Academic Performance Development Research Articles

The Impact of University Culture on Academic Performance: Knowledge Management as a Mediating Variable

This study aims to determine the extent of the impact of the university culture on academic performance. and to measure the impact of the mediator Knowledge management in the relationship between them. The hypothetical scheme was developed based on a set of literature that contributed to building the four research hypotheses, the research was applied at the Southern Technical University using the questionnaire tool that was randomly distributed to a group of teachers numbering (121) teachers, (SPSS. V.22, AMOS. V.22) for the purpose of analyzing data in a statistical way and reaching reliable results, after adequate analysis of the data, the results showed that there is a positive impact of the university culture on the development of academic performance. In addition, the study also found a significant impact of the intermediate variable knowledge management on the relationship between university culture and academic performance, and based on the results reached, a set of recommendations have developed.

IT Governance Impact on Academic Performance Development

This paper produces a comprehensive literature review to evaluate the impact of technology development with IT governance mechanism for enhancing academic performance. This paper includes structure, process, and direct actions of reviewed papers related to IT governance. The aim is to analysis and review the type of Technology Enhanced Learning mostly used in educational field to enhance the academic performance connected to IT Governance of e-learning use. The method proposed here should explains the ideas and the quality assurance standards to enhance the academic performance with approval of IT governance. These studies include any special identifications or criteria for e-learning method and student academic performance. The results of this literature review reveal the side has led to new documentation ways, that include written learning outcomes, assessment plans, reports on results and improvement plans.

Developing Web-based Support Systems for Predicting Poor-performing Students using Educational Data Mining Techniques

The primary goal of educational systems is to enrich the quality of education by maximizing the best results and minimizing the failure rate of poor-performing students. Early predicting student performance has become a challenging task for the improvement and development of academic performance. Educational data mining is an effective discipline of data mining concerned with information integrated into the education domain. The study is of this work is to propose techniques in educational data mining and integrate it into a web-based system for predicting poor-performing students. A comparative study of prediction models was conducted. Subsequently, high performing models were developed to get higher performance. The hybrid random forest named Hybrid RF produces the most successful classification. For the context of intervention and improving the learning outcomes, a novel feature selection method named MICHI, which is the combination of mutual information and chi-square algorithms based on the ranked feature scores is introduced to select a dominant set and improve performance of prediction models. By using the proposed techniques of educational data mining, and academic performance prediction system is subsequently developed for educational stockholders to get an early prediction of student learning outcomes for timely intervention. Experimental results and evaluation surveys report the effectiveness and usefulness of the developed academic prediction system. The system is used to help educational stakeholders for intervening and improving student performance.

The Academic Performance Stages of Change Inventory (APSCI): An application of the Transtheoretical Model to academic performance

ABSTRACT The Transtheoretical Model (TTM) conceptualizes change as a process with five identifiable stages. Each stage has psychological characteristics that are manifestations of an underlying continuum of change. Surprisingly few studies have applied the TTM to understand the process involved with academic development. The objective of this study was to assess a new instrument designed to measure the stages of change in the development of academic performance: the Academic Performance Stages of Change Inventory (APSCI). High-school students (N = 564) were sampled from the 10th, 11th, and 12th grades of a secondary school in Portugal. Results showed that a correlated five-factor structure, corresponding to the five stages of change, had good empirical fit. The latent factors of this model (stages) were shown to have the same meaning across school grade and gender. We concluded that the five APSCI subscales had reasonable internal consistency considering the small number of items per factor. Students in the later stages of change tended to have better academic performances and to be more engaged in school than those in the earlier stages, particularly the pre-contemplation stage. This study provides good preliminary evidence that the APSCI is a suitable tool for assessing stages of change of academic performance.

The effectiveness of collaborative learning in the development of academic performance and motivation of clothing and textiles students

The current research problem was defined as the decline in the academic performance, related to the preparation of skirt pattern, of the second year students of the clothing and textiles department, in addition to the decrease in their achievement motivation. The research aims at the recognition of the effectiveness of applying collaborative learning in teaching the skirt pattern to develop the academic performance through preparing a guidebook for teaching the skirt pattern by applying collaborative learning as an attempt to raise the academic standard in preparing the skirt pattern and to enhance the achievement motivation of the second year students of the clothing and textiles department. The research followed the Quasi-experimental method based on designing the pre-test and post-test experimental treatments through both of the research groups, the experimental group and the control group. The research sample consisted of (40) students divided into two groups, (20) students for the control group which studied by the usual method (RD) and (20) students for the experimental group which studied by the collaborative learning. The research tools included an academic performance assessment to assess the level of information and knowledge related to preparing the skirt pattern, a note card to evaluate the students’ performance in preparing the skirt pattern, in addition to a measurement for achievement motivation including the following dimensions/ aspects (ambition – persistence – workmanship – future orientation – bearing responsibility). Results: A statistically significant difference was found between the average scores of the experimental group students of the pre-test implementation and post-test implementation of the academic performance assessment in favor of the post- test implementation. Also a statistically significant difference between the average scores of the experimental group students and the control group students in the post-test implementation of the academic performance assessment in favor of the experimental group. A statistically significant difference between the average scores of the experimental group students in the pre-test implementation and post-test implementation of the note card to evaluate the students’ performance in favor of the post-test implementation. A statistically significant difference between the average scores of the experimental group students and the control group students in the post-test implementation of the note card to evaluate the students’ performance in favor of the experimental group. A direct proportional relation between the development of the academic performance and the raise of the achievement motivation of the second year students of the clothing and textile department. Based on the research results, a number of recommendations were proposed, the most important are: increasing the concern of applying the collaborative learning in teaching the clothing and textiles department curriculums as an effective strategy in developing the academic performance and raising the achievement motivation, conducting training courses for the faculty members in applying modern strategies in teaching.

An Ecological Analysis of After‐School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities.