Improvement In Academic Performance Research Articles

Student Performance Prediction

Abstract: Academic integration is now defined by how students are able to access, and effectively interact with, and are supported by engineering faculty and staff; Academic integration, which is a very important construct that contributes to a student’s persistence and ultimate graduation. But, several factors, either numeric or non-numeric can have varying degrees of influence on academic performance of students. Rankings of aforementioned factors, hopefully, will assist the management in order to initiate corrective action with a view to students' academic performance improvement. In an academic environment, teachers are frequently in close contact with students and therefore their belief about the degree of influence of factors on students’ academic performance could be of vital significance. The case study presented in this paper uses fuzzy relational calculus and the Dempster Shafer theory of evidence to examine and suggest a feasible and realistic ranking approach of only chosen factors!

Improving Science performance through games: An Analysis of Game-based Learning in Earth and Life Science

Game-based learning (GBL) has emerged as a promising pedagogical strategy in science education, aiming to enhance student engagement and academic performance. This study investigates the effectiveness of GBL in Earth and Life Science classes among grade 11 students. A quasi-experimental design with pre-test and post-test measurements was employed, comparing a control group with traditional instruction to an experimental group using GBL. Results indicate a significant improvement in students' academic performance in the experimental group compared to the control group. Statistical analysis revealed higher post-test scores in the experimental group, suggesting the efficacy of GBL in enhancing learning outcomes. The study underscores the importance of individualized approaches and innovative methodologies in science education, emphasizing the potential benefits of integrating GBL into the curriculum. Recommendations include integrating GBL methodologies into science curriculum, providing professional development for instructors, fostering collaboration among stakeholders, and assessing long-term effects on student performance and attitudes toward science. Overall, GBL presents a valuable supplement to traditional instructional methods, catering to diverse learning styles and preferences in science education.

Effectiveness of Individualized Education Programs (IEPs) in Special Education

This study examines the effectiveness of Individualized Education Programs (IEPs) in enhancing educational outcomes for students with disabilities through a mixed-methods approach. Results show a 20% improvement in academic performance for students with well-implemented IEPs, highlighting the structured approach of IEPs in addressing individual needs. Challenges such as time constraints and the importance of regular updates were noted, emphasizing the significance of supporting educators and fostering collaboration for maximizing the benefits of IEPs in special education.

GRAVEN: a database of teaching method that applies gestures to represent the neurosurgical approach’s blood vessels and nerves

BackgroundIn this era of rapid technological development, medical schools have had to use modern technology to enhance traditional teaching. Online teaching was preferred by many medical schools. However due to the complexity of intracranial anatomy, it was challenging for the students to study this part online, and the students were likely to be tired of neurosurgery, which is disadvantageous to the development of neurosurgery. Therefore, we developed this database to help students learn better neuroanatomy.Main bodyThe data were sourced from Rhoton’s Cranial Anatomy and Surgical Approaches and Neurosurgery Tricks of the Trade in this database. Then we designed many hand gesture figures connected with the atlas of anatomy. Our database was divided into three parts: intracranial arteries, intracranial veins, and neurosurgery approaches. Each section below contains an atlas of anatomy, and gestures represent vessels and nerves. Pictures of hand gestures and atlas of anatomy are available to view on GRAVEN (www.graven.cn) without restrictions for all teachers and students. We recruited 50 undergraduate students and randomly divided them into two groups: using traditional teaching methods or GRAVEN database combined with above traditional teaching methods. Results revealed a significant improvement in academic performance in using GRAVEN database combined with traditional teaching methods compared to the traditional teaching methods.ConclusionThis database was vital to help students learn about intracranial anatomy and neurosurgical approaches. Gesture teaching can effectively simulate the relationship between human organs and tissues through the flexibility of hands and fingers, improving anatomy interest and education.

Shifting the paradigm: a critical review of educational approaches for fostering learner wellbeing

This critical review explores how contemporary education is undergoing a paradigm shift by integrating learner wellbeing as a core objective. The review delves into the potential shortcomings of traditional, exam-driven educational approaches, which can inadvertently contribute to stress, anxiety, and a sense of alienation among learners. Studies have shown positive correlations between SEL programs and improvements in student mental health, academic performance, and social skills. Mindfulness interventions have also demonstrated promising results in reducing stress and anxiety while promoting emotional resilience and focus among learners. On the other hand, student-centred pedagogies have been linked to increased student engagement, motivation, and self-efficacy. However, the review acknowledges that challenges remain in fully integrating wellbeing into educational practices. Teacher training and professional development are crucial for successfully implementing these approaches. Additionally, ensuring consistency and alignment between wellbeing initiatives at the classroom level and broader school policies remains a concern. Furthermore, standardized testing and high-stakes assessments can continue to create pressure and anxiety, potentially undermining efforts to foster wellbeing. In conclusion, this critical review highlights the growing recognition of learner wellbeing as a core educational objective. By exploring various theoretical frameworks, the limitations of traditional approaches, and the potential of emerging practices, the review underscores the need for a paradigm shift in education. Ultimately, integrating wellbeing into the educational experience has the potential to nurture not only academically successful individuals but also well-rounded, resilient, and thriving learners.

Beyond the Dictionary: Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training

This study addresses researchers’ concerns about the effectiveness of integrating AI-assisted app design and training into university-level translation courses. It aims to explore how this integration influences students’ motivation, reflective practices, academic performance, and the quality of language translation. Employing a mixed-methods research approach with a two-group post-test-only design, the study uncovers the transformative influence of integrating an AI-based translation assistant. Purposive sampling techniques were utilised to conduct interventions and focus groups with students majoring in Philology enrolled in the 3 ECTS course in Industry-Specific Translation at Taras Shevchenko National University of Kyiv. The findings from the Independent Samples t-test revealed significant improvements in motivation, reflective practices, academic performance, and translation quality among students in the experimental group (EG) compared to the control group (CG). Thematic analysis using the Speak web-based tool indicated an overall positive sentiment (0.224), highlighting Positive and Very Positive sentiments. The Neutral category suggested a balanced perspective, while the combined Slightly Negative and Negative categories represented less favourable sentiment. This research contributes valuable insights to the discourse on AI in language education by addressing gaps in related literature. We suggest avenues for future research into linguistic nuances and contextual challenges, advocating ongoing exploration to maximise the benefits of these technological interventions. Ultimately, this study provides a comprehensive understanding of the impact of AI integration in language education and underscores the need for continued exploration and adaptation in this area.

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

University Students' Achievement of Meaningful Learning through Participation in Thinking Routines.

This study was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students' academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students' prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance.

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

Within the dynamic realm of competency-based education, the establishment of meaningful and engaging learning environments is crucial. Consequently, there has been an increasing scholarly interest in exploring the utilization of games in teaching and learning. However, most games in recent research aim to engage students in practice-and-drill activities. Our research focuses on the application of manually designed learning games, based on the Experiential Learning Theory, within a primary school in Ho Chi Minh City, involving 208 third-grade students. Using a quasi-experimental design with a pre-post intervention evaluation, the study aims to assess the impact of these games on students' academic performance in mathematics and their motivation towards the subject. The findings, derived from quantitative data analysis, reveal significant improvements in both academic performance and motivation post-intervention. This research contributes to the growing body of knowledge on gamified learning and offers practical methods to integrate student engagement. It underscores the value of well-structured, theoretically grounded learning games as an effective tool in modern educational practices, especially for complex subjects like mathematics at the elementary level.

Unlocking the cosmos: evaluating the efficacy of augmented reality in secondary education astronomy instruction

Augmented Reality (AR) is now being used in education across various subjects. The number of AR applications has increased with the popularity of smartphones. In this study, we explore the use of AR-based apps for teaching astronomy in the last four years of secondary education in Spain. The study includes an experimental group and a control group to show the benefits of using AR in the classroom. We conducted a pretest-posttest design, with a knowledge questionnaire given before and after the teaching period. 130 students aged 12 to 16, from a secondary school in Spain were divided into four groups, each having a control and an experimental group. The experimental group showed significant improvement in academic performance through the use of AR. This research aligns with previous studies, confirming that the use of AR makes Science, Technology, Engineering, and Mathematics (STEM) learning more engaging compared to traditional teaching methods.

Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program

The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant improvements in students' academic performance and in all teacher variables in the experimental group. Targeting interventions towards K-12 educators has immense potential to profoundly influence students' academic growth by increasing their interest and competence in STEM disciplines.

Boltzmann stacked classification data mining model for the student performance improvement in academic performance

The term “educational data mining” refers to a field of study where information from academic environments is predicted using data mining, machine learning, and statistics. Education is the act of giving or receiving knowledge to or from someone who is formally studying and developing a natural talent. Over time, scholars have used data mining techniques to uncover hidden information in educational statistics and other external elements. This study suggests a unique method for analysing academic student performance that is based on data mining and machine learning. Here, the input is gathered as a dataset of student academic performance and is processed for normalisation and noise reduction. Then, using the Boltzmann deep learning model coupled with linear kernel principal component analysis, this data’s characteristics were retrieved and chosen. Based on weights, information gain, and the Gini index, the characteristics are assessed and optimised. Following the selection of the pertinent data, conditional random field-based probabilistic clustering model is performed using RNN-based training, and the academic performance of the students is then examined using voting classifiers and sparse features. Experimental results are carried out for students academic performance dataset based on subjects in terms of training accuracy, validation accuracy, mean average precision, mean square error and correlation evaluation. Proposed technique attained accuracy of 96%, precision of 95%, Correlation Evaluation of 92% .

The Role of English Language Support Programs on International Academic Mobility of University Students in Shandong College of Economics and Business, China

This paper explores the pivotal role of English language support programs in shaping the international academic mobility experiences of university students at Shandong College of Economics and Business, China. Conducting a quantitative study involving 150 participants engaged in international academic mobility, the research investigates the impact of language support initiatives, identifies challenges faced by students, and gathers suggestions for program improvement. Results reveal significant improvements in English language proficiency, academic performance, and overall satisfaction among participants. Challenges encountered, including language barriers, cultural adjustment, academic rigor, and social integration, underscore the complexities of global academic experiences. Participants' suggestions for program improvement, emphasizing increased language practice opportunities, enhanced cultural preparation, additional academic support, and more social events, provide actionable insights for program refinement. This study contributes to the broader discourse on the internationalization of higher education, emphasizing the transformative potential of language support programs in fostering successful global academic mobility experiences. The findings hold implications for institutions globally seeking to optimize language support initiatives for an increasingly diverse student body and nurture globally competent citizens.

THE INFLUENCE OF GROUP DISCUSSIONS ON PERFORMANCE OF PUPILS IN MATHEMATICS IN MADI OKOLLO DISTRICT: A CROSS SECTIONAL STUDY.

Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials. Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials.

Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism.

Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their learning experience. This study focuses on conducting a bibliometric analysis of the impact of information and communication technologies on the learning of students with ASD, with the aim of addressing two research questions. Through the analysis of three databases (Scopus, Dialnet, and Web of Science), a total of 24 articles related to the subject were collected. The results show that the use of different technological devices has numerous benefits for these students. Among the most prominent are the use of augmented reality and educational robotics, mainly providing improvements in academic performance, motivation and improved retention of knowledge acquired in the classroom. In conclusion, the clear need to train teachers in digital competencies and to intensify efforts in this line of research in order to improve the education of students, as well as to enrich the knowledge available to the scientific community, is highlighted.

"Aquilibria: The battle to balance"-a narrative card and board game on acid-base regulation for first-year medical students.

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts.NEW & NOTEWORTHY This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience.

The Influence of Physical Education Courses in Achieving Talent Cultivation

This study, based on the research areas of sports curriculum assessment (course structure, mandatory courses, elective courses) and university talent development goals (moral orientation, teaching orientation, educational orientation, development orientation), lays the foundation for improving the learning efficiency and talent development goals of sports science students. The research aims to promote the comprehensive development of sports science students through curriculum reform and the enhancement of talent development programs. The findings from this study contribute to the improvement of academic performance among sports science undergraduates at Hunan University of Arts and Science in Hunan Province, China. The insights provided serve as references for educational practices, assisting institutions in curriculum reform to achieve university talent development goals. The study randomly selected 260 students and utilized a descriptive correlational design along with social science statistical software (SPSS) for data analysis. The results indicate that the respondents are primarily university students aged 20-21 (63.5%), predominantly male (59.2%), with a concentration in the senior year (73.5%). The obtained scores in course structure (3.63), mandatory courses (3.65), elective courses (3.63), moral orientation (3.65), teaching orientation (3.65), educational orientation (3.65), and development orientation (3.64) were reported. The study concludes that enhancing the level of curriculum reform for sports science undergraduates effectively aligns with students' talent development goals, including moral orientation, teaching orientation, educational orientation, and development orientation, ultimately improving academic performance. To facilitate students in achieving talent development goals and enhancing their learning outcomes, teachers need to adopt relevant measures in their teaching, such as strengthening comprehensive quality cultivation, promoting the application of innovative teaching methods, enhancing collaboration and communication with industries, and establishing a personalized assessment system. These strategies contribute to the specialization of sports science courses and the improvement of talent development goal achievement, fostering students' development of innovative skills, broadening their perspectives, and becoming confident, adaptable thinkers.

Career Planning: Its Implementation and Impact

Career planning initiatives among university and college students stand as pivotal mechanisms for equipping individuals with the essential skills and direction needed to navigate their professional journeys. This study explores the multifaceted landscape of career planning interventions, examining their transformative impacts and the persistent challenges hindering their comprehensive effectiveness. The research delves into the positive impacts, such as enhanced decision-making skills, increased career clarity, job satisfaction, academic performance improvement, and a culture of professional growth and adaptability. However, prevalent challenges, including limited resource accessibility, generic guidance, cultural barriers, practical experience deficits, and misalignment with academic curricula, impede the holistic efficacy of these programs. Recommendations are drawn from these identified challenges to foster a more inclusive and supportive career planning ecosystem. Proposals include enhancing resource accessibility through centralized career resource centers, providing tailored guidance and cultural sensitivity training, expanding practical experiences and networking opportunities, and seamlessly integrating career planning into academic curricula. The study underscores the importance of continuous evaluation and adaptation to ensure the responsiveness of career planning initiatives to evolving student needs.

The Marginal Returns to Distance Education: Evidence from Mexico’s Telesecundarias

This paper analyzes a large-scale and long-running distance education program in Mexico. We estimate marginal treatment effects (MTEs) for learning in math and Spanish in telesecundarias relative to traditional Mexican secondary schools using an empirical framework that allows for unobserved sorting on gains. The estimated MTEs reveal that school choice is not random and that the average student experiences significant improvements in both math and Spanish after just one year of attendance in telesecundarias. We find that the existing policy reduces educational inequality, and our policy-relevant treatment effects show that expanding telesecundarias would yield significant improvements in academic performance. (JEL I21, I24, I26, I28, O15)

Política de apoio pedagógico no ensino superior: um estudo de caso

Abstract Pedagogical support actions in higher education are recent in the history of Brazilian universities, being instituted through the National Student Assistance Program - PNAES, in the 2010s. The program designates to universities the responsibility for student assistance by promoting ten areas, including the pedagogical support. With this responsibility, the Federal University of Santa Catarina (UFSC) created in 2013 the Institutional Program for Pedagogical Support for Students (PIAPE), which has developed support and pedagogical guidance for undergraduate students on the five campuses of the institution. With almost ten years of activities carried out, it was observed the need to evaluate the program´s actions and results for its improvement. For the development of the research, a formative evaluation was conducted, guiding the collection and analysis of program data, enabling its evaluation. The research context is PIAPE and its actors, so the documentary research was carried out through the program’s guiding documents; the student evaluations collected by PIAPE were considered; and a focus group with the management team was responsible for identifying limitations and possibilities of the program. The research demonstrates that PIAPE has been an important pedagogical strategy to support students and the professors’ teaching work, and contributes to the improvement of academic performance. This study also enables understanding the function and possibilities of pedagogical support in higher education, as well as providing a methodology for evaluating pedagogical support actions that can be replicated in other institutions.