higher scores in social adaptation. Conclusion: The pandemic period and the online education process influenced students' supplement usage and dietary habits, but there was no significant change in the exercise participation rate. Furthermore, it was determined that the adjustment to university life, living situation with family, and engagement in exercise had a significant impact on social adaptation.

Study preferences and exam outcomes in medical education: insights from renal physiology

BackgroundEfficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study.MethodsA cross-sectional survey was conducted with second-year medical students at the University of Bergen, Norway, to assess their preferred learning resources and study time dedicated to renal physiology. Responses were correlated with end-of-term exam scores.ResultsThe study revealed no significant correlation between time spent studying and overall academic performance, highlighting the importance of study quality over quantity. Preferences for active learning resources, such as Team-Based Learning, interactive lessons and formative assignments, were positively correlated with better academic performance. A notable correlation was found between students’ valuation of teachers’ professional competence and their total academic scores. Conversely, perceived difficulty across the curriculum and reliance on self-found online resources in renal physiology correlated negatively with academic performance. ‘The Renal Pod’, a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores compared to those who listened to only some episodes, reflecting a strategic approach to podcast use. Textbooks, while less popular, did not correlate with higher exam scores. Despite the specific focus on renal physiology, learning preferences are systematically correlated with broader academic outcomes, reflecting the interconnected nature of medical education.ConclusionThe study suggests that the quality and strategic approaches to learning significantly impact academic performance. Successful learners tend to be proactive, engaged, and strategic, valuing expert instruction and active participation. These findings support the integration of student-activating teaching methods and assignments that reward deep learning.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

The Correlation between Bullying, Academic Emotion and Teacher Support in Baccalaureate Nursing Education

Objective: To investigate and analyze the relationship between bullying, academic emotion, and teacher support in the nursing education of undergraduate nursing students. Methods: A convenient sampling method was adopted by conducting a questionnaire survey on undergraduate nursing students of a university from October 2022 to December 2022. Spearman’s correlation was used to analyze the relationship between bullying, academic emotions, and teacher support of nursing students, with a significance level of α = 0.05. Results: The total score for educational bullying was 12.51 ± 8.71, the total academic emotional score was 284.25 ± 34.69, and the total teacher support score was 80.76 ± 14.39. A negative correlation was found between nursing students’ bullying and teacher support, s = -0.20, P < 0.01, while a positive correlation was observed between academic emotion and teacher support, s = 0.21, P < 0.01. Additionally, bullying in nursing education was positively correlated with academic emotion, s = 0.25, P < 0.01. Conclusion: The academic emotion and teacher support of nursing students are at a moderate level. Part of the challenges in nursing survival is due to bullying in nursing education. Nursing educators should prioritize the stable development of nursing staff.

Peran Keterampilan Dasar Mengajar dalam Meningkatkan Prestasi Siswa di SD

This research aims to analyze the role of basic teaching skills in improving student achievement. Basic teaching skills include the teacher’s ability to plan learning, manage the class, deliver material, and provide constructive evaluation and feedback. The research method used is a qualitative research method. The research results show that teachers who have good basic teaching skills are able to create a conducive learning environment, motivate students, and increase understanding of subject matter. Apart from that, these skills also contribute to improving students’ academic scores. The conclusion of this research confirms that the development of basic teaching skills is a key factor in efforts to improve student achievement. Therefore, training and professional development programs for teachers must be more focused on improving basic teaching skills to achieve optimal educational results.

<p>Applying the Dual Deficit Model: Do Students’ Test Preparation Strategies Moderate the Relationship between Test Anxiety and Students’ Academic Achievement?</p>

Introduction. Understanding the mechanism through which test anxiety impacts students’ learning outcomes is critical to its management. Test preparation strategies are associated with test confidence and could also affect students’ academic achievement. However, previous studies have underplayed the role students’ test preparation strategies could play in the associations between test anxiety and their academic achievement. Hence, the moderating roles of students’ test preparation strategies on the relationship between test anxiety and students' academic achievement were explained by framing our study within the dual deficit model. Method. The cross-sectional research design was adopted, and 248 secondary school students constituted the sample. Results. The major findings revealed significant negative relationships between the worry and the cognitive test anxiety subscales and students’ academic achievement scores. Furthermore, there was a joint significant negative relationship between the components of test anxiety and students’ academic achievement, whereas students’ test preparation strategies was not a significant moderator. Discussion and Conclusion. Our findings indicate that learning strategies deficits may not significantly impact the effects of attentional-cognitive deficits on students’ academic achievement. It is concluded that cognitive-attentional deficit could defy strengths that may come from test preparation strategies.

The Interplay of Personality Factors and Gender and their Correlation with Academic Achievement, Coping Mechanisms and Ego Resilience in MBBS Interns: A Cross-sectional Study

Context: Both personality and gender influence academic performance, coping skills, and resilience. Studying these factors together could help identify methods to improve academic achievement, coping mechanisms, and ego resilience. Aim: The aim of the study was to analyze the correlation of personality factors and gender with academic achievement, coping mechanisms, and ego resilience. Materials and Methods: Online forms were filled out by 112 interns in a government medical college. Sociodemographic details and academic scores were asked. Appropriate questionnaires for personality factors, coping mechanisms, and ego resilience were used. Data were analyzed using descriptive and analytic statistics using the Statistical Package for the Social Sciences software version 26. Results: Emotional stability had a statistically significant negative correlation with female gender, academic achievement, emotion focused, and avoidant coping. Openness to experiences and emotional stability showed a positive correlation with ego resilience. Gender did not show significant correlations with academics, coping, or resilience, although men were statistically more emotionally stable than women. Conclusion: Emotional stability having majority of the significant correlations may emphasize the relative importance of particular personality dimensions at different times across the lifespan. Males being more emotionally stable may indicate how they are using healthier coping styles and are more resilient compared to their female counterparts.

In what environment can female college students excel? An analysis of gender differences in learning of Chinese college students

With the expansion of higher education in China, gender equity has been largely improved at the entrance to undergraduate education. Yet, whether male and female students developed equally during college is still under debate. Using data from a Chinese national college student survey in 2021, this study explores gender differences in learning behaviors and outcomes of college students and examines whether they are influenced differently by educational environmental factors. Employing multiple regression models, we find that though female students outperformed males on active learning behaviors and academic scores, they were less active in higher-order learning behaviors, resource-intensive high-impact educational practice, and student-faculty interactions and reported lower educational gains than their male counterparts. Environmental and educational factors, including institute type, gender composition, academic challenges, and student support, influence the gender gaps in different ways. Overall, most female college students behave under the gender expectations of society and are less responsive to educational factors than their male counterparts. Collectively, these findings underscore the need for heightened awareness of gender gaps in the learning process in different learning environments and advocate for a more tailored collegiate environment that optimally supports female students’ educational pursuits.