Academic Scores Research Articles

<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.

Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report

This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability index of SSSCS which gave reliability values of 0.86. Kuder-Richardson (KR-21) formula was used to test internal consistency of SSPT which yielded a reliability value of 0.92. The population was 11,656 Upper Basic Two students offering social studies in Benue State, Nigeria. A sample of 288 students (Male=158 and female=130) drawn from 9 schools within the 9 Local Government Areas (LGA) out of 23 LGA in the Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean self-confidence ratings of students taught social studies using PEDDA, IEPT strategy and discussion method [F2, 287=2146.076, P<0.05]. The study revealed that there was significant difference in the mean academic performance scores of students taught social studies using PEDDA strategy, IEPT strategy and discussion method [F2, 287=374.360, P<0.05]. It was recommended among others that to maximize self-confidence in social studies class, teachers’ trainee should be train on the application of PEDDA strategy and IEPT strategy and serving teachers should employ the use of PEDDA and IEPT strategies in teaching social studies. Social studies teachers are also encouraged to use PEDDA strategy in teaching to enhance students’ self-confidence and academic performance in social studies.

A Study on the Relationship Between Parents' Expectations and Junior Middle School Students' Academic Test Scores -- Taking English as an Example

In the currently prevalent “rat race” phenomenon, which is particularly acute in the field of education. When it comes to discussing the factors underlying the changes in middle school students' English academic achievements, numerous researchers have put forward their viewpoints from different perspectives. This paper summarizes four crucial dimensions that impact middle school students' English achievements and conducts a six-week teaching experiment based on these dimensions. Through the analysis of questionnaire surveys, interviews, and experimental comparisons, it is discovered that the factors influencing students' English achievements, ranked in order of importance from high to low, are: family rearing style, communication and emotional support between parents and children, parents' expectations, and family culture and values. However, while parental expectations have a direct and positive impact on adolescent children, they rank third among the major factors and have a relatively low impact. On the other hand, in the context of family rearing methods that are not suitable for children's development at this stage and incorrect family communication and emotional support, parents' expectations have indirect negative effects.

SCHOOL CULTURAL PRACTICES AND LEARNERS ACADEMIC ACHIEVEMENT, IN PUBLIC PRIMARY SCHOOLS IN RWANDA: A CASE OF GASABO DISTRICT

This study investigates the impact of positive cultural practices in schools on the academic performance of learners in public primary schools in Gasabo District, Rwanda. It focuses on three key objectives: identifying the cultural practices upheld by school leaders, assessing the correlation between these practices and learners academic outcomes, and determining the overall influence of these practices on academic achievement. The research adopts both descriptive and correlational research designs, with data collected from a sample of 168 respondents through questionnaires and interviews. The data was analyzed using IBM SPSS Version 24, employing descriptive, correlational, and regression analyses to address the research questions. The findings reveal that 48.6% of schools do not prioritize cultural practices as a mean to enhance academic performance. However, 78.8% of respondents indicated that academic outcomes, including promotion, graduation rates, repetition rates, and test scores, are significantly influenced by the daily operations of schools. Additionally, 56.3% of respondents agreed that school norms, vision, goals, teacher-learner relationships, and assessment methods play a crucial role in academic success. Regression analysis demonstrated that school cultural practices account for 79.3% of the variance in academic performance (R-square), with a strong positive correlation (Pearsons coefficient = 0.916, p-value < 0.01) between these practices and academic outcomes. The study concludes that the implementation of shared goals, school symbols, norms, and positive teacher-learner relationships can significantly enhance academic performance. It recommends that the Rwandan Ministry of Education and educational planners provide training on cultural practices to school leaders to further improve learner outcomes.

The Effectiveness of English as a Science Medium Instruction in Higher Education

This research presents a comprehensive analysis of English as a Medium of Instruction (EMI) in higher education, drawing insights from seven studies involving 150 students. The investigation delves into various factors such as academic proficiency, TOEFL scores, and gender distribution. Findings reveal a clustering of TOEFL scores around the midpoint of the range, suggesting a normal distribution. However, gender distribution exhibits significant deviations from normalcy. Despite these variations, detailed statistical analyses offer valuable insights into student performance within EMI programs. Moving beyond data analysis, a systematic review explores the impact and effective practices of EMI in higher education. It acknowledges the ongoing debate regarding EMI's influence on language proficiency and academic achievement. While some studies suggest positive outcomes, others highlight challenges and discrepancies, emphasizing the complexity of evaluating EMI's success. The review underscores the importance of examining diverse linguistic and non-linguistic factors and calls for further research to inform instructional strategies. Furthermore, the study identifies effective practices in EMI implementation, emphasizing instructional techniques, curriculum design, language support services, assessment procedures, faculty development, and reflective practice. These approaches aim to create inclusive learning environments conducive to language acquisition, subject matter learning, and student success. Additionally, the review proposes solutions to address challenges and promote inclusivity in EMI contexts, including cultural orientation programs, academic assistance, institutional regulations, social justice initiatives, intercultural competencies, and student-centered teaching approaches. This holistic approach seeks to enhance the long-term success and well-being of students within the EMI framework in higher education.

THE CORRELATION OF STUNTING WITH THE LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOL CHILDREN IN AMANSARI 1 STATE ELEMENTARY SCHOOL

Stunting is a condition in which children have a height, weight that is not suitable for children their age compared to their age. Stunting describes a state of chronic malnutrition in which the supply of nutrients needed by the body, including the brain, is reduced. Because brain development is not optimal, it can affect the cognitive development of children, children's performance at school, and their learning abilities and consequently affect children's learning achievement in school. Low nutritional status in children will have a negative impact on improving the quality of human resources. Chronic malnutrition is very influential on the achievement of students' academic scores in schools that are getting lower. Research Objectives : This study aims to determine the relationship between stunting and learning achievement of elementary school children at SD Negeri Amansari 1. Research Methods : The research method used is quantitative in nature by using a cross-sectional analytic research design. The population in this study were students in grades 3, 4 and 5 of elementary school, using stratified random sampling technique. Research Results : Based on the results of statistical analysis using the Chi Square Test, it was obtained that the P Value (0.001) was value (0.05). This shows that there is a relationship between stunting and the learning achievement of elementary school children at SD Negeri Amansari 1. Conclusion : There is a relationship between stunting and learning achievement of elementary school children at SD Negeri Amansari 1.

Artificial Intelligence in Higher Education: The Power and Damage of AI-assisted Tools on Academic English Reading Skills

The research explores the impact of AI-assisted tools on academic English reading skills in the classroom and personalized learning among university students regarding how AI tools complement students’ assessments. To conduct this research, 24 students were divided into two groups of equal size: a control and an experimental group, which will be involved in an experimental study: one group using solely conventional methods and another group using AI-assisted tools in addition to conventional methods. The goal is to gain evidence on the effectiveness of AI-powered tools in enhancing reading comprehension, vocabulary acquisition, and critical thinking while identifying potential damage, such as overreliance on AI and ethical implications. It employed a mixed-methods approach, which involved an experimental study, survey, and semi-structured interview with students who either have or have not utilized AI for English reading learning. In the experimental research, pre-and post-tests were used to compare the differences in English academic reading scores between two groups of students. The survey was used to determine the students’ opinions on the effectiveness of AI tools, and individual semi-structured interviews were employed to obtain more detailed information. The findings posit that the involvement of AI tools in facilitating traditional teaching and learning methods has a more significant positive effect on improving academic English reading skills in educational settings, offering better convenience and effectiveness for students. However, challenges such as overreliance on AI and ethical implications were emphasized. The research provides invaluable insights into the potential benefits and challenges of evolving AI tools to enhance higher education English reading skills in educational settings.

The Relative Contribution of Psychological Empowerment in Predicting Academic Self-Efficacy among Graduate Students at the College of Education at King Faisal University

This study aimed to explore the role of psychological empowerment in predicting academic self-efficacy among graduate students at the College of Education, King Faisal University. It also investigated how these levels vary across different factors such as gender, department, and academic level. Additionally, the research aims to understand how psychological empowerment can predict academic self-efficacy among these students. Employing a descriptive, predictive, and correlational approach, the researcher utilized scales for psychological empowerment and academic self-efficacy to collect data from 268 graduate students. The study found high levels of psychological empowerment and academic self-efficacy among the sample, there were no significant differences in psychological empowerment scores by gender or department. However, important differences based on academic level favored students in field training with a thesis. Similarly, academic self-efficacy scores showed no significant differences by gender or department but favored students at the thesis level. The findings highlighted the predictive role of psychological empowerment in academic self-efficacy among graduate students at the College of Education. and Recommendations: include faculty and academic leaders at the College of Education in supporting psychological empowerment among graduate students and educating them on its importance for enhancing self-confidence and decision-making in academic and practical contexts.

Implementasi Supervisi Akademik Dengan Teknik Coaching Dalam Meningkatkan Mutu Pembelajaran

This research aims to increase teachers' performance which impacts learning quality through the implementation of academic supervision with the coaching technique. The research method used is the School Action Research through the descriptive quantitative approach. The data-gathering technique was done via interviews, observation, and checklists from learning equipment documents. The result of the research shows that academic supervision on cycle 1 (85,7) is in the good category, and cycle 2 (90,9) is in the very good category. This shows there is an improvement of score on the type of administrative supervision and class supervision compared to pre-cycle (79,4) with the good category. This result was able to be reached due to a change in academic supervision, which was the inclusion of pre-observation, observation, and post-observation as well as a dialogue process with the coaching technique, which increased the quality of teachers in the learning process. The strengthening of coaching and the addition of follow-ups on cycle II caused the academic supervision score of teachers to increase more. The academic supervision stage and coaching technique allows teachers to dig for potentials further and causes them to be more prepared when an observation by the headmaster is done. Academic supervision with the coaching technique must always be familiarized for the improvement of teacher’s quality in school. The need for continuous monitoring and consistent implementation of academic supervision becomes a unique challenge to increase the teachers' performance, which impacts learning quality in class.

Investigating The Relationship Between Sleep Quality, Adherence to Proper Sleep Hygiene Practices, And Academic Performance Among Students.

In this correlational study, the relationship between sleep quality, sleep hygiene, and academic performance among individuals aged 17- 24 years was investigated (200) utilizing correlation. Descriptive statistics showed normal distributions for Academic Performance, Sleep Quality, and Sleep Hygiene scores. Spearman’s rho correlation analyses showed a weak negative correlation between Academic Performance and Sleep Quality (ρ = -0.184, p = 0.009), proposing that higher Sleep Quality is related to slightly lower Academic Performance. Contrarily, no significant correlation was discovered between Academic Performance and Sleep Hygiene (ρ = -0.060, p = 0.393), suggesting that sleep hygiene practices alone do not affect academic outcomes. A moderate positive correlation was seen between Sleep Quality and Sleep Hygiene (ρ = 0.484, p < 0.001), underscoring that good sleep hygiene led to higher Sleep Quality. These results emphasize the complex nature of the relation between sleep-related factors and academic performance, proposing the influence of multifaceted variables beyond sleep on academic outcomes. The study suggests comprehensive approaches combine various factors to optimize both academic performance and overall well-being. Future research should explore additional variables and employ longitudinal designs to elucidate causality and refine interventions aimed at advancement of sleep and academic performance.

Vulnerability and academic burnout in the university context: Interaction events, social exchanges, and resilience behaviours

AbstractThis study focuses on how levels of burnout impact on the quality of sleep and academic performance of university students. Previous research has found limited evidence on the prevalence of burnout in university students, in addition to the relationship between exhaustion behaviours and sleep quality. The social exchange theory (SET) is important for understanding how the various actors in that context behave and with what effect on their social exchanges, here, specifically, verifying academic burnout and its perception by students and institutions themselves. Research has not sufficiently addressed the examination of burnout and forms of coping in that context. The data for this study were collected during the 2023 academic year, through an online survey, from 311 Portuguese university students from different undergraduate courses, without children and without student‐worker status, aged between 18 and 38 (M = 21.58 and DP = 3.20). The results showed a high‐negative correlation between burnout and sleep quality in university students with a direct impact on academic performance (burnout rates and poor sleep quality are associated with low academic performance scores, regardless of the course attended). This research and its results make a contribution that directs the management of university and specifically of courses towards a greater awareness of the existence of burnout and well‐complied sleep schedules by students. Given the evidence that there is a deficit in sleep quality caused by burnout in university students, resilience in this context is one of the aspects that deserve further research, in order to prevent burnout, poor sleep quality, and consequently, control of academic grades.

English Network Teaching Model and Design of Evaluation System Based on Association Rule Algorithm

This study innovates English network teaching by applying a refined Association Rule Mining (ARM) algorithm. It integrates an “interest” parameter into ARM, dynamically adapting content to individual learners' profiles, improving engagement and outcomes. Controlled experiments, spanning diverse online platforms, validate the ARM model's efficacy by correlating learning content with academic performance, specifically CET-4 and CET-6 scores. Comprehensive preprocessing ensures data quality and privacy, employing techniques like de-identification, data perturbation, and aggregation. Advanced data analysis, including cross-validation and multivariate techniques, bolsters findings' reliability. Results highlight the ARM model's capacity to generate personalized learning paths, transcending conventional methods, and its potential as a cornerstone for data-driven education reforms. Future research will explore machine learning refinements and cultural adaptability to broaden its impact, fostering equitable, high-quality digital English education worldwide.

Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

Sosialisasi Game Edukasi Virtual Quiz Berbasis Mediapipe untuk Sekolah Dasar

Virtual educational game quiz using Mediapipe is one of the innovative and exciting learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. This game was created with the aim to help improve children's understanding and knowledge in a variety of subjects in an interactive and fun way. In this game, children will be asked to answer the questions given through video and voice displays using Mediapipe technology. They can answer questions by moving their bodies or showing answers through specific gestures. This will provide a more interactive and educational learning experience for children, so that they can more easily understand the lesson submitted. Besides, virtual educational quiz games can also help improve children's concentration and focus in learning. With a fun and exciting way of playing, children will be more motivated to learn and follow every question well. They will also learn to collaborate and communicate with their friends in search of the right answers. Through these games, children are expected to be able to learn more effectively and efficiently, as well as improve their academic scores at school. They will also become more skilled in using technology and understand lesson concepts better. Thus, a virtual educational quiz game using Mediapipe can be one of the effective and innovative learning methods for 3rd grade elementary schoolchildren at SDN Wonorejo Talun Blitar. For the outdoors proposed by the executive team are publications of scientific journals and virtual games quizzes.

Factors influencing research productivity among Syrian medical professionals amidst conflict: a case-control study

BackgroundMedical research productivity is globally increasing, with a lagging progress in third-world countries due to significant challenges, including inadequate training and brain drain. Syria had been showing a slow upward trend until the war broke out and severely hindered academic growth and productivity. A deeper understanding of the factors influencing research productivity in this context are fundamental to guide educational policies and resource allocation. Previous cross-sectional studies that evaluated the perspectives of Syrian academics on the issue were limited by the small sample size of published healthcare workers, making it difficult to identify the factors that enabled them to pursue research.MethodsTo address this challenge, we employed a case-control design. We isolated published early-career Syrian healthcare workers and compared their characteristics and perceptions to unpublished matched controls. Authors in the fields of medicine, dentistry, and pharmacy affiliated with any Syrian University were identified through an extensive search of PubMed and Google Scholar.These authors were invited to complete a questionnaire that covered participants’ research contributions, alongside their self-assessed knowledge, attitudes, and barriers towards research. The questionnaire was publicly published to recruit an equal sample of matching controls, with half consisting of unpublished researchers and the other half of participants without prior research contributions.ResultsSix-hundred-sixteen participants were recruited. Their knowledge, attitudes, and perceived barriers explained 46% and 34% of the variability in research involvement and publication, respectively (P < 0.001). Getting involved in and publishing research studies associated with higher research-related knowledge and attitudes (P < 0.001). Respondents’ assessment of research-related barriers and their academic scores did not differ between cases and controls. Superior research-related knowledge and attitudes were associated with male gender, higher English competency, and better internet connectivity. Meanwhile, extracurricular training and mentors’ support were associated with more positive research-related attitudes and less perceived barriers.ConclusionsResearch productivity of medical professionals in Syria exhibits a positive correlation with their knowledge and favorable attitudes towards medical research. Noteworthy, the demographic variations are linked to disparities in research-related knowledge and motivation. In conclusion, these results suggest a potential avenue for enhancement through concentrated efforts on improving extracurricular training interventions and mentors’ support.

Substantial parallel mediation contribution by cognitive domains in the relationship between adolescents' physical fitness and academic achievements: the Cogni-Action Project.

To determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents' academic achievement (ACA) across various school subjects. In this study, 1,296 adolescents aged 10-14 participated. GFS was computed by three fitness components (strength, muscular, and cardiorespiratory fitness) through the ALPHA-fitness test battery. ACA was determined by five school subjects (Language, English, Mathematics, Science, and History) and two academic scores (a) "Academic Average" (five subjects) and (b) "Academic-PISA" (Language, Mathematics, and Science). A principal component analysis was performed to establish four factors (working memory [WM], cognitive flexibility [CF], inhibitory control [IC], and fluid reasoning [FR]). A parallel mediation approach was implemented with 5,000 bootstrapped samples controlled for sex, maturity, central obesity, having breakfast before cognitive tasks, schools, and school vulnerability. Total, direct, indirect effects, and mediation percentages were estimated. Overall, the finding showed a full parallel mediation effect for Language (92.5%) and English (53.9%), while a partial mediation for Mathematics (43.0%), Science (43.8%), History (45.9%), "Academic Average" (50.6%), and "Academic-PISA" (51.5%). In particular, WM, IC, and FR mediated all school subjects except mathematics, where IC was not significant. CF has not mediated any relationship between GF and academic performance. This study underscores the pivotal role of cognitive domains, specifically WM, IC, and FR, in mediating the link between physical fitness and academic performance in adolescents. These insights have relevant implications for educational and public health policies.

Developing Resilient Learners: The Contribution of Counseling to Student Motivation and Achievement

This study investigates the relationship between learning motivation and academic self-efficacy among undergraduate psychology students from the 2020 cohort at Universitas Kristen Satya Wacana, focusing on those with a GPA of 3.00 or higher. Utilizing a quantitative correlational design, data was collected via a Google Form questionnaire distributed through WhatsApp from October 29, 2023, to April 24, 2024. Despite challenges in data collection, the study revealed that the majority of participants exhibited low levels of both learning motivation and academic self-efficacy. Descriptive statistics showed a mean learning motivation score of 37.07 and an academic self-efficacy score of 86.83. The correlation analysis indicated a significant positive relationship (r = 0.590, p &lt; 0.05) between learning motivation and academic self-efficacy, suggesting that higher learning motivation corresponds to higher academic self-efficacy and vice versa. The findings emphasize the importance of enhancing both intrinsic and extrinsic motivation, building mastery experiences, and ensuring students' physical and emotional well-being to foster better academic outcomes. These insights have crucial implications for counseling and guidance services, advocating for targeted interventions to improve learning motivation and academic self-efficacy among students.

Comparing virtual reality and simulation to teach the assessment and management of acute surgical scenarios: A pilot study.

Traditional apprenticeship-based surgical training presents with challenges, especially in acute scenarios. Simulation provides the current standard of facilitating surgical training in a low-risk environment but is restricted by limited accessibility and high costs. Virtual reality (VR) offers immersive three-dimensional computer-generated training scenarios and can connect users from various locations. We aimed to compare the performance of junior doctors to manage an acute surgical scenario using VR and mannequin-based simulation. We hypothesised that VR would be as effective as mannequin-based simulation in performance outcomes. This multicentre, randomised controlled pilot study was conducted with eighteen junior doctor volunteers (Foundation and Core Trainee Year 1). Ten were randomly allocated to VR and eight to mannequin-based simulation. Participants completed questionnaires and a 15-min pneumothorax scenario. Quantitative metrics included overall score, time-to-critical decisions, and academic buoyancy scores (ABS). Qualitative metrics included participants' likes and dislikes of their allocated simulation modality. VR participants scored significantly higher than mannequin-based simulation participants in overall scores (74.30% (SD ± 5.08%) vs. 59.75% (SD ± 10.14) (p = 0.04)), and technical skills aspects (77.20% (SD ± 8.01%) vs. 65.00% (SD ± 8.21%) (p = 0.01)). Mannequin-based simulation participants initiated critical decisions faster and demonstrated a trend towards a faster mean time-to-completion (p = 0.06). ABS scores increased for both study groups, though was only significant for VR participants (p ≤ 0.01). VR participants liked how VR fostered independent learning but disliked the formulaic content and impaired communication-learning compared to mannequin-based simulation. Both VR and mannequin-based simulation training are effective in training junior doctors in acute surgical scenarios but present different educational benefits. Future research should recruit a larger sample size for a full comparative randomised controlled trial.