Academic Performance Indicators Research Articles

Effectiveness of implementation of innovative educational methods tpcbl into the educational process

Aim of the study. Assessing the effectiveness of introducing the innovative educational methodology TPCBL into the educational process by comparing qualitative indicators of student performance. Materials and methods. The effectiveness of introducing the innovative methodology TPCBL (theory, practice and clinic based learning), based on the trinity of theory, practice and clinic, when conducting classes at a medical university was studied. A lesson was conducted using the TPCBL methodology at the Astana Medical University NJSC from September to December 2023. The departments of normal physiology and internal medicine with a course in geriatrics participated. The experimental group consisted of 3rd year students in the educational program “General Medicine” in the amount of 679 people (66 groups) (166 students with Russian language of instruction, 513 students with Kazakh language of instruction). The clinical case of “Sabir Ramzai” was studied.Results and discussion. In general, in the Department of Internal Medicine with a course in geriatrics, the quality indicator of academic performance was before implementation (2022-2023 academic year) - 94%, after implementation (2023-2024 academic year) - 96.5%. That is, it increased by 2.5%. Compared to the 2022-2023 academic year, 3rd year students in the specialty “General Medicine” had a success rate before implementation (2022-2023 academic year) - 91.1%, after implementation (2023-2024 academic year) - 96.4%, that is, increased by 5.3%.Conclusions. An integrated, systematic approach to studying the material helps students consolidate theoretical knowledge, identify practical significance and better assimilate new material.

Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

Predictive Regression Modeling for Forecasting Graduation Duration in Online Offsite Degree Program

The demand for Information Technology (IT) professionals continues to rise across various sectors, where theyplay vital roles. However, the supply of IT graduates often fails to meet industry needs and this is a huge problem for the SriLankan IT Industry (National IT-BPM Workforce Survey – 2019). In this context, this study presents a predictive regressionmodelling approach to predict graduation duration in the Bachelor of Information Technology (BIT) degree program at theUniversity of Moratuwa, Sri Lanka. It integrates demographic data—student district, birth year, AL results, OL maths grade,gender, employability status, occupation, and AL stream—along with academic performance indicators like diplomacompletions and higher diploma completions. After evaluating the suggested features, the key findings indicate thesignificance of certain features, notably the number of semesters taken to complete the diploma, higher diploma, and thedegree. Additionally, demographic factors such as district, birth year, AL results, OL maths grade, gender, and employabilitystatus were found to be important. The regression analysis was carried out using the Orange data mining tool (Orange DataMining). Various algorithms, including random forest, neural network, linear regression, and k-nearest neighbours (kNN),were used to develop predictive models. By adjusting parameters such as metrics, weights, number of neighbours, numberof iterations, and training dataset size, the models were optimised to better fit the dataset. Training and testing the modelsrevealed consistent error metrics, including MSE, RMSE, MAE, and R^2, validating the accuracy of predictions. Byconsidering the least and reasonable error in each model, the most suitable model to fit the given dataset was selected.The prediction model accurately forecasted graduation duration for subsequent academic batches, demonstrating itseffectiveness in predicting student progress in the program. This research contributes to understanding the factorsinfluencing graduation duration in a distance learning context and provides insights for educational institutions to optimiseprogram planning and student support initiatives. Additionally, it is a good indicator to the companies to gain a betterunderstanding of the availability of future workforce.

Associations between a multifaceted personality and academic performance in secondary school

Whereas meta-analytic evidence has accumulated about the important role personality characteristics such as the Big Five traits play for academic performance in secondary school, less is known about the specific behavioral and emotional repertoire that drives these associations. A closer look at the facet-level of Big Five traits can provide this knowledge helping to better understand why students differ in their success at school. We therefore studied associations between Big Five facets and academic performance (grades and standardized test scores in German and mathematics) in three independent secondary student samples (Study 1 N = 3866, Study 2 N = 2290, and Study 3 N = 366), using regression analytic, structural equation modeling, and meta-analytic procedures to test facet-level associations and incremental associations above traits. We found facet-differential associations with academic performance indicators, particularly for facets of conscientiousness, openness, and extraversion. Evidence for incremental effects of facets beyond traits was weak. Self-discipline (conscientiousness) was the only facet that consistently showed incremental effects across Samples 1 and 2. The results can stimulate research and practice to identify the underlying mechanisms that drive these associations and also highlight the specific emotional and behavioral repertoire that should be supported to help students to succeed in school.

Class attendance and academic performance in geography programs

ABSTRACT Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments.

How well does the academic performance of Ethiopian anaesthetists predict their National Licensing Examination scores: a cross-sectional study

ObjectivesThis study assessed the relationship between academic performance and National Licensing Examination (NLE) scores of Ethiopian anaesthetists and proposed academic performance thresholds that predict failing the NLE.DesignA retrospective cross-sectional study.SettingAcademic...

A Case Study of the Correlation Between SAT Scores and Future Incomes

With the acceleration of globalization, the role of education in economic and social development has become increasingly prominent. The SAT, as a measure of students' learning ability and potential achievement, has gained widespread attention and recognition around the world, and SAT scores, as an important indicator of students' academic performance, have a significant impact on students' future development and income levels. Previous research on the SAT has focused on factors that can influence SAT scores, such as family socioeconomic factors and high school academic performance, but there is a lack of research on whether SAT scores are effective in predicting an individual's future income level. In this paper, a correlation analysis was conducted using the questionnaire method and Pearson's coefficient, using data on the job position level and SAT scores of employees of Company A with a confidentiality agreement. The results show a significant positive correlation between SAT scores and future incomes. This finding emphasizes the importance of academic performance in high school to an individual's long-term economic prospects, enriches existing research, and provides new perspectives on return on investment analysis in higher education with theoretical implications. In addition, educational policymakers can thus focus more on improving students' SAT scores, which is of practical significance.

The impact of budget allocation by research service and platform providers on R&D outcomes: Reassessing the value of investment in research infrastructure in a knowledge-based society

This study aims to empirically analyze the impact of budget allocation by the Korea Institute of Science and Technology Information (KISTI) on national research competitiveness, thereby reassessing the value of investing in research infrastructure within a knowledge-based society. In the 21st century, research and development (R&D) have emerged as a pivotal element of national competitiveness, underlining the increasing importance of investments aimed at constructing and enhancing research infrastructure. However, empirical studies examining the causal relationship between research infrastructure investment and national research competitiveness are still notably scarce. Accordingly, this research endeavors to systematically delineate the effect of research infrastructure investment, with a focus on KISTI’s budget allocation, on enhancing national R&D outcomes. To achieve this, the structural relationship between KISTI’s budget, national R&D budget, and various academic and industrial performance indicators was analyzed using multiple regression and simple regression analysis. In particular, by demonstrating the mechanism through which the budget management of research support organizations like KISTI contributes to strengthening national research competitiveness, this study aims to shed new light on the strategic value of research infrastructure investment in a knowledge-based society. Furthermore, these findings are expected to provide valuable evidence for the formulation of national R&D policies in Korea and the strategic planning of budget operations for research support organizations. Through strategic investment of limited budgets, this could enhance the efficiency of national R&D investments and contribute to strengthening the capacity for scientific and technological innovation required in a knowledge-based society.

Disentangling the Relationship Between Social Media Use, Psychological Well-Being, and Academic Performance Among Chinese University Students

Background: With the increased use of social media, it is also said to influences students' psychological health and academic achievement. It is also responsible for raising psychological issues, such as increased possibility of stress, anxiety, and depression. This study targeted the Chinese university students to investigate the impact of social media usage and psychological well-being on the academic performance of students. It also incorporated the catalytic role of smartphone addiction and phubbing which is the skipping of all the surrounding interactions to stay active on social media platforms. Method: Based on the study's focus, a quantitative research designwas implemented. In this regard, primary data was gathered for the evaluation of designed associations. The data was collected from 216 respondents and was incorporated into the regression analysis. Results: The results highlighted that positive and constructive use of social media and healthy psychological well-being are beneficial for enhancing the student's academic performance indicators but when the negative factors like phubbing prevail, this healthy relationship gets negatively disturbed. Implications: The present study hold immense theoretical and practical implications. Theoretically, this research enriches the literature regarding social media usage within the context of psychological health of university students. Practically, this study provides beneficial insights regarding the way social media is influencing academic performance along with psychological health of students.

Emotional Intelligence and Clinical Performance in Psychiatric Nursing Students

Emotional Intelligence (EI) has gained considerable attention in nursing due to its positive effects on nurses' well-being and its beneficial impact on patients and families. Emotional intelligence involves understanding and managing one's own emotions and the emotions of others, which is crucial for nurses who build relationships with patients, families, and healthcare team members. Despite the recognised importance of emotional intelligence, non-academic factors like emotional intelligence are rarely considered in nursing program admissions, with GPA being the primary indicator of academic performance. Given the limited studies on emotional intelligence and academic performance in the Philippines, this study aimed to determine the relationship between nursing students' emotional intelligence and their psychiatric nursing clinical practice performance. This study employed a descriptive correlational design and included a substantial sample of 173 fourth-year nursing students who completed their psychiatric nursing clinical practice and were enrolled in the academic year 2017. Total population sampling was utilised, ensuring a comprehensive representation of the student population. The Pearson product-moment correlation coefficient (Pearson-r) was used to determine the correlation between emotional intelligence and clinical performance. The results, based on these methods, indicated that all respondents had moderate to high levels of emotional intelligence. Nearly half of the respondents achieved a satisfactory grade, with the majority having average to satisfactory performance. Female respondents had slightly higher grades than male respondents, and there was a significant difference in performance based on the respondents' school but not their age. Importantly, there was no significant correlation between emotional intelligence and clinical performance in psychiatric nursing, a finding that was consistent with the literature. This insight is valuable for educators and curriculum developers, as it underscores the need to consider a broader range of factors beyond academic performance in nursing education. It also highlights the importance of providing support and resources to enhance students' emotional intelligence skills. Further research is recommended to explore the role of emotional intelligence in nursing education and consider additional factors that may influence academic and clinical performance.

Mental health and academic performance of college students: Knowledge in the field of mental health, self-control, and learning in college

The aim of this research is to analyze the impact of mental health on the academic performance of junior and senior students studying in a university setting during the 2022–2023 academic year, in the post-COVID period. The study was conducted in Beijing, China, with the participation of 600 students, including 300 first-year students and 300 fifth-year students. DASS (Depression, Anxiety, and Stress Scale) and PHQ-9 (Patient Health Questionnaire-9) questionnaires were employed to measure mental health. The DASS assesses symptoms of depression, anxiety, and stress, while the PHQ-9 specifically evaluates depression severity. Academic performance was evaluated using a 12-point scale, which incorporated various criteria such as exam scores, coursework performance, and participation in extracurricular activities. The research was conducted across five faculties of the university from 2022 to 2023. In the study, fifth-year students demonstrated a higher level of mental health compared to first-year students, with an average DASS score of 27.1 and 24.2, respectively. Interestingly, despite this, first-year students achieved higher academic performance indicators, with an average score of 8.2 compared to 9.8 in fifth-year students. Correlation analysis revealed significant associations between stress, depression, and anxiety levels with academic performance (stress: r = −0.25, p < 0.001; depression: r = −0.20, p = 0.003; anxiety: r = −0.18, p = 0.008). These findings highlight the critical importance of addressing students' mental well-being, particularly in later academic years. Recommendations include implementing support programs and developing online resources for students.

Evaluating the Effectiveness of Online Assessments and Their Parameters as Predictors of Academic Performance in Undergraduate Medical Education.

Background and objectives Considering the increasing utilization of online educational tools in medical education, it is essential to evaluate the reliability and validity of online assessments to accurately assess student proficiency and predict academic success. This study investigated the predictive efficacy of different online assessment methods in comparison to standard offline methods within the medical educational setting. Methods This study utilized a mixed-methods crossover design, involving 125 first-year medical students who were randomly assigned to either online or traditional examinations. The students then crossed over to the other type of assessment. The assessments consisted of multiple-choice questions (MCQs), viva voce, objective structured clinical examinations, and written theory examinations. Quantitative data on results, finishing times, and academic metrics were analyzed, along with qualitative data from student interviews exploring perceptions of each format. Results The online MCQs had the highest average scores and a moderately positive correlation with performance on the theory examination (r=0.326). Regression models indicated that online and offline MCQs were moderate positive predictors of theoretical marks (R2=0.106 and 0.107, respectively). Qualitative responses emphasized advantages such as flexibility and accessibility for online examinations but also concerns regarding technological challenges, interaction, and integrity compared to traditional formats. Conclusions Online MCQ assessments showed promise as indicators of medical student academic performance. However, additional online forms require improvement to match conventional assessments reliably. As medical education involves digital technologies, cautious implementation of online evaluations substantiated by further research is needed to preserve educational quality standards.

Academic performance indicators for the hackathon learning approach – The case of the blockchain hackathon

The subject of this article is an analysis of the hackathon concept as an educational approach and its role in the development of students' knowledge and skills. The goal is to conduct an in-depth examination of the effectiveness and achievements of the hackathon, with special reference to the attitudes of students and teachers involved in this educational methodology. The key emphasis is placed on participants' perception of the possibilities of hackathons providing long-term results and hackathons' impact as an educational format. Through a specific blockchain hackathon jointly organized by the University of Belgrade, Serbia, and the University of Florida, USA, the research examines participants' perspectives and their expectations, experiences, and overall impressions. The research focuses on the readiness of hackathon participants to incorporate new technical skills through this form of learning, knowledge acquisition, attitudes, and motivational drivers. Furthermore, the research examines how participants' views change before and after the event. The paper contains the insights of educators who, relying on their experiences at the hackathon, emphasize the importance of measuring and monitoring the outcome of the hackathon. Their perspectives highlight the motivation for promoting experimental learning methods in academic settings. This comprehensive research sheds light on multiple impacts of hackathon participation, which extend beyond knowledge acquisition to include changes in technological interests, success in specific domains, and the broader implications of hackathons as a transformative learning experience. The research contributes to the ongoing discussion about innovative approaches to learning. It provides a foundation for a better understanding of how hackathons shape attitudes and contribute to long-term outcomes for both students and teachers, establishing a conceptual framework for hackathon-based learning approaches and opportunities to monitor the effects of hackathons.

A Cross-Sectional Analysis of Infrastructure Finance and Academic Achievement in Primary School Development

This cross-sectional analysis examines the relationship between infrastructure finance and academic achievement in the context of primary school development. Infrastructure investment in educationis crucial for creating conducive learning environments and enhancing educational outcomes. However, the impact of financial allocations on academic achievement remains underexplored, particularly in primary education settings. Through a comprehensive review of literature and empirical analysis, this study investigates how varying levels of infrastructure finance influence academic performance indicators such as standardized test scores, attendance rates, and student retention. It employs a mixed-methods approach, utilizing quantitative data to measure infrastructure spending and academic outcomes across a diverse sample of primary schools, complemented by qualitative insights from educational stakeholders. The findings highlight significant correlations between infrastructure finance and academic achievement, revealing that adequate funding positively affects student learning outcomes and schooleffectiveness. Moreover, the study explores contextual factors such as socio-economic status, geographical location, and administrative policies that mediate the relationship betweenfinance and educational outcomes. By shedding light on these dynamics, this research contributes to policy discussions aimed at optimizing resource allocation strategies in primary education. It underscores the importance of targeted investments in school infrastructure to foster a supportive learning environment conducive to academic success, ultimately advocating for evidence-based policies that prioritize educational equity and quality in primary school development initiatives.

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

AbstractThe current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.

Web Application for Providing Score Access to Facilitating Students’ Performance

Promoting student engagement is a primary goal in education, and educators have identified strategies to enhance student involvement. Among these strategies, providing access to scores has emerged as a vital component. Scores, as indicators of academic performance, hold a significant influence on student participation. When students work diligently to achieve good grades or scores, they not only experience a sense of accomplishment, but the scores also fuel their enthusiasm and commitment towards their studies. Providing students with access to their scores is significant for several reasons. It fosters a positive classroom environment and positively impacts student performance. Sharing scores on Microsoft Excel in the educational system offers convenience in organizing and sharing student scores, but may lead to negative consequences, including unhealthy competition and privacy concerns. The development of web applications to provide access to students’ scores ensures improved data security and privacy through authentication measures, while also encouraging self-assessment, motivation, accountability, and communication.

Eighteen years of the medical scientist training program at Hacettepe University

Objective: Medical Scientist Training Program (MSTP) combining acquisition of both MD and PhD degrees, was implemented in 2003 at Hacettepe University. The purpose of this report is to evaluate the program outcomes by assessing the graduates from the first 18 years of the program. Materials and Methods: A web survey was conducted with the 37 participants who graduated between 2009-2020. Data were analysed using descriptive statistical methods. Results: About half of the graduates were found to devote a considerable amount of time to scientific research. Although nine participants do not perform any physician duties, about a quarter of graduates concomitantly pursue scientific as well as clinical activities. This implies that the program’s primary goal, to train clinician-scientists in both MD and PhD curriculums have been achieved. 90% of graduates completed their residency in 24 different clinical disciplines. 40% of the graduates have already achieved faculty status at universities in Turkey or abroad. Academic performance indicators of MSTP graduates including the number of publications and citations in leading databases and the number of grants received were notably high. Conclusion: This study reveals the role of the MSTP at Hacettepe University towards education of highly qualified clinicians with academic and scientific activities.

The Impact of Leadership Styles on Academic Performance in Thai Higher Education Institutions

Purpose: This study investigates the influence of leadership styles on academic performance within Thai Higher Education Institutions (HEIs), amidst a rapidly evolving global higher education landscape. Recognizing the pivotal role of leadership in adapting to change, fostering innovation, and sustaining academic excellence, this research aims to discern which leadership practices most effectively enhance academic performance in the Thai context. By integrating various leadership theories and examining their applicability in Thai HEIs, the study identifies the relationship between leadership styles and academic outcomes, thereby contributing to a broader understanding of leadership's impact on educational success.&#x0D; Methodology: Employing a mixed-methods approach, the research combines quantitative analysis of academic performance indicators across different institutions with qualitative interviews from a diverse range of university administrators, deans, and department heads. This methodology allows for a comprehensive exploration of how leadership styles correlate with academic performance metrics.&#x0D; Findings: Findings suggest that transformational leadership is significantly associated with higher academic performance, characterized by its emphasis on vision, communication, and employee motivation. In contrast, transactional leadership styles, focusing on rewards and penalties, show a less pronounced impact. The study also highlights the importance of contextual factors, including cultural, economic, and political influences, in shaping effective leadership practices within Thai HEIs.&#x0D; Unique contributor to theory, policy and practice: The primary innovation of this research lies in its contextual examination of leadership styles within the Thai higher education sector, providing insights into the nuanced ways in which leadership can influence academic performance in a specific cultural and institutional framework. This understanding is vital for formulating strategies aimed at enhancing leadership effectiveness and, consequently, improving student academic outcomes in Thai higher education settings.

A systematic review of the literature on student work and academic performance

Student work is becoming more prevalent throughout the world. More students are not only working but doing more hours per week, which very likely affects their academic performance. This paper provides a systematic literature review (SLR) of 347 papers, focusing on the: indicators of academic performance, relation between student part-time work and academic performance, and drivers of students’ decision to work. Researchers note both positive and negative relations between student work and academic performance, with the positive connection less reported. The positive relation primarily involves students’ improved ability to link theory with practice, while the negative impact of work on academic success is associated with more time devoted to work. The common tangible key driver of students’ decision to work is meeting financial needs, and the intangible drivers include gaining work experience and developing practical skills. This paper’s contributions lie in systematising positive and negative impacts of student work on academic performance and providing a better understanding of the drivers of students’ work engagement. The results can ultimately serve as bases for further research on student work’s impact on academic performance, as well as incentives for higher education institutions to rethink the possibilities of better integration of student work into curricula.

Long-term consequences of mothers' and fathers' wartime deployments: Protocol for a two-wave panel study.

Multiple adjustment difficulties have been associated with children's exposure to recent parental wartime military deployments, but long-term consequences have not yet been systematically studied. This investigation will assess direct and indirect relationships between exposures to parental deployments early in life and later youth adjustment. Parents' psychological health and family processes will be examined as mediators, and parents' and children's vulnerability and support will be examined as moderators. Archival data will be combined with new data gathered from two children and up to two parents in families where children will be aged 11 to 16 at the first data collection and will have experienced at least one parental deployment, for at least one child prior to age 6. Data are being gathered via telephone interviews and web-based surveys conducted twice one year apart. Outcomes are indicators of children's social-emotional development, behavior, and academic performance. Notable features of this study include oversampling of female service members, inclusion of siblings, and inclusion of families of both veterans and currently serving members. This study has potentially important implications for schools, community organizations and health care providers serving current and future cohorts of military and veteran families.