College Achievement Research Articles

Innovative teaching strategies, student engagement, and academic achievement in Chinese higher vocational colleges

Innovative teaching strategies, student engagement, and academic achievement in Chinese higher vocational colleges

The Effect of Online Application Use on Student Academic Achievement in Higher Education

The aim of this study is to analyse the impact of Online Application Use on Student Academic Performance in Colleges using E-Learning and Whatspad. The use of E-learning and WhatsApp as online learning platforms is increasingly applied. E-learning offers flexibility in time and place of study, as well as easy and fast access to information. WhatsApp, on the other hand, enables easy and quick communication between students, lecturers, and learning groups. The study aims to analyze the impact of the use of E-Learning and WhatsApp on student academic achievement in colleges. The survey method was carried out on 200 students from various majors at Mahmud Yunus Batusangkar State Islamic University (UIN). Data was collected through questionnaires that measured the intensity of E-learning and WhatsApp usage, as well as student academic achievement. Research results show that the intensity of E-learning and WhatsApp use by students is high. Descriptive statistical analysis showed that the average student IPK was 3.52 with a standard deviation of 0.48. The average E-learning intensity was 3.2 hours per day with the standard 1.2 hour deviation, while the average WhatsApp usage intensity is 2.8 hours a day with an standard 1.1 hours deviation. Correlation analysis shows a significant positive correlation between the intensity of E-learning usage and student academic achievement (r = 0.52, p < 0.01). This suggests that the higher the use intensity, the higher also the student's academic performance. Significant positive relationship was also found between WhatsApp intensity and students' academic accomplishment (r=0.48, p<0.01). This indicates that the greater the intensities of WhatsApp use, the larger are the student's academical achievements. The study concluded that the use of E-learning and WhatsApp proved to have a significant positive impact on student academic achievement. These online platforms can help students improve their learning outcomes by providing easy access to information, flexibility in time and place of study, and effective communication.

Assessing the Impact of Social and Academic Integration on College Achievement Among Students With and Without Learning Disabilities

Assessing the Impact of Social and Academic Integration on College Achievement Among Students With and Without Learning Disabilities

First-Year College Achievement and Graduation Rates for Hispanic and Hispanic First-Generation Students

To increase persistence, many universities provide first-year seminars (FYS) for entering students. Although there have been consistent positive outcomes for FYS participants, many times, the research is based on short-term outcomes, or less rigorous analysis. This study assessed short- and long-term outcomes for Hispanic ( n = 456) and Hispanic first-generation students ( n = 350) who participated in a research-based academic FYS. FYS participants had significantly higher outcomes in first-term GPA, 1-year persistence and graduation rates.

Research on the Analysis of Influencing Factors of Undergraduate Academic Achievement in Local Colleges and Universities and Establishment of Predictive Models

Research on the Analysis of Influencing Factors of Undergraduate Academic Achievement in Local Colleges and Universities and Establishment of Predictive Models

Effect of Flipped Classroom Approach on Chemistry Students’ Academic Achievement and Retention in Colleges of Education, Yobe State, Nigeria

This study investigated the effects of flipped classroom approach on Chemistry students’ academic achievement and retention in colleges of education, Yobe State Nigeria. Le Vygotsky’s theory provided the theoritical framework for the study. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and postposttest control group quasi-experimental research design was employed in the study. The population of the study comprised of 524 NCE II Chemisty students from two colleges of education in Yobe State. Purposive and simple random sampling techniques were used to select 106 NCE II chemistry students. The experimental group (N=44) were taught redox concepts using flipped classroom approach while the control group (N=62) were taught the same redox concepts using lecture method of teaching. Redox Concept Achievement Test (RECAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance using SPSS software. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method of teaching. Based on the findings, it was recommended among others that Chemistry lecturers/teachers should adopt the use of flipped classroom approach because it is a student-centered learning strategy that improves students’ academic performance.

Gender and Intermediate Microeconomics Course Performance: Does Course Type Matter?

This study examines the effects of gender on performance for students taking one of two different intermediate microeconomics courses: a quantitative, calculus-based course and a non-quantitative, non-calculus-based course. We also assess how gender differences in students’ math and verbal abilities and college achievement affect intermediate microeconomics course grades. Our results indicate gender is not a significant indicator of intermediate microeconomics course performance. Math SAT scores and principles of microeconomics course grades are significant predictors of performance for non-quantitative course students only. Cumulative GPAs have strong, positive correlations with grades for students in both course types. These findings have implications for students’ economics major selection and are positive in the context of closing the gender gap in economics degree attainment. JEL Codes: A20, A22

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.

Quota removal, destination-specific export shocks, and skill acquisition in China

This paper uses the exposure of 16-year-old cohorts to an exogenous elimination of export quotas to explore the short-run schooling consequence of destination-specific export expansions and the longer-run effects on adult outcomes. We find that export expansions to rich-country markets resulted in substantially higher high school enrollment rates. The expansions disproportionately favored urban children and children in regions with lower initial skill endowment. Subsequently, the effects translate into the achievement of high school attainment but not the achievement of college and above education. More than a decade later, the affected cohorts exhibit significant differences in employment and fertility outcomes, highlighting the persistent effects of the shocks. Finally, we provide evidence that human capital effects work through an increased educational investment of households, driven by a mechanism involving parental wage growth and education premium in local labor markets.

A Research on the Relationship between Teachers' Support and Students' Academic Achievement in Higher Vocational Colleges

This paper aims to explore teachers' support and students' academic achievements. Because students' academic achievements are related to the quality of higher education, however, not all students' academic achievements are invested in learning activities independently, and a big factor in learning gains is students' social support. With reference to previous studies and existing literature, This study selects teacher support as the independent variable, vocational students' academic achievements as the dependent variable, students' academic self-efficacy and learning engagement as the mediation variables to build a research model to explore the chain mediation effect of teacher support on academic achievement through academic self-efficacy and learning engagement. In this study, 414 vocational college students in Chongqing were investigated by questionnaire. The reliability and validity of the questionnaire were consistent with the academic level, and were statistically tested by SPSS 25.0; The results show that: 1. Teacher support positively predicts vocational students' academic achievements; 2.Teacher support can indirectly predict the academic achievements of higher vocational students through academic self-efficacy; 3. Teacher support can indirectly predict the academic achievements of higher vocational students through learning engagement; 4. Academic self-efficacy - learning engagement plays a chain mediation role between teacher support and academic achievement. Finally, based on the conclusions of the study, this study puts forward specific suggestions for future research.

Relationship between Knowledge Flow of Scientific and Technological Innovation and the Collaborative Innovation Ability of Students

Scientific and technological innovation ability of students is an important part of scientific and technological innovation in higher vocational colleges. There are few scientific and technological innovation achievements and low scientific and technological content of technical application achievements in higher vocational colleges at present, which are mainly caused by the single innovation organization form and weak innovation knowledge sharing ability. It is of great significance and value to explore the knowledge flow of scientific and technological innovation in colleges and universities and the collaborative innovation of college students. There is little research on the relationship between knowledge flow of scientific and technological innovation and collaborative innovation of college students in the existing literature, so this article has carried out relevant research. This article constructs the mathematical model of knowledge flow of scientific and technological innovation in colleges and universities, analyzes the stability of the mathematical model of knowledge flow of scientific and technological innovation in colleges and universities, and gives the framework of collaborative innovation ecosystem for college students. This article accurately measures the embedding of scientific and technological innovation resources in colleges and universities, the knowledge flow of scientific and technological innovation and the collaborative innovation performance of college students, and empirically tests the direct influence effect of embedding scientific and technological innovation resource network in colleges and universities on the collaborative innovation performance of college students and the moderating effect of the knowledge flow of scientific and technological innovation in colleges and universities. Finally, the corresponding experimental analysis results are given.

A Study on the Factors Influencing the Academic Achievements of Undergraduates in Private Universities

With the continuous development of China's economy and society, if private college students want to keep pace with the times and meet the challenges, they must seize the critical period of social transformation to improve their comprehensive competitiveness. This paper starts with the concept of "academic achievement", analyzes the current situation and influencing factors of students' academic achievements in private undergraduate colleges and universities, and then explores the ways for colleges and universities to improve students' academic achievements from the four dimensions of students, families, schools and society. Through a perfect achievement training mechanism, students can stimulate their potential, improve their academic achievements, and lay a solid foundation for further study and employment in the future.

RESISTANCE AND RESILIENCE IN AFRICAN AMERICAN AND LATINX WOMEN COLLEGE STUDENTS IN THE CONTEXT OF ETHNO-GENDERED RACISM

This study explores how high-achieving African American and Latinx female college students in an historically white institution (HWI) experience and respond to ethno-gendered bias based on the perspectives of resilience and intersectionality. Six 90-minutes focus group were conducted with 21 college women of color (CWOC), including 10 African American and 11 Latina emerging adults aged 18 to 23. A modified grounded theory approach was employed for the data analysis. The transitions of CWOC as emerging adults taking on greater responsibilities and independence were made more complex by ethno-gendered encounters. A grounded model of resistance expanded the ecological framework of resilience to accommodate intersectional experiences with race and gender bias. The model highlights CWOC resistance as an important psychosocial mechanism facilitating their adjustment in a predominantly White institution. CWOC employed a strong psychological mechanism of resistance to prevent the internalization of the negative stereotypical narratives. Maternal ethno-gendered racial socialization appeared to be a crucial resilience resource helping them to cope and promoting the growth of self-system characterized by independence, self-efficacy and self-respect, high self-esteem, determination and hard work. This transformative and constructive psychological mechanism of resistance was linked to their successful adjustment and achievement in college. The findings have developmental and practical implications for historically minoritized women college students’ resilience and adjustment.

China’s higher education development evaluation based on GA-BP neural network

The development of higher education supplies a large number of high-level talents to the society, which is the key to building a harmonious society. At present, the development of regional higher education is extremely uneven, and it is the top priority of education development that it is urgent to clarify the situation of regional higher education. This article constructs a comprehensive evaluation index system of higher education development from a total of 19 indicators from five dimensions of talent training, teacher strength, scientific research output, infrastructure and social services, and then uses entropy and genetic algorithm-projection pursuit model to calculate the weight. GA-BP and BP neural network models are used for comprehensive evaluation. It is found that: (1) The most important factors affecting the development of higher education are technology transfer income and the application of R&D achievements in colleges and universities; (2) Compared with BP neural network, GA optimizes BP neural network in terms of effectiveness, convergence speed, and accuracy. (3) Generally speaking, during the research period, the development of China’s higher education has gradually improved, with an average annual growth rate of 3.5%. In terms of sub-regions, the provinces with excellent higher education development levels have increased from 0 in 2008. The number has increased to 5 in 2019, and the development of higher education among provinces is extremely uneven, and the differences between provinces are gradually increasing.

School Administrators' and Teachers' Perceptions on Policy Change Implementation Strategies Adoption in Technical Colleges in South-west Nigeria

Abstract Education policy change is intended to improve the education system. The Technical and Vocational Education and Training (TVET) policy as adopted by the federal ministry of education in Nigeria is structured on three major goals believed to ameliorate economic challenges. The accomplishment of these however, depends on the effectiveness of its policy implementation strategies. This study therefore investigated administrative and instructional teachers’ perception on policy change implementation strategies adoption in technical colleges in south- west, Nigeria. The research was a descriptive study of the cross-sectional survey design type. It adopted a multi-stage sampling technique. Simple random sampling technique was then used to select four out of the six states in South-west, Nigeria. Respondents in the technical colleges were classified as administrative (principals and vice-principals) and instructional (teachers). Adopting census method, all the 21 principals, 47 vice-principals and 626 instructional teachers were sampled. Two questionnaires were used for data collection. It was found that there was a significant relationship between policy change implementation strategies and goal achievement in technical colleges in South-west, Nigeria (F (6,564) =25.947 p < .005, .217). In conclusion, inability to fully adopt TVET policy implementation strategies was due to poor funding to acquire adequate training resources which was the major reason why TVET goals have not been fully achieved in technical colleges. It was recommended based on the findings that colleges should make efforts to reach

Examining the relation of high school preparation and college achievement to conceptual understanding

Examining the relation of high school preparation and college achievement to conceptual understanding

Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis

ABSTRACT Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to examine how well performance on college reading assessments (e.g., ACT, COMPASS, Nelson-Denny, SAT) correlated with academic achievement (GPA and college grades). Additionally, to help explain the variation in previous findings, we examined whether the type of reading assessment used, performance indicator, publication bias, or year of publication served as moderators. Results based on 26 studies and a total of 25,090 students revealed a small association between performance on reading comprehension assessments and college grades (r = .29, SE = .02, 95% CI [.25, .33], p < .001), with no variation based on study moderators. These findings highlight the importance of college students’ reading comprehension skills for college academic achievement.

Policy Research on the transformation of scientific and technological achievements in Colleges and Universities —Based on International Comparison and Chinese practice

Serving for economic development is the basic function and important task of higher education in the new era. Doing a good job in the transformation of scientific and technological achievements in Colleges and universities is conducive to promoting national technological innovation and industrialization. The successful transformation of scientific and technological achievements in Colleges and universities needs corresponding policies to guarantee. In this paper, through the perspective of the policy research on the transformation of scientific and technological achievements in Colleges and universities, we summarize and analyze the policies on the transformation of scientific and technological achievements in Colleges and universities in developed countries and China, find out the problems in related fields in China, and put forward some suggestions on improving the policies on the transformation of scientific and technological achievements in Colleges and universities in China.

Construction and Evaluation of Transformation Mode of the Achievements in Science and Technology in Colleges under the Background of Artificial Intelligence

The main objective of this work is to construct and evaluate the transformation mode of scientific and technological achievements in colleges and under the background of the wireless network for which an artificial intelligence backpropagation neural network (BPNN) model is utilized. Firstly, the work introduces the transformation mode of scientific and technological achievements. Secondly, the work establishes the evaluation system of the transformation mode of scientific and technological achievements in colleges and describes the steps of the fuzzy comprehensive evaluation (FCE) and analytic hierarchy process (AHP) in detail. Thirdly, it determines the weight value of the evaluation indexes of the transformation of scientific and technological achievements in colleges and conducts the consistency and fuzzy comprehensive evaluation of these evaluation indexes. Finally, to further verify the scientificity and practicality of the index system, an artificial intelligence BPNN model is implemented to further evaluate the system. It is evident from the results that FCE of the transformation level of scientific and technological achievements in colleges shows that the excellent credibility accounts for 32.73%, the good accounts for 53.24%, the medium accounts for 14.33%, and the poor is 0. The transformation of scientific and technological achievements in colleges is generally at the upper-medium level. The calculation of the weight of the indicators indicates that all the indicators established greatly impact the transformation mode of scientific and technological achievements in colleges. The results of the BPNN model show that the learning and prediction ability of the evaluation model has reached a high level, which verifies the scientificity and practicality of the evaluation index system. The exploration provides a reference basis for the construction and evaluation of the transformation model of scientific and technological achievements in colleges.

Approaches to Learning and Trainees’ Academic Achievement in Polytechnic Colleges of West Hararge Zone, Oromia Regional State

The main purpose of this study was examining the relationship between approaches to learning and academic achievement, the extent to which approaches to learning predict trainees’ academic achievement, and determining gender differences between male and female trainees in approaches to learning and academic achievement in Polytechnic Colleges. Mixed research approach particularly explanatory sequential design was used. Stratified random sampling and purposive sampling were used to select study settings and participants. Data were collected from five Polytechnic Colleges through questionnaire. Population of this study is 372 (183 male and 189 female) trainees. With response rate of 85%, the main analysis was done based on 315 trainees’ (155 male and 160 female) questionnaire responses. Pearson Correlation Coefficient, regression analysis, and independent sample t-test were employed to analyse the collected data. Thus, Pearson correlation coefficient revealed statistically significant positive association of trainees’ academic achievement with approaches to learning (r = .59, r2 = 34.81%, p &lt; .001). Regression analysis results showed that approaches to learning is significant predictors of trainees’ academic achievement in polytechnic colleges. The independent sample t-test analysis results indicated that there is no gender difference between male and female trainees in approaches to learning and academic achievement. On the basis of these findings conclusions and recommendations were made