Academic Students Research Articles

Effects of Social Media Usage on Student Academic Performance of University Students

This quantitative research study, involving 200 university students, investigates the impact of social media usage on academic performance and various aspects of students' lives. Social media's increasing popularity for interpersonal communication globally is acknowledged, particularly within the educational context where students engage and share knowledge. The study explores factors such as the daily and nightly time spent on social networking sites, reasons for social media use, bedtime habits, and the disruptive influence of social media on educational and learning activities. Findings reveal that social media usage significantly impacts students' academic success, with potential benefits and drawbacks. The study focuses on uneducated rural Pakistanis, with 200 participants, including 100 males and 100 females, representing various academic disciplines. Notably, non-users of social media tend to sleep more than users, and the study highlights a correlation between social media usage and compromised family and personal time. The research underscores the negative effects of social media on education, citing issues such as daydreaming, procrastination, and reduced study time. The study also reveals a strong correlation between academics, family, and social media usage, supported by regression analysis. Interestingly, despite potential drawbacks, Pearson's Correlation indicates that social media can improve academic performance by facilitating networking and information exchange. Overall, the study sheds light on the complex relationship between social media usage, academic success, and various aspects of students' lives.

Effects of Teacher Attrition on Students Academic Performance in Private Secondary Schools in Bagamoyo District, Tanzania

Effects of Teacher Attrition on Students Academic Performance in Private Secondary Schools in Bagamoyo District, Tanzania

Effects Of Truancy Behaviour on Academic Performance of Secondary Schools Students in Ndokwa Ea

This study investigated effects of truancy behaviour on academic performance of secondary schools students in Ndokwa East L. G . A of Delta State. Two (2) research questions and two (2) null hypothesis was raised to guide the study. The study adopted correlational research design. The population of this study comprised all the SS1 and SS11 students of the 12 public secondary schools in Ndokwa East L.G.A of Delta State which are about 1,151 students in 2022/2023 session. The researchers used random sampling procedure to select six (6) schools from the 12 schools, and selected 77 students from the six (6) schools, that is SS1 is 40 while SS11is 37 student. Instruments use for this study was truancy Behaviour scale (TBS) while students academics performance was collected from the school. Truancy behaviour variables has 87.87% content validity while its construct validity was ranged from .35 and .89. The reliability index for truancy baheviour scale is alpha=.96 P ? 0.5 level of significance. Regression Analysis was use to answer both research questions and hypotheses at .05 level of significance. The result showed that there is a relationship between Truancy behaviour and academics performance and also there is no significant relationship between Truancy behaviour and academic performance among secondary school students in delta state based on their gender . Based on the findings, recommendations were made that the school Authorities should give special recognition/award to well-behaved students as a mark of encouragement, teachers should make learning attractive for the students, also the school counselors, teachers and parents should try to counsel the students with truant behaviour to understand that they can perform well in academic activities if they take learning seriously.

Profile of School Quality Based on Quality Reports in Elementary Schools in Banten Province

Profile quality school covers various aspects, including academic students' performance, management schools, facilities, infrastructure, and stakeholder participation and involvement. Report card quality is used to collect data about students' performance, teaching effectiveness, and school management. This data is then analyzed To evaluate the performance of schools in achieving learning targets and improving the quality of education. Study This aim To know the quality of educational services provided to schools. Profile quality school-based report card quality can be used for repair sustainability. With a view of the data and analysis contained in report card quality, the schools can identify areas that need to be improved and develop a plan of appropriate action. Steps repair can cover curriculum enhancement, teacher competence, or support program development For students. The research method is quantitative, collecting data through instrument surveys of respondent-related management schools and reporting quality education. Data analysis was performed with the use of technique statistics certain. Research results show that profile quality school-based report card quality education to quality education has an average achievement of 6,67 categories, significant achievement of NES 4 quality high. The acquisition of elementary school quality report cards in Banten province is 6,16. The quality report card profile score in Banten Province is 3,85. Based on Statistical calculation, obtained Sig value. (2-tailed) of 0,034 <0,05, which means category score report quality relates significantly to report quality education. Value contributions received in the study This is 0,034, which means contributions earned by 0,204%.

A Third Space Approach to Integrated Academic Student Success Advising (ASSA)

The Academic Student Success Advising (ASSA) project enacted an integrated academic and pastoral approach to advising using McIntosh’s (2023) fundamental principles of advising. This research conducted at two Australian universities explores how shared principles of advising can provide an underpinning structure to pan-university advising approaches as a mechanism of student development. Forty staff were interviewed, exploring understandings and experiences of advising. Data were analysed through the four key advising themes: inclusive, personalised and integrated, developmental, and student-centred. The findings suggest that staff perceive value in integrated advising approaches that connect students’ academic and pastoral experiences through an ‘advising as teaching lens’ and that link areas of the university to enhance student success. Recommendations highlight the value of investing in staff understandings of advising to enhance student development, the intentional embedding of co-curricular skills, and the continued need to develop systems to track advising outcomes.

Student Academic Stress on E-Learning Systems

Student Academic Stress on E-Learning Systems

The Relationship Between Physical Ergonomic and Students Academic Performance: A Conceptual Paper

The Relationship Between Physical Ergonomic and Students Academic Performance: A Conceptual Paper

Exploring how general education teachers use school‐based consultation

AbstractUnderstanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class‐wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than in team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school‐based teacher consultation are discussed.

The Role of Personal Resources in Buffering College Student Technostress during the Pandemic: A Study Using an Italian Sample

Given the upheavals that characterize the world of higher education and the recent literature on the subject, the examination of what can improve student well-being has become critical. The JD-R model, originally developed to explain the implementation of motivational processes and the simultaneous unfolding of mechanisms that impact health, is used to contextualize the processes that occur in higher education systems. Objective. The purpose of this paper is to examine the role of personal resources such as optimism and self-efficacy in increasing academic engagement and as protective factors against technostress. Method. A SEM model was implemented using MPLUS 7 and Jamovi on a sample of 421 university Italian students. They completed an online self-report questionnaire during the height of COVID-19 (May–November 2021) while taking online courses and were predominantly female (64.4%) and full-time academic students (87.6%) with a mean age of 24.6 years. Direct and indirect effects were estimated, accounting for the mediating role of academic engagement. Results. The results indicate that both self-efficacy and optimism have direct and negative effects on technostress. Self-efficacy, in turn, significantly increases academic engagement, whereas optimism has no effect on it. Finally, academic engagement appears to reduce the impact of technostress on the lives of students involved in the study, confirming its mediating role in reducing technostress. Conclusions. This study provides numerous important clues and insights into improving academic performance and well-being, as the use of personal resources can have important implications for avoiding the negative consequences of technology.

Phrasemes in Academic Student Texts

Vilma ZUBAITIENĖ, Gintarė JUDŽENTYTĖ-ŠINKŪNIENĖ, Eglė GUDAVIČIENĖ, Lina PLAUŠINAITYTĖ, Skaistė VOLUNGEVIČIENĖ. Studentų darbų fraziškumas. Kolektyvinė monografija. Vilnius, Vilniaus Universiteto leidykla, 2020, 614 p.

Effect of Teacher Competence on Student Academic Stress

This study aims to determine the effect of teacher competence on student academic stress. This research approach is quantitative research. The sample of this study was 140 students. The data collection method is a questionnaire. The data analysis technique is multiple regression analysis. The results of this study indicate that 1) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.00); 2) there is a negative effect of teacher professional competence on student academic stress (sig. 0.02); 3) there is a negative effect of teacher personality competence on student academic stress (sig. 0.01); and 4) there is a negative effect of teacher pedagogical competence on student academic stress (sig. 0.01). The implication of this study is that teachers need to continue to improve competencies in pedagogical, professional, personality and social aspects. This is intended to make the school/classroom environment (teacher-student relationship) better so that it allows students to develop themselves, both in terms of character and academic results.

The Impact of Technology on Student Academic Achievement in Malaysia During COVID-19 Pandemic

The Impact of Technology on Student Academic Achievement in Malaysia During COVID-19 Pandemic

It Takes a Village: A Community of Equity Champion Instructors Improving Student Academic Outcomes

It Takes a Village: A Community of Equity Champion Instructors Improving Student Academic Outcomes

A cross sectional study to assess awareness and attitude on eye donation among college going students of Jhalawar, Rajasthan

Background: Eye sight is very important for human life. The WHO estimates that for every 5 seconds someone goes blind. According to the Eye Bank Association of India, approximately 1.1 million people are corneal blind in India. College students can play important role for creating awareness about eye donation and breaking myths in society, there is no such research in Jhalawar region on this subject. Aim and objectives were to assess awareness related to eye donation among collegiate students, to know attitude regarding eye donation and to provide information with motivation for eye donation. Methods: A cross sectional analytical study was conducted on UG students studying in professional colleges of Jhalarapatan block, Jhalawar, Rajasthan. A pretested and semi-structured questionnaire with informed consent was administrated among all participants. The questionnaire consisted of 21 questions related to eye donation ranging from the source of information about eye donation, corneal transplantation, eye donors, criteria for eye donors, knowledge of eye banks, attitude regarding eye donation etc. Results: All participants (246) have idea of eye donation but medical students have good awareness (84%) compared to nursing (46%), engineering (31.1%) and academic students (26.9%) respectively. Mass media created good awareness (43.6%) while friend/close relative created least (4.7%). Conclusions: Students who were part of medical/nursing education because of their close association with this activity have better opportunity for creating awareness in community compare to academic students. Mass media had an important role in creating eye donation awareness among society.

Family Dinner Frequency, Parent-Organised Informal Learning Activities, and Student Academic Performance: Evidence from Chinese Eighth-Grade Students

Family Dinner Frequency, Parent-Organised Informal Learning Activities, and Student Academic Performance: Evidence from Chinese Eighth-Grade Students

The Effect of Laboratory Practical Activities on Senior High School Student's Academic Performance in Relation to Force Concept

The problem of solving questions related to force faced by form two science students of St. James Seminary/Senior High School was an issue which led to this study. The problem of students' negative attitudes toward learning about force and their poor performance in force concepts was discovered through direct observation in the school setting. Students have shown difficulties understanding the concepts of force because they have difficulties with the kind of abstract thinking used by scientists. Additionally, because of the language that is used in our environment on a daily basis and since scientific terminology frequently differs from that of common speech, students usually have ideas that are different from those of scientists. It is commonly thought that teaching and understanding the concept of force, particularly when it involves acceleration, is difficult. To curb the problem identified, laboratory practical activities was employed. Sixty-two second year students of St. James Seminary/Senior High School in the Sunyani Municipality in Bono Region were purposively sampled into experimental and control groups. The experimental group was taught using laboratory practical activities as instructional technique and the control group using traditional method of teaching. Two research questions and a hypothesis were raised in the study. The instruments were pre-test and post-test, practical activities, observation and questionnaires for both the experimental and control groups. Data collected were analysed using simple frequency, z-test and descriptive statistics. The findings revealed that students exposed to frequent laboratory practical activities performed better than those exposed to traditional method of teaching. The findings from the research also indicated that students in the experimental group confidence increased from lesson to lesson. The study recommends that physics teachers take students through a lot of more laboratory practical activities, since this will help students’ gain better understanding of the concept and improve their academic performance.

Online Gaming Frequency and Student's Academic Performance in the Kathmandu Valley

Background: Digital technology has made a big difference in the lives of younger people, especially students. They socialize through mobile and internet interaction. College-level students spend too much time playing online games to interact with others. Objective: The study examines the relationship and impact of online gaming on students' academic performance in the Kathmandu Valley. Design/methodology/Approach: The study has adopted descriptive and causal research designs to deal with the various issues raised in this study. Respondents were BBA-level students in the Kathmandu Valley. We selected four hundred respondents through a purposive sampling technique. Primary data was the main source of information. It was quantitative. The study used a well-structured survey questionnaire to collect the data. We analyzed the data using mean, median, standard deviation, variance, correlation, and regression analysis. Findings: The analysis indicates that the frequency of online gaming has a certain impact on students' academic performances, although this impact is relatively minor. Moreover, the data reveal that online gaming does affect academic performance in terms of gender. Conclusion: Concerned institutions need to organize awareness programs to inform of the positive and negative impacts of online gaming frequency to students, parents, and teachers. Teachers can use only educational games to get students involved in the classroom because game apps related to course books are made to test a person's ability to think critically and analyze information so that students can solve more complicated problems. Future researchers can study other factors that affect students’ academic performance with a larger sample size and from a wide area using quantitative data to address the research problem.

ASSOCIATION OF SOCIAL MEDIA ADDICTION WITH ACADEMIC PROCRASTINATION, PERFORMANCE AND INSOMNIA AMONG MEDICAL STUDENTS

Objectives: Social Networking Site Addiction [SNSA] has been overwhelmingly increasing in the past few years, with obvious adverse effects on its users. This addiction has created a strong tendency in academic students to procrastinate, lose sleep and also has affected their academic performance. Design: A cross-sectional study was conducted to find out the association of social media addiction with academic procrastination, performance, and insomnia. Place and duration of study: The study was conducted at department of psychiatry Jinnah Post Graduate Medical Center (JPMC) from 12th July, 2021 till 24th December, 2021. Patients and Methods: This study was open to undergraduate students and those who had recently commenced their internship at JPMC. Any student who was absent from their assigned ward or did not provide consent was excluded from the study. Data was collected using a questionnaire that consisted of three pre-formed scales for social media addiction, academic procrastination, and insomnia. In addition, demographic information such as age, gender, and year of study was also gathered. Results: Our study involved 231 participants and found that higher levels of procrastination, especially in males, were significantly correlated with decreased sleep quality (p<0.0001). We used the Chi-Square test and Independent Samples t-test to determine this relationship. However, we did not find a significant correlation between SNSA and the academic performance of medical students. Conclusion: This study underlines that medical students with high levels of social media addiction may have an increased risk for negative outcomes of academic procrastination and insomnia.

Access and Equity: The Relationship Between Parent's Socioeconomic Status and Secondary School Student's Academic Achievement

Access and Equity: The Relationship Between Parent's Socioeconomic Status and Secondary School Student's Academic Achievement

Exploring German Language Skills Learning Experiences Using The NURS Teaching Model

This mixed-method research study explores German skills using the NURS teaching model for students. It was conducted in the German educational department program at the Faculty of Language and Literature at Makassar State University. The research subject was 28 German academic students from two classes in the second semester. Research instruments in this study include syllabi, teaching plans, student activity sheets, and formative tests. Researchers use reading, listening, writing, and speaking tests to determine students’ competencies and skills. The data was examined by researchers using percentage techniques. German Average score of the students before they learn using the NURS teaching model is 75. The result shows that the average student's German-language skills in the A class are 80.75 and 83.50 for the B class. These improvements could be seen in the improvement in each class. Students of A class have improved in listening, 7.5% in reading, 13% in writing, and 11.5% in speaking. Conversely, students of B class have improved by 12% in listening, 9% in reading, 18% in writing and 15% in speaking. Another value of using the NURS teaching model in learning German is that it positively effect on the teachers’ skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve students' German skills in the German educational department at the Faculty of Language and Literature of Makassar State University.