Achievement Of College Students Research Articles

ROLE OF MEDIA ON ACADEMIC PERFORMANCE OF STUDENTS

The engagement of students in social media networking activities has been observed to result in increased focus on their academic pursuits, leading to a higher investment of time and effort in their studies. The current investigation was carried out within the Lahore District situated in the province of Punjab.The pr imary aim of this investigation is to examine the influence of social media utilisation on the scholastic ach ievement of college students. The research was carried out in various urban centers, namely, Lahore, University of the Punjab, G.C University, University of Lahore, and Superior University. This study employed a multistage sampling method. During the initial phase, a random selection process was employed to choose four universities located in the Lahore district of the Punjab province. During the second stage, a random selection process was employed to select four departments from each university. In the third stage, a sample size of 400 participants was chosen through convenience sampling. The sample consisted of 100 students from each university and 25 students from each department, all of whom were enrolled in degree programs. Data were obtained using a meticulously designed interview schedule. The data that was gathered was subjected to analysis through the utilization of the Statistical Package for Social Sciences (SPSS). The findings indicate that a significant proportion of the participants utilized social media platforms to enhance their scholastic achievements. Therefore, there is a strong positive correlation between academic performance and social media usage. Keywords: Social Media, Networks, Internet, Students, Time.

The Impact of Using Micro-selection as a Learning Model on Iraqi College Student's Achievement in Reading Comprehension

The Impact of Using Micro-selection as a Learning Model on Iraqi College Student's Achievement in Reading Comprehension

Using Item Response Models to Develop a Criterion-Referenced Test to Measure the Students' Achievement in Educational Evaluation

The purpose of the study was to develop a criterion-referenced test to measurestudent's achievement in educational evaluation using item response theory. To achieve this goal, the author constructed a 3-option multiple-choice achievement test of 48 items that was later administered to 348 students enrolled at the University of Bahrain. The findings of study revealed that the students' responses to 31 items fit the Rasch model assumptions while 17 items did not fit the model. All items of the final version of the test, however, were located within the range of the model's infit and outfit indicators. Also, the reliability estimates for persons and items were .87 and .93, respectively, indicating a high reliability of the test, and the maximum information extracted from the three-option test is obtained at the average ability levels. Based on these results, the author recommends using the developed test as a reliable measure of the level of university student's achievement in the subject of educational evaluation

Using Item Response Models to Develop a Criterion-Referenced Test to Measure the Students' Achievement in Educational Evaluation

The purpose of the study was to develop a criterion-referenced test to measurestudent's achievement in educational evaluation using item response theory. To achieve this goal, the author constructed a 3-option multiple-choice achievement test of 48 items that was later administered to 348 students enrolled at the University of Bahrain. The findings of study revealed that the students' responses to 31 items fit the Rasch model assumptions while 17 items did not fit the model. All items of the final version of the test, however, were located within the range of the model's infit and outfit indicators. Also, the reliability estimates for persons and items were .87 and .93, respectively, indicating a high reliability of the test, and the maximum information extracted from the three-option test is obtained at the average ability levels. Based on these results, the author recommends using the developed test as a reliable measure of the level of university student's achievement in the subject of educational evaluation

EFL Effective Factors: Anxiety and Motivation and Their Effect on Saudi College Student's Achievement

Before I have joined Yobe State University this year, I was teaching English in Saudi Arabia for more than ten years. Therefore, the aim of this study is to examine the anxiety level and the motivational patterns of Saudi college students of English and consider how motivational patterns and anxiety effect on language learning. The study arise two main questions. They are “What is the relationship between students’ anxiety and students’ learning achievement?” and “Is there any relationship between the students' desired level of proficiency and the types of motivation they show?” The subjects include 75 students randomly selected from Community College and Faculty of Education, Shaqra University. The APA style, descriptive analytical approach have been adopted in this study. SPSS programme is used to elicit the results. The results showed that Saudi students were found out to be very anxious towards learning EFL. This has resulted from their social, environmental, cultural, religious beliefs, teachers' role and tests. Concurrently, the results have revealed that they are demotivated students. However, they can be motivated instrumentally more than integratively. It is recommended that the level of students' anxiety can be lowered through creating effective and positive environment conducive to EFL teaching and learning. Correspondingly, the research suggests that relative investigations should be better conducted to lessen Foreign Language Classroom Anxiety Scale (FLCAS) and strengthen instrumental dimensions of Saudi learners.