High Academic Success Research Articles

Girişimcilik ve Yenilikçiliğin Üniversitelerin Akademik Performansı Üzerindeki Etkisi

The aim of the study is to examine the effect of entrepreneurship and innovation on universities' academic performance. For this purpose, we used panel data obtained from the universities included on the Entrepreneurial and Innovative University Index for the 2012-2017 period. The data were obtained from the TÜBİTAK index and URAP. The data obtained were analyzed using the panel regression method. The results show that entrepreneurial and innovative universities have higher academic success. Also, scientific and technological research competence, cooperation and interaction, and economic contribution and commercialization have a significant positive effect on universities' performance. However, the intellectual property dimension of entrepreneurship and innovation significantly and negatively affect universities' academic performance. The entrepreneurship and innovation culture dimension, on the other hand, has no significant effect on universities' performance. The study aims to contribute to the academic literature as a pioneering study that addresses the effect of entrepreneurship on the academic performance of universities. In addition, it is an important study since it shows that universities should add entrepreneurship to their educational and researcher identities while making their choices in positioning themselves among others.

8. Sınıf Öğrencilerin Bağlam Temelli Basınç Sorularını Çözme Süreçleri

Bu araştırmada 8. sınıf öğrencilerinin bağlam temelli basınç sorularını çözme süreçleri incelenmiştir. Öğrencilerin basınç konusundaki bağlam temelli soruları çözerken ne düşündüklerini, nasıl yorumladıklarını, hangi bilgi ve tecrübelerini kullandıklarını ifade etmeleri sağlanarak çözüm süreçlerini ortaya çıkarmak amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında Orta Karadeniz Bölgesi’nde bir ile bağlı ilçede bulunan devlet ortaokulunun 8. sınıfında öğrenim görmekte olan 6 kız ve 6 erkek olmak üzere toplam 12 öğrenci oluşturmaktadır. Görüşülecek öğrencilerin seçiminde kız ve erkek sayılarının eşit olması ve başarı durumu ölçüt örneklem olarak seçilmiştir. Veri toplama aracı olarak basınç konusunda bağlam temelli 12 sorudan oluşan çoktan seçmeli sorular kullanılmıştır. Öğrencilerin hazırlanan soruları cevaplarken nasıl düşündüklerini sesli olarak belirtmesi istenmiştir. Araştırmada öğrencilerle yapılan görüşmeler ses kaydına alınmış daha sonra yazıya aktarılmış, verilerin çözümlenmesinde ise içerik analiz yöntemi kullanılmıştır. Yapılan çalışma sonucunda elde edilen bulgular öğrencilerin akademik başarısına göre değişkenlik göstermektedir. Soruları çözerken ve çözüm yollarını açıklarken akademik başarısı yüksek olan öğrencilerin geneli bilimsel bilgilerden yararlanmışlardır. Akademik başarıları orta düzey olan öğrencilerin geneli, akademik başarıları yüksek olan öğrencilere göre çözüm yollarını açıklarken daha az bilimsel bilgiyi kullandıkları, bazılarının ise soruları açıklarken deneyimleriyle açıkladıkları ve kavram yanılgılarına sahip oldukları ortaya çıkmıştır. Akademik başarıları düşük öğrencilerin ise hem soruları çözerken zorlandıkları hem de soruları yeteri kadar açıklayamadıkları ve basınç konusu ile ilgili çeşitli kavram yanılgılarına sahip oldukları tespit edilmiştir.

College and Career Ready? A Snapshot of 12th Grade National FFA Members

High school graduates must be College and Career Ready to be successful in their future academic and employment pursuits. Employability skills such as communication, leadership, and critical thinking are in high demand from colleges and employers. High school academic success is an indicator the person has the skills and background necessary for success in further education. We conducted a descriptive study of 2018-2019 high school senior members of the National FFA Organization to provide an updated and focused look into its student membership. The goal was to assess the level of employability skills and academic success retained through high school considering the skills desired by 21st Century employers. Exploring, defining, and understanding the current National FFA student membership’s achievements and interests in career pathways is important to ensure the optimal educational experience for today’s youth. The study occurred in fall 2018 with 2,087 respondents completing the online survey. Respondents reported self-perceived high employability skill levels and above average academic success. This could imply study respondents are College and Career Ready.

Development of an Intelligent Tutoring System Using Bayesian Networks and Fuzzy Logic for a Higher Student Academic Performance

In this experimental study, an intelligent tutoring system called the fuzzy Bayesian intelligent tutoring system (FB-ITS), is developed by using artificial intelligence methods based on fuzzy logic and the Bayesian network technique to adaptively support students in learning environments. The effectiveness of the FB-ITS was evaluated by comparing it with two other versions of an Intelligent Tutoring System (ITS), fuzzy ITS and Bayesian ITS, separately. Moreover, it was evaluated by comparing it with an existing traditional e-learning system. In order to evaluate whether the academic performance of the students in different learning groups differs or not, analysis of covariance (ANCOVA) was used based on the students’ pre-test and post-test scores. The study was conducted with 120 undergraduate university students. Results showed that students who studied using FB-ITS had significantly higher academic performance on average compared to other students who studied with the other systems. Regarding the time taken to perform the post-test, the results indicated that students who used the FB-ITS needed less time on average compared to students who used the traditional e-learning system. From the results, it could be concluded that the new system contributed in terms of the speed of performing the final exam and high academic success.

Effects of Dog Ownership and Academic Success: A Correlational Study

It is well known that dogs are effective stress relievers. Specifically, certified therapy dogs and service dogs have been proven to reduce stress in the academic realm. With the reduction of stress comes an increase in test scores and academic performance. Scientific trails have shown that dog visitations have helped children in elementary school increase their literacy and reading rates. College students report that meet and greets with therapy dogs during finals weeks have left them feeling more confident about upcoming exams. Though, what is not commonly considered are students at the high school level and the influence of dogs, particularly one that they own. This study involved the collecting and analyzing of surveys to see whether or not high schoolers who owned dogs had higher academic success as compared to their peers who didn’t own dogs. The findings show that there is no such correlation between high schoolers who own dogs experiencing higher academic rates, however it did support the proven theory of dogs relieving stress.

Investigation of Relationship Between Levels of Self-Efficacy and Self-Care in Middle School Adolescents in Turkey

: In this research it is aimed to investigate the relationship between the self-efficacy and self-care levels in adolescents which are aged between 11 - 15 years old. For this purpose, the socio-demographic characteristics of the students are utilized including, age, grade, gender, longest residence, family type, current residence location, family structure, academic success status, income-outcome balance, chronic diseases, education level of mother, education level of father, mother profession, father profession of students. Accordingly, the most known scales namely general self-efficacy scale and self-care agency scale were considered to investigate related characteristics of adolescents from Mersin Province of Turkey. It is implied from results that there is a significant relationship between the self-efficacy scale scores with the academic success status, family type and family structure characteristics of these adolescents. As well, there existed a significant relationship between the mean scores of the self-care scale with the age, grade, education level of their mothers, economic status of their families, academic success status and their family types. Based on the results, especially in the case of the single-parent type family structures, conducting a democratic family discipline and academic success status of students lead to increase in the self-efficacy belief of adolescents. In the similar way, the education level of mothers, economic status of the families, achieved high academic success and holding a democratic family discipline resulted in the high self-care agency level of the adolescents. Additionally, as the self-efficacy level of the adolescents increased, the self-care agency level of the adolescents may be increased additionally.

Correlaciones entre la condición física y el logro académico en estudiantes de grado

Introduction: There are a few number of studies that have examined the effect of the level of physical fitness on academic success in university students. Goals: The purpose of the study is to determine the relationship between physical fitness and academic success in university students. Material and methods: The study included 183 university students. To determine physical fitness, Fitnessgram test battery was used. The students were grouped in respect of academic success status according to general academic marks. Results: Academic success was evaluated as low in 16.1% (n:15) of females, moderate in 38.7% (n:36) and high in 45.2%(n:42), and in male students a low level was determined in 18.9% (n:17), moderate in 52.2% (n:47) and high in 28.9% (n:26). Smoking cigarettes was seen to have created a difference in females with low academic success (p<.05). A difference was determined between the low and high academic success groups of both genders in respect of physical fitness (p<.05). In the physical fitness tests, a relationship was seen with the mean general academic points in all students, with exception of body mass index (BMI), a relationship was determined between other parameters and academic success (p<.05). Conclusions: High level of physical fitness provides positive contributions to academic success. No relationship was determined between BMI in females and mean general academic points. In females with a low level of academic success, the rate of cigarette smoking was higher.

Влияние психодинамических свойств личности на академическую успеваемость студентов

The dependence between progress in studies of students and their psychodynamic properties (properties of the temperament) was investigated in this exploration. It was found that academic success depends on the speed of psychical reactions. Our investigations indicated that the higher rate, the higher academic success. This dependence extends to female persons. We provided methodological recommendations for improving academic success in this work.

Investigation of Hyperactivity and Attention Deficit of University Students Who Do Sport Regularly and Do Not Do Sport in Terms Of Some Variances

Introduction: Hyperactivity and attention deficit are situations which have been seen in individuals recently and affect both academic and life quality of individual negatively. The aim of this study is to determine hyperactivity and attention deficit level of university student who sport regularly and do not sport.Method: Carried out with scanning model, this study was applied to 353 students, who continue their education at Yuzuncu Yil University during 2017/2018 academic year, including 208 students who sport regularly and 145 students who do not sport. Reliability and validity of Turkish form of WHO’s Adult Attention Deficit/Hyperactivity Disorder Self-Report Scale (ASRS-v1.1) was carried out by Dogan et. al. (2009). As statistical method, as well as descriptive statistics, Kruskal Wallis H test for multiple comparisons and Mann-Whitney U test for paired comparisons were used in the situations in which normality and homogeneity of variances were not provided. p&lt;0.05 was determined as significance level.Findings: When attention deficit (p&lt;0.01) and hyperactivity (p&lt;0.05) levels in those who do sport and those who do not do sport were examined, significant difference was found in favor of those who do sport. In examination of hyperactivity levels and attention deficit in terms of academic success, it was found that there was a significant difference in favor of those who have higher academic success (p&lt;0.05). When hyperactivity levels and attention deficit were analyzed in terms of participants’ sheltering status, a significant difference was seen in favor of those who stay in a house far from their family (p&lt;0.05). A significant difference in terms of high school from which participants graduated and in terms of their parents’ education level (p&gt;0.05).Conclusion: It has been seen that hyperactivity levels and attention deficit of university students are related to many factors. Today, intensely usage of technology affects individuals negatively. Moreover, it has been found that attention deficit and hyperactivity levels are high in those individuals who do not do sport regularly.

The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course.

PurposeThe purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course.Methods‘Biodiversity and Global Environment,’ a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb’s Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement.ResultsMore than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students.ConclusionTo operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

Research findings about which learning style works better are not consistent. However, learning styles are known to be generally associated with learning and to support improvement in some learning outcomes . This study aims to determine learning styles of sports high school students and to examine these styles with respect to overall academic success. The study sample consists of 480 sports high school students (152 females, 328 males) who were the students of seven different sports high schools in Turkey. Kolb Learning Style Inventory-3 (LSI-3) was used as the data collection tool. Data was analyzed using χ 2 (Chi-Square) test and one-way analysis of variance. The study found out that the sports high school students mostly had diverging (39.5%) learning style, a ssimilating (21.5%) and converging (21.5%) were of equal rate, and accommodating (17.5%) was the least preferred learning style. The study indicated that students with high overall academic success had converging , accommodating , assimilating and diverging learning styles, respectively. Although most of the sports high school students had diverging learning style, the overall academic success of students with converging learning style was higher.

Мотивація навчальної діяльності студентів закладів вищої освіти

The concept and classification of students' motivation in the process of education are analyzed. It is emphasized that individual characteristics of the students' individual learning styles, with high academic success, are: methodic and intellectual flexibility of the learning information acquisition; internality; a high level of self-reliance on personality, consistency, regularity of planning and execution of educational actions. The dependence of the formation of the teaching style on the influence and the high level of cognitive motivation, the motivation of achievement and the orientation towards the final result are emphasized. It is emphasized that the effectiveness of educational activities of students depends not only on natural abilities, but also to a large extent on the development of motivation and having complex systemic connections. The most important qualities of the personality of the future specialist are determined. The structure of student motives in the course of his study is explored. The levels of social and cognitive motivation are given. The factors influencing the formation of students' learning motivation are discussed. Pedagogical conditions for providing motivation for training of future specialists are outlined.

Использование различных типов медиа в обучении: создания благоприятной среды для само - и взаимообучения на межпредметном уровне

The work analyzes the effectiveness of the use of media technologies to improve the educational motivation of students (the example of the Municipal Budget Educational Institution Gymnasium No. 5 in Konakovo, Tver Region) to improve the overall quality of education. Traditionally, the task teacher performs differentiation of tasks on the subject, and the students fulfill them according to the choice of the teacher. For the formation of universal learning skills of students it is necessary to teach to carry out an informed choice of tasks in accordance with their capabilities and create conditions for raising the level and achieving high academic success. We assume that the use of the technology "Learning in the game" will make possible the transition from external differentiation to internal quite naturally, because students will have the opportunity to do this in individual modes. By tracking their own achievements or failures in the e-learning system, trainees will be able to share it with the members of the language group and the teacher.

Understanding the role of schools in the Asian-white gap: a seasonal comparison approach

Asian Americans are the most highly educated racial group in the United States and are commonly heralded as the model minority for their high academic success. Nevertheless, previous research suggests that Asian Americans may face certain disadvantages in school settings. For example, Asian Americans’ academic advantage over non-Hispanic white students diminishes between kindergarten entry and the next several years of schooling. This study provides a closer examination of the educational progress of Asian American students compared to white students through a seasonal comparison approach. Using the Northwest Evaluation Association, we analyze reading and math scores for over 130,000 Asian American and white students in grades K-7 in approximately 675 public schools across the US. We find that Asian Americans have higher academic achievement than white students in general, but that these advantages are maintained primarily through faster rates of learning during the summer months. When school is in session, the Asian advantage either remains unchanged or shrinks, consistent with the view that some school processes undermine the educational progress of Asian American students relative to white students.

High School Academic Performance and Academic Success in University

High School Academic Performance and Academic Success in University

INSERVICE TEACHER TRAINING PROGRAMMES: IMPLICATIONS ON TEACHER EFFECTIVENESS IN SECONDARY SCHOOLS IN KENYA

The purpose of this study was to assess the effect of In-service Teacher Training Programmes on teachers’ effectiveness in Sotik Sub-County. In-service Teacher Training Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively. This study was guided by five main objectives: To determine the effect of In-service Teacher Training Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents. To obtain the sample size a purposive sampling was used to target teachers who have undergone or undergoing In-service Teacher Training Programme. Sub-county QASO and Head teachers whose schools had ITTP teachers were interviewed. Stratified purposive sampling was used to select two teachers per school who were observed considering gender where applicable. All teachers who had undergone and those undergoing In-service Teacher Training Programme in the sub-county secondary schools filled the questionnaire. Data was gathered by use of a questionnaire, an interview schedule, an observation guide and documentary analysis. The data was subjected to both qualitative and quantitative analysis. The study was based on the model of Effective Schools by Lesothe (2001) who posited the seven correlates of effective schools that includes instructional leadership, high academic success, monitoring of students’ progress and opportunity to learn. The data analysis was done using both descriptive (means, frequencies and tables) as well as inferential statistics (correlation). A statistically significant positive relationship between the dependent variable In-service Teacher Training Programme and effective teacher planning for instruction at a coefficient of 0.571 (p=0.00˂0.05), positive relationship with teachers’ lesson content delivery at a coefficient of 0.682(r=0.682 p<0.05), positive relationship with teachers’ student evaluation at a coefficient of 0.611(r=0.611 p<0.05); positive relationship with teachers’ development of Student -Teacher relationship at a significant coefficient of 0.622(r=0.622 p<0.05) and a positive relationship with teachers’ use of Teaching-Learning resources at a significant coefficient of 0.692(r=0.692 p<0.05). The study recommend consented efforts of the Government, School Principals, Universities in ensuring proper rolling and management of the In-service Teacher Training Programme in order to benefit more teachers. Universities need to follow up their products (alumni) in the form of surveys, ITTP research and interaction and assess their performance in view of the training their alumni received. Further studies are recommended to establish the sources of fees for the Teachers under ITTP in the Universities and challenges thereof, which university has high number of MEd students and why as well as which gender is of high population in ITTP and to find reasons why. Article visualizations:

An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of students? Is there a significant relationship between students' democratic school climate scores and sense of community in school scores? The study, which was designed as a descriptive one to identify the present situation, made use of democratic school climate scale as data collection tool. Students' academic success was evaluated based on their grade point averages. The participants were students in a School of Foreign Languages department in a university in southern Turkey. The study utilized descriptive statistics and Pearson product-moment correlation coefficient analysis techniques. It was found that students' sense of community in school perceptions were higher than their perceptions about democratic school climate. Although there was not a high relationship between academic success and perceptions about sense of community in school and democratic school climate, students with very low academic success had low perceptions about democratic school climate and sense of community in school. As for those with very high academic success, they were found to have high perceptions in relation to these variables. In line with the findings obtained from the study, some recommendations were made for democratic school climate.

Relationship Between Grit with Academic Performance and Attainment of Postgraduate Training in Pharmacy Students

Objective. To determine if Grit-S scores correlate with academic success in a doctor of pharmacy (PharmD) program, as well as the pursuit and attainment of pharmacy postgraduate (residency or fellowship) training. Methods. A 28-item survey was administered to third- and fourth-year (P3 and P4) pharmacy students. Variables queried included Grit-S score, demographics, pharmacy experience prior to the PharmD program, and factors that may affect academic performance during didactic coursework. Didactic coursework GPA was used as a surrogate for academic success. Information about pursuit and attainment of a postgraduate training position was also documented and used in the analyses. Results. There was no significant correlation between Grit-S scores and variables related to academic success. However, students were more likely to pursue postgraduate training with higher academic success and higher Grit-S. Lastly, students with higher Grit-S were also more likely to obtain a postgraduate training position. Conclusion. Grit-S scores correlated with the pursuit and successful attainment of postgraduate training, but not with academic success during the didactic years of a PharmD program.

The Role of Positive Emotions and Type of Feedback in Self-regulation of Learning Goals Achievement: Experimental Research

Abstract This study examined the role of positive and negative emotions in self-regulation of experimental tasks performing and academic achievement, taking into account intentionally organized feedback. We used computerized diagnostic complex, which simulates different learning activity contexts and provides data about students’ regulatory and personal characteristics, goals achievement strategies and dynamic of test results. It includes Self-Regulation Profile Questionnaire (SRPLQM, Morosanova) to diagnose students’ self-regulation stylistic features. The sample group consisted of eighty eight 13-15 years old students of Russian State secondary schools. The obtained results allow us to state that in case of high cognitive activity and achievement motivation positive emotions play a key role in maintaining high academic success and engagement. If cognitive activity and achievement motivation are at the middle level, it is the self-regulation that determines the student’ success, while positive emotions are not of significant importance. A combination of lower cognitive activity, middle self-regulation and low achievement motivation makes negative emotions a significant factor of underachieving at school. We found strong support for our hypothesis that feedback plays an important role in goals achievement, especially for students, whose self-regulation capacity is at a low or medium level.

The Adaptation of Scale of School as a Caring Community Profile for Secondary School Students into Turkish: Adaptation of School as a Caring Community Scale

Schools are social organizations where children came together from different cultures. Creating sense of community is important for schools for the formation of social culture. In schools where sense of community is formed, it is observed that students treat each other with respect, are caring and sharing and have high academic success, and rates for grade repetition and dropping out are low. The purpose of this study is to adapt The Scale of School as a Caring Community Profile into Turkish and perform validity and reliability analyses. The study group of this research conducted consists of 478 secondary school students from public primary education schools in Ankara city center during the 2011-2012 academic year. Selection of study group is predicated on two criteria (analysis unit), the school type (public secondary school) and the districts where schools are located. Turkish translation of Lickona and Davidson’s (2003) “School as a Caring Community Profile” scale is used as a data-gathering tool. Validity of language was screened in the first section of the research and was followed by receiving expert opinion on content validity. The scale was applied to 478 students after the first section was completed. Confirmatory Factor Analysis (CFA) was conducted to confirm whether or not the scale’s three-factor structure forms a valid structure. Based on the findings the scale has high construct validity and reliability coefficients.