Academic Support Research Articles

Academic success centers at us universities as an effective factor in ensuring the quality of higher education

The aim of the work is theoretical analysis of the peculiarities of the activity of the Academic Success Centers in the U.S. universities. The methodological basis of the study are official websites of Academic Success Centers, scientific articles by Ukrainian and American researches and analytical reports. Results. The article is devoted to a review of the activities of Academic Success Centers in U.S. universities. It is found that there is no single definition of «Academic Success Center» due to the variety of services offered. It is determined that Academic Success Center is a structural institution that provides academic and social-psychological support to students, helps to reveal their potential and prepare them for a career. The author emphasizes the technologies of support for students of higher education institutions. The main support technologies are tutoring, mentoring, academic coaching and Supplemental Instruction. It is proven that these technologies contribute to the improvement of the academic achievements of students and increase students’ retention rate of the educational institution. Special emphasis is placed on the interaction of the Center with freshmen, who most often face a number of problems in a new academic environment for them. The Centers provide academic advising for students on choosing courses. Academic advising lasts from admission to graduation at the university. Moreover, Academic Success Centers provide an opportunity not only to learn, but also to teach. Seniors have the opportunity to become tutors, mentors and academic coaches. A special feature of Centers is career guidance work with applicants. Universities organize meetings of future first-year students with students, graduates, teachers and administration of the institution to provide complete information about admission, studies and further employment prospects. Conclusions. The conducted study proved the need for further thorough research of the basic principles and areas of activity of centers of academic success in US universities in order to introduce better experience into educational practice.

FACTORS RELATED TO ADOLESCENT PREGNANCY AND SCHOOL DUMPAGE: Integrative review

Teenage pregnancy is often associated with school dropout, particularly among individuals in situations of socioeconomic vulnerability. Objective: to highlight factors related to teenage pregnancy and school dropout. Methods: This is an integrative literature review study carried out in the Scientific Electronic Library Online (SCIELO) and Latin American and Caribbean Literature in Science Sciences databases. Health (LILACS) in the period between 2018 and 2023. Results: The study showed that teenage pregnancy is strongly associated with school dropout, impacting young people's access to education, especially among those in unfavorable socioeconomic conditions. The combination of early pregnancy, lack of educational support and changes in routine after the birth of the baby significantly increases the risk of dropping out of school, reinforcing the need for external guidance on academic and social support for young people. Conclusion: It is essential to address this issue through specific support programs for young mothers and disciplines that ensure that education is accessible and flexible, adapting to the needs of young mothers.

HeritageRoots: Developing Interconnected Immersive Experiences for Cultural Preservation and Education

In this paper, we present technical implementation details, describe the virtual world procedural generation pipeline, and discuss potential uses in cultural preservation, museum exhibits, and education of HeritageRoots, an innovative software infrastructure designed for preserving indigenous narratives and oral histories. HeritageRoots consists of two interconnected systems - (1) a web-based knowledge graph (KG) data collection and management system which stores, connects, and presents indigenous traditional knowledge (ITK) in the form of narratives, myths, and testimonies from multiple cultures and languages; (2) a virtual environment rendering pipeline which utilizes large language models (LLM), Unity3D, and Meta Quest software development kit (SDK) to procedurally generate virtual worlds from the KG data. Preliminary system evaluation with Ecuadorian Kichwa narratives showed promising results in (1) academic community interest and support, (2) the possibility of developing an infrastructure capable of connecting indigenous narratives with modern scientific knowledge via KGs and (3) procedurally generating virtual worlds from KG.

Research Attitude, Achievement Motivation, and Self-Efficacy Among Post-Graduate Students Specializing in Primary Education

This study investigates the research attitude, achievement motivation, and self-efficacy concepts among post-graduate students specializing in primary education. The research aims to understand the interplay between these constructs and their implications for academic success and research engagement. A quantitative research design was employed, and data were collected using structured questionnaires from a sample of 62 post-graduate students. Descriptive statistics, and correlation analyses were conducted to examine the relationships between research attitude, achievement motivation, and self-efficacy. Statistical analyses showed non-significant correlations: between research attitude and achievement motivation (Kendall's tau_b = -.048, p = .881; Spearman's rho = -.036, p = .939), achievement motivation and self-efficacy (Kendall's tau_b = -.109, p = .708; Spearman's rho = -.204, p = .629), and research attitude and self-efficacy (Kendall's tau_b = .293, p = .362; Spearman's rho = .360, p = .427) among post-graduate students. The findings contribute to a better understanding of the factors influencing post-graduate students' research experiences and offer insights for academic institutions to enhance support mechanisms for student researchers. The implications of the study underscore the importance of fostering positive research attitudes, strengthening achievement motivation, and enhancing self-efficacy among post-graduate students specializing in primary education. Targeted interventions can optimize academic support and promote professional development in research-intensive environments

The Association Between Parental Academic Support and Students’ Academic Well-Being: The Mediating Role of Academic Resilience

Background: Parental academic support plays a significant role in fostering academic resilience in students. By providing encouragement, guidance, and emotional support, parents can help their children develop the coping skills and self-confidence necessary to overcome obstacles and persist in their academic endeavors. Objectives: This study examines the relationship between parental academic support and students’ academic well-being, with a particular focus on the mediating role of academic resilience. Methods: This study employed a descriptive-correlational design. The population included all high school students in Ahvaz city during the 2022 - 2023 academic year. A sample of 384 students was selected using a multistage cluster sampling method. The research instruments included the School-Related Well-Being Scale (SWBS), Academic Support Scale, and Academic Resilience Scale. Structural equation modeling (SEM) in SPSS 25 and AMOS 25 was used to analyze the model relationships, followed by bootstrapping to test indirect effects. Results: The findings indicated significant positive relationships between academic resilience and academic well-being, and between parental academic support and academic resilience (P < 0.001). However, the direct relationship between parental academic support and academic well-being was not significant. The indirect relationship between parental academic support and academic well-being through academic resilience was found to be significant (P = 0.006). The final model demonstrated a good fit to the data, as evidenced by fit indices, including RMSEA (0.001), TLI (0.99), and CFI (0.99). Conclusions: The findings support the hypothesized mediating role of academic resilience. These results suggest that parental involvement, which fosters students' ability to recover from setbacks and persist in their studies, ultimately contributes to positive academic experiences and well-being.

Analisis Fenomena Culture Shock dan Proses Adaptasi Mahasiswa Rantau Pasca Pandemi Covid-19

The COVID-19 pandemic has brought significant changes to daily life, including in the world of education. Overseas students, especially the class of 2020 at Telkom University, experience unique challenges in adapting to a new environment amid restrictions caused by the pandemic. This study aims to analyze the phenomenon of culture shock and the adaptation process carried out by overseas students at Telkom University, Bandung. Using a qualitative approach with phenomenological methods, this study explores the personal experiences of overseas students from various provinces in Indonesia, especially those from Medan. The results showed that students experienced various levels of culture shock influenced by changes in learning methods from face-to-face to online, limited social interaction, and regional cultural differences. The adaptation process involved strategies such as blending into the new environment, using technology in communication, and adjusting to new learning methods. This research provides insight into the importance of academic and social support for overseas students in dealing with culture shock and adaptation in the post-COVID-19 pandemic higher education environment

Preface

Pursuing the successful previous seminar, it is our great honour to hold the 13th International Physics Seminar 2024 (IPS 2024). IPS is an annual meeting hosted by the Physics and Physics Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta (UNJ), supported by the Physical Society of Indonesia (PSI) Jakarta and Banten. The IPS 2024 was conducted on June 1, 2024, in Latief Hendradiningrat Hall at campus site of UNJ, Jakarta, Indonesia. The theme of the seminar is “Physics for Sustainable Future”. This seminar aims to bring together academics, scientists, students, and practitioners to share and discuss theoretical and practical knowledge of problems, new physics trends, and applications. We invited scientists, scholars, engineers, and students from universities worldwide and industry to present ongoing research activities and to support fostering research relations between the university and industry. This seminar provides an opportunity for delegates to discuss and share their experience of new applications directly, to build business or research relationships, and to find global partners for future collaboration. The scope of the conference covers a wide array of topics within the field of physics, including: 1. Material Physics 2. Instrumentation and Computational Physics 3. Medical Physics and Biophysics 4. Earth Science and Astronomy 5. Theory, Nuclear, and Particle Physics 6. Energy and Environmental Physics 7. Physics Education All submitted papers have been initially checked to meet the criteria before submitting to the system. All papers were carefully reviewed to ensure the quality for publication before being accepted. We acknowledge all authors who submitted their papers to IPS 2024. Finally, we express our gratitude to the organizing committee for ensuring the quality of the seminar and to the reviewers for investing the time to ensure the quality of the paper. We acknowledged the academic and financial support from Dean of Faculty of Mathematics and Natural Sciences and Head of Institute for Research and Community Services of Universitas Negeri Jakarta. This seminar has also been supported by the Naraya Hotel, Nutrifood, Walcoo, Mandiri Bank, Attin, and 101 Urban Hotel. We are looking forward to welcoming you in our future International Physics Seminar (IPS). Riser Fahdiran Universitas Negeri Jakarta, Indonesia Chairman of International Physics Seminar 2024 (IPS 2024) List of Editors and Organizing Committees are available in this Pdf.

Cultivating Career Preparedness Through Academic Support Programs to Diversify Tomorrow’s Dietitian

Cultivating Career Preparedness Through Academic Support Programs to Diversify Tomorrow’s Dietitian

The Role of Peer Social Support and Emotional Intelligence in College Students Prosociality

Prosocial behavior is crucial for every human being, including university students, to improve their psychological well-being and academic success. This study aims to examine the influence of peer social support and emotional intelligence on college students' prosocial levels. This study employs a quantitative research design with a correlational approach. The population in this research are active bachelor's degree students in Surabaya, consisting of 100 students as samples. The sampling technique was determined using convenience sampling. The use of measuring instruments in this research includes three types, consists the Prosocialness Scale for Adults (PSA), Perceived Friend/ Peer Academic Support Scale, and Wong’s Emotional Intelligence Scale (WEIS). The analysis technique used is multiple linear regression, resulting in a significance value of 0.000<0.05. The results of this study indicate that peer social support and emotional intelligence have an influence on prosocial levels among college students in Surabaya.

Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia

The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success.

Analysis Of Student Satisfaction Level In The Faculty Of Science And Technology Using The Convolution Neural Network Method

The Faculty of Science and Technology at Labuhanbatu University is one of the leading faculties that focuses on the development of science and technology. This faculty offers various study programs designed to prepare students to face the challenges of the digital era and industrial revolution 4.0. This research, using survey and interview methods, aims to collect accurate and objective data regarding student perceptions and experiences in various aspects, such as the quality of educational services, quality of teaching, and available supporting facilities such as extracurricular activities, seminars and research projects, ease of access. information and academic support from optimal staff and teaching staff.

Teachers’ perspectives and approaches on the transition to high school

Transition is about change, and change comes with its challenges. School transitions are challenging events in students’ educational paths, with possible negative effects on their development. The transition from middle school to high school is one of the most difficult, generating many school dropouts. Recovering from disrupted educational trajectories and early school leaving raises significant challenges in adult continuing education. The study aimed to identify the teachers’ perspectives regarding the students’ transition to high school, the difficulties and the support activities at their disposal. 1373 teachers from the West Romania responded online to Akos and Galassi questionnaire in June 2023. The results indicate that teachers perceive significant challenges in the transition to high school, especially in the academic and organisational dimensions. Rural support programmes focus more on participation in education away from home and supporting students and parents. Urban programmes emphasise academic support through study and organisation skills training sessions for students. The implemented support activities, in spite of being quite diverse, are not congruent enough with the perceived difficulties. To foster more successful transitions, the support activities should be more structured, implemented jointly by high schools and secondary schools, and customised according to the school and social context.

Influence of critical thinking on LLM usage among Universitat d’Andorra students

As large language models continue to reshape educational practices, a comprehensive evaluation of critical thinking’s influence on large language models’ usage becomes essential. This study examines how students in the fields of education and computer science at the Universitat d’Andorra interact with large language models, with a particular focus on understanding their learning experiences, decision-making strategies, and problem-solving approaches. Using qualitative and quantitative methods, the research analyzes the frequency and purposes of using these technologies, as well as the critical thinking processes students employ to assess the reliability and relevance of content generated by artificial intelligence. Findings reveal a spectrum of attitudes towards large language models, ranging from enthusiastic adoption to skepticism. While many students appreciate the immediate and personalized academic support, content generation assistance, and writing skill improvement offered by these tools, concerns about the accuracy and potential biases of the outputs are prevalent. Notably, students demonstrate varying levels of the activation of their critical thinking skills when engaging with large language models, with some actively investigate the reliability of artificial intelligence generated information, while others exhibit a more passive reliance on these technologies. The study also highlights distinct usage patterns between computer science and education students. The results contribute to a deeper understanding of student behavior in the context of artificial intelligence enhanced education, providing valuable insights for educational institutions aiming to integrate these tools into their curricula effectively. Furthermore, this research emphasizes the need to enhance critical thinking skills within educational programs to empower students to navigate the complexities of large language models capabilities and limitations.

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed.

The Impact of Exemplars On The Academic Outcomes For Master’s In Education Online Graduate Students

Annotated exemplars have recently been scrutinized as an academic support strategy in the context of Higher Education Institutes (HEIs). The idea is that using exemplars may front-load the system regarding student academic performance through the provision of meaningful feedback and task-specific comments before formal student submissions. More specifically, The Scholarship of Teaching and Learning (SoTL) research regarding exemplar use has called for the investigation of these exemplars on academic performance for the online graduate student. The purpose of this quantitative, quasi-experimental study was to determine if and to what extent the integration of annotated exemplars impacted the academic outcomes for Masters in Education online graduate students. Academic outcomes were designated as assessment grades and overall course grades. The study methodology and design were quantitative quasi-experimental using traditional pre-/post- techniques regarding this exemplar implementation with a convenience sample. The sample size of the experimental group is n = 17. The control group ranges from n = 25 to n = 27. The objective stated explicitly is to investigate if and to what extent the use of annotated exemplars impacts overarching student outcomes for graduate students at a university in the southwestern United States. The results showed no statistically significant difference between the control group and the experimental group for assignment grades, resulting in a retention of the null hypothesis. The results also indicated that there was a statistically significant difference between the control group and the experimental group for overall course grades, resulting in a rejection of the null hypothesis. Potential areas of future research might include brick-and-mortar settings, larger sample sizes, other student populations, or a qualitative examination of student perceptions about exemplars.

Evaluating the effectiveness of chat GPT in promoting academic success through assignment solving among graduate students in the University of Louisiana Lafayette

Artificial Intelligence (AI) has transformed various sectors, including education, with tools like Chat GPT offering new possibilities for academic support. This study examines the effectiveness of Chat GPT in promoting academic success among graduate students at the University of Louisiana at Lafayette. Using the Diffusion of Innovation theory as a framework, the research aims to assess how frequently graduate students use Chat GPT for assignment solving, its impact on their learning outcomes, and the perceptions surrounding its use. Through an online survey design, data will be collected from graduate students to evaluate their knowledge of Chat GPT, its role in enhancing assignment performance, and any improvements in academic grades. The survey will employ a combination of Likert scale and closed-ended questions to measure key variables, including the students' perceptions, usage frequency, and the tool's influence on their academic creativity and success. The findings will contribute to understanding how AI-driven tools like Chat GPT can be effectively integrated into academic settings, while also addressing the concerns of educators regarding its potential misuse or negative effects.

Validating the ChatGPT Usage Scale: psychometric properties and factor structures among postgraduate students

BackgroundThe rapid adoption of ChatGPT in academic settings has raised concerns about its impact on learning, research, and academic integrity. This study aimed to develop and validate a comprehensive ChatGPT Usage Scale specifically tailored to postgraduate students, addressing the need for a psychometrically sound instrument to assess the multidimensional nature of ChatGPT usage in higher education.MethodsA cross-sectional survey design was employed, involving 443 postgraduate students from two Egyptian universities. The initial 39-item scale underwent Exploratory Factor Analysis (EFA) using principal component analysis with Varimax rotation. Confirmatory Factor Analysis (CFA) was conducted to assess the model fit and psychometric properties of the final 15-item measure. Internal consistency reliability was evaluated using Cronbach’s alpha and McDonald’s omega.ResultsEFA revealed a three-factor structure explaining 49.186% of the total variance: Academic Writing Aid (20.438%), Academic Task Support (14.410%), and Reliance and Trust (14.338%). CFA confirmed the three-factor structure with acceptable fit indices (χ2(87) = 223.604, p < .001; CMIN/DF = 2.570; CFI = 0.917; TLI = 0.900; RMSEA = 0.060). All standardized factor loadings were statistically significant (p < .001), ranging from 0.434 to 0.728. The scale demonstrated good internal consistency (Cronbach’s α = 0.848, McDonald’s ω = 0.849) and composite reliability (CR = 0.855). The average variance extracted (AVE) was 0.664, supporting convergent validity.ConclusionsThe validated ChatGPT Usage Scale provides a reliable and valid instrument for assessing postgraduate students’ engagement with ChatGPT across multiple dimensions. This tool offers valuable insights into AI-assisted academic practices, enabling more nuanced investigations into the effects of ChatGPT on postgraduate education.

Sustainability of Quality Management by Implementing Data Mining to Predict Academic Achievement

This research aims to predict the academic achievement of Pamulang University students using Educational Data Mining (EDM) techniques. With the increasing number of students and the complexity of academic data, it is important to apply methods that can analyze and predict learning outcomes to improve learning strategies and academic support. This study collected data from various sources, including course grades, attendance, and participation in extracurricular activities. The collected data is then analyzed using EDM techniques such as decision trees, neural networks, and support vector machines to identify patterns and factors that contribute to student academic achievement. The results of the analysis show that factors such as attendance, involvement in campus activities, and previous test scores have a significant influence on academic achievement. This research provides valuable insights for the development of targeted interventions, with the aim of improving academic outcomes and facilitating more effective learning strategies at Pamulang University. These findings also offer contributions to further research in the field of EDM and its application in higher education contexts.

QUALITY ENHANCEMENT OF HIGHER EDUCATION IN CAMBODIA

Quality improvement is critical for both public and private colleges in Cambodia. The purpose of this study is to identify common quality management practices in Cambodian Higher Education Institutions (HEIs), measure the relationships between quality management and quality assessments (internal and external), and evaluate the relationships between quality assessments and HE quality enhancement. A quantitative research approach was used in this study to evaluate the factors between quality enhancement and quality management for their significant implications. This study used simple and multivariate regressions to look at how quality assurance variables affect higher education quality. The study developed accurate questionnaires for 337 people from Cambodia's private and public higher education colleges and institutes, including academics and management staff. According to the findings, the majority of institutions regarded academic curriculum, facilities, educational management, academic staff and teaching methodologies, and student evaluation as critical quality management measures. However, they placed less emphasis on cooperation. The multiple regression analysis revealed that factors related to internal quality assessment (IQA), external quality assessment (EQA), and HE quality enhancement were consistent, indicating that academic curriculum, student assessment, facilities, support staff, and collaborations were potential factors for improving higher education quality. The emphasis on Internal Quality Assessment (IQA) and External Quality Assessment (EQA) resulted in dramatically enhanced higher education quality. Highly ranked institutions tended to have a better IQA and EQA system, and IQA and EQA played an important role in conducting frequent examinations of quality management methods.

Dual career policy at federal universities in Brazil: analysis of academic and sporting support.

Internationally, the implementation of holistic programs aimed at academic, financial and retirement preparation support for student-athletes who find themselves in dual careers, such as university students, has been widespread and intensified. However, little is known about the subject in the Brazilian national context, because although there are related studies, they are punctual and related to specific universities. In view of the above, this study aimed to investigate public policy aimed at student-athletes at Brazilian federal universities. This is an exploratory, qualitative, cross-sectional and documentary study, using the websites, internal regulations and public notices of 69 Brazilian federal universities for the year 2023, using the content analysis technique. The results indicate that 72.05% offer some kind of support to DC based on the holistic model, 66.17% of which is academic and 60.29% sports. Among the academic support, the flexibility of assessments (57.35%) and the differentiated treatment of absences (51.47%) were close. The sporting support is centered on partial payment of competition costs (60.29%) and athlete grants are restricted to 20.58% of universities. It can be concluded that Brazil's federal universities have policies that include support actions that integrate the holistic model (academic), with incipient coverage of scholarships (sports), but do not effectively follow the holistic model.