Indicators Of Academic Success Research Articles

Students’ Online Learning Satisfaction in Relation to their Academic Performance in Mathematics

Students' satisfaction are indicator of academic success in relation to the student's performance in online learning. This study determined the predictors of students' academic performance at Misamis University, particularly Junior High School students. The total populations of junior high students were 415, and the target respondents were 200 students. The researchers used the descriptive-correlational research design and the Students' Online Learning Satisfaction Questionnaire (SOLSQ) as instruments. Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students were highly satisfied with their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students’ online learning satisfaction and their academic performance in mathematics. Teacher characteristics predicted students' academic performance in Mathematics. Knowledge and literacy in using technologies as a medium for instruction help teachers to be more effective in teaching online learning. The study recommends that teachers need to be digitally literate in using technology as a medium of instruction. Future researchers have to look into other factors that might contribute to the student's academic performance in online learning.

Gender gap in university studies of economics-business area: Evidence from Spain

This research provides new empirical evidence of the gender gap in university studies in the economics-business area based on econometric analysis (mean difference, OLS, quantile regression, logit/probit). The sample includes 717 first-year students of the 2016–2020 economics, business administration and management, and marketing degree courses at the University of Seville, Spain. Gender differences favoring female students both in the variables prior to entering the university and in university academic success indicators are documented. The findings continue to indicate the underrepresentation of women in these studies (40.4%), even though better academic performance and retention results for women are documented in the estimated models. The dissemination of these results could encourage females to choose these studies, thereby helping to achieve more equality in the profession.

Relationships between internet addiction, smartphone addiction, sleep quality, and academic performance among high-school students.

In this study, we aimed to evaluate the relationships between Internet addiction, smartphone addiction, sleep quality, and academic success. In this cross-sectional study, high-school students were surveyed to evaluate sleep quality, Internet addiction, and smartphone addiction. Students were queried about their demographics, and grade averages from the previous term were taken as an indicator of academic success. A total of 1,959 students were enrolled in this study, with 1,034 (52.8%) girls and 925 (47.2%) boys, and the median age of the participants was 16 (13-21) years. Multivariate analyses found that poor sleep quality in students who did not have breakfast before going to school was 1.58 times higher than those who did (p<0.001). Students who stayed in a dormitory had 1.79 times more poor sleep quality than those who stayed with their family, and a one-unit increase in the total score of the Young's Internet Addiction Test short form resulted in a 1.08-fold increase (both, p<0.001). Our study has shown that students' sleep quality was predicted to be lower if they stayed in a dormitory and skipped breakfast. In addition, Internet and smartphone addictions have a negative effect on sleep quality and academic performance.

Integration of higher education student management and pedagogical concepts based on data-based decision making

Abstract In the context of big data’s growing influence on education, our study presents a novel approach to managing higher vocational student data through a model based on the “three-round education” philosophy. We construct a predictive model to dissect and categorize student performance at X higher vocational college by integrating K-prototypes and LSSVM algorithms. Our findings reveal three primary groups: high achievers (43.65%), average performers (23.38%), and those with challenges (32.97%), each showing apparent differences in academic success indicators. Impressively, the model forecasts student enrollment numbers with less than 1.077% error, providing a reliable tool for educational administrators to make informed decisions and tailor student management strategies effectively.

Academic essay writing in an English medium instruction environment: Indonesian graduate students’ experiences at Hungarian universities

Academic writing is a key indicator of academic success in higher education, and high-quality academic text production may pose a great challenge to L2 English students within the framework of English-Medium Instruction (EMI). In Higher Education, one of the genres students are most frequently required to master is the academic essay. This small-scale qualitative study focuses on Indonesian graduate students' challenges when writing high-stakes academic essays in Hungarian EMI environments. The investigation aims to discover what challenges this environment poses to Indonesian students, with a specific focus on in-class and out-of-class support. The participants were four Indonesian graduate students required to write academic essays at Social Sciences Faculties of Hungarian universities. Data was collected using semi-structured interviews and analyzed by applying the technique of qualitative coding. Findings indicate that the extent and quality of support students receive at institutional and subject course levels has a profound influence on academic essay writing achievements. A major implication is that offering courses in English academic writing and providing access to e-library, ensuring subject teachers' sufficient English proficiency levels and pedagogical skills, clarifying the content and requirements of essay assignments as soon as possible, and providing guidance and training regarding secondary research and online writing tools can effectively contribute to the development of students’ English academic essay writing skills.

Students’ Preference in Online Learning Environment and Academic Resilience in Relation to Their Academic Performance in Mathematics

Students' online learning environment and academic resilience are indicators of academic success in online learning. This study determined the level of perception in an online learning environment and academic resilience concerning students' performance in Mathematics among Junior High School students at Misamis University, Ozamis City, during the first quarter of the school year 2021-2022. The researchers used the descriptive-correlational research design. The respondents were 148 Junior High School students chosen by simple random sampling. The instruments used were the Students' Online Learning Environment Questionnaire (SOLEQ) and the Students' Academic Resilience Questionnaire (SARQ). Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students had a high level of perception in their online learning environment and had high academic resilience in their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students' online learning environment in terms of computer usage, teacher support, and student autonomy and their academic performance in Mathematics. In the students' online learning environment, there was no significant relationship between the other variables and their academic achievement in Mathematics. Furthermore, there was a significant relationship between the students' academic resilience and their academic performance in Mathematics. Computer Usage predicted students' academic performance in Mathematics. Teachers need to be technologically proficient in using technology as an educational tool. School administrators conduct online seminars, trainings, and workshops regarding technical literacy. Future researchers must look into other factors contributing to the student's academic performance in online learning.

Attitudes of Anesthesiology Postgraduate Residents Toward the Influential Factors in Their Success in the Iranian National Board Exam.

One of the prominent indicators of academic success in postgraduate medical education is the "Residents' Pass Rate" in the "National Board Exam." This study was designed and implemented to assess the attitudes of the anesthesiology residents toward factors affecting their success in the National Board Exam. After the Institutional Review Board (IRB) approval, in an attitude assessment study, 20 of the 21 recently graduated anesthesiology residents were asked about the factors affecting their success quantitatively and qualitatively. A self-administered questionnaire with 19 closed questions and a personal virtual WhatsApp Messenger® interview were used for the study. The respondents' viewpoints demonstrated that a step-by-step multifaceted integrative program in combination with psychological support (both from the family and the department) and individual motivation positively affected their success and their endurance to overcome the high load of the mandatory texts. In contrast, unplanned stressors leading to program shifts (mainly due to COVID-19) had adverse effects on their success. Anesthesiology residents believed that a well-designed and appropriately implemented study plan with psychological support and personal motivating factors could facilitate passing the National Board Exam, and unplanned external stressors could hinder it.

Speech-language disorder severity, academic success, and socioemotional functioning among multilingual and English children in the United States: The National Survey of Children's Health.

Research points to negative associations between educational success, socioemotional functioning, and the severity of symptoms in some speech-language disorders (SLDs). Nonetheless, the majority of studies examining SLDs in children have focused on monolinguals. More research is needed to determine whether the scant findings among multilinguals are robust. The present study used parent report data from the U.S. National Survey of Children's Health (2018 to 2020) to gain a better understanding of the impacts of SLD severity on indicators of academic success and socioemotional functioning among multilingual (n = 255) and English monolingual (n = 5,952) children with SLDs. Tests of between-group differences indicated that multilingual children evidenced more severe SLDs, had lower school engagement, and had lower reports of flourishing than English monolingual children with SLDs. Further, a greater proportion of multilingual children with SLDs missed more school days than English monolinguals. However, multilinguals were less likely to bully others or have been bullied than monolinguals. While the previous between-group differences were statistically significant, they were small (vs ≤ 0.08). Increased SLD severity predicted an increased number of repeated school grades, increased absenteeism, and decreased school engagement, when age and socioeconomic status were controlled. Increased SLD severity also predicted greater difficulty making and keeping friends and decreased flourishing. The effect of SLD severity on being bullied was statistically significant for the monolinguals but not multilinguals. There was a statistically significant interaction for SLD severity and sex for school engagement and difficulty making and keeping friends for monolinguals but not multilinguals. The interactions indicated that school engagement decreased more for females than for males while difficulties making and keeping friends increased more for males than females as one's SLD severity increased. While some findings were specific to monolinguals, tests of measurement invariance indicated that the same general pattern of relations among the variables were evident across the groups of multilinguals and monolinguals. These final findings can inform the interpretation of the results from both the current and future studies, while the overall findings can inform the development of intervention programs, thereby improving the long-term academic and socioemotional outcomes of children with SLDs.

Noncognitive Factors of Grit and Mindset Do Not Predict Performance on the National Physical Therapy Exam.

National Physical Therapy Exam (NPTE) performance is predicted to some degree by cognitive measures, such as grade point average (GPA) and the Graduate Record Exam scores. Researchers have begun to explore noncognitive measures, for example, grit and mindset, which could account for other potential determinants of student success in physical therapist (PT) education programs and the NPTE. There is a paucity of evidence that has explored non-cognitive factors related to academic performance compared to cognitive factors. Constructs such as grit and mindset have been identified as reliable measures; however, mixed results occur in the literature as how these scales predict NPTE performance. Cognitive factors continue to demonstrate stronger correlations to NPTE performance. Four PT student cohorts (n = 43, 45, 50, and 49) were enrolled in a prospective cohort study. Grit and mindset were measured by self-reported questionnaires. Cognitive measures were obtained, including undergraduate cumulative GPA (cGPA), undergraduate science GPA (sGPA), graduate GPA (gGPA), Academic Practice Exam and Assessment Tool (Academic PEAT) scores, and NPTE scores. Pairwise Pearson's correlation coefficients were calculated for each cohort. National Physical Therapy Exam scores from 2 graduating cohorts were analyzed using multiple linear regression to identify variables that predicted successful outcomes. Neither grit nor mindset correlated with any cognitive measures. Furthermore, neither grit nor mindset were significantly associated with NPTE scores or outcomes in multivariate regression models. National Physical Therapy Exam scores were significantly associated with gGPA (β = 148.4, 95% confidence interval [CI] = 93.4-203.5) and Academic PEAT scores (β = 0.28, 95% CI = 0.08-0.49). Among PT students at a small liberal arts institution in the midwest, grit and mindset were not associated with any indicators of academic success (e.g., cGPA, sGPA, gGPA, Academic PEAT, or NPTE scores). NPTE outcomes were best predicted by gGPA and Academic PEAT scores. These findings conflict with previous reports that grit and mindset are potential markers for academic success and support monitoring gGPA and Academic PEAT scores to identify students who may require additional preparation before sitting for the NPTE.

Grit and Academic Success in Graduate Masters-Level Athletic Training Programs

: A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers’ Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that Grit-S scores were higher in participants who attempted to complete the BOC exam more than once. Grit-S scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the Grit-S score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of Grit-S assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.

Resilience as a mediating variable between emotional intelligence and optimism-pessimism among university students in Spanish universities

ABSTRACT Emotional Intelligence and resilience have become two crucial skills for the development of the individual, and they are also valid indicators of academic success at the university. Based on recent literature, the aim of this study was to determine the causal relationship between emotional intelligence and optimism vs. pessimism, with resilience as a mediating variable, using the partial least squares (PLS-SEM) path model approach. To this end, 553 university students from education degrees courses participated in the study (418 women, 75.58%; 135 men, 24.42%), with a mean age of 20.31 years (±3.46). The instruments used to assess the factors were the Rotterdam Emotional Intelligence Scale (REIS), the 14-Item Resilience Scale (RS-14) and Life Orientation Test-Revised (LOT-R). The results showed a statistically significant relationship between the dimensions of the instruments used, with the following coefficients of determination: personal competence (r2 = .416), acceptance of self and life (r2 = .334), optimism (r2 = .445) and pessimism (r2 = .174), with a root mean square error (SRMR) of .074. The practical consequences will enable a deeper understanding of the impact of emotional intelligence through resilience to guide universities in the development of appropriate training in the personal and academic development processes of their students.

Distance Learning in Higher Education: The Experience of the Covid-19 Pandemic and War in Ukraine

Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. &#x0D; The purpose of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues. &#x0D; The methodology. In addition to a comprehensive theoretical analysis, which included a comparison of different approaches and research, we used the method of interviewing respondents, which involved 200 first-year students from 6 Ukrainian higher education institutions (H.S. Skovoroda Kharkiv National Pedagogical University, Taras Shevchenko National University of Kyiv, V. N. Karazin Kharkiv National University, National Technical University of Ukraine Kyiv Polytechnic Institute, State Biotechnology University, Kharkiv National University of Radio Electronics). The survey was conducted online using the Google Forms platform in the period from December 19 to 26, 2021, the calculation and visualization of the received data were performed using Microsoft Office tools. Fisher's statistical test (online-tool) was used to establish differences between the indicators of academic success of the respondents of the two groups.&#x0D; Results. We decided to compare the academic success of students who study online with students included in the blended learning system. Thus, only 8% of the respondents who took the course in an online format received a mark of 5 at the end of the academic semester, while almost a quarter (25%) of the students of the second group who took the course in blended learning received the highest score. We also asked respondents to evaluate the process of their own adaptation to new conditions (distance and blended learning). The results of the survey showed that the adaptation process proceeds much easier in the conditions of the blended learning or Flipped Classroom blended learning model, while the adaptation of respondents to the online format had a number of problems. &#x0D; Conclusion. Online learning has a high potential, which is difficult to realize due to the high demands on technical support, communication problems in an unfamiliar space, and the lack of social presence of participants in the educational process. Blended learning, as a combination of full-time and distance learning, can offset the shortcomings of online learning and realize its potential. The next step in our research will be to compare the performance of another learning models.

Nontraditional post-baccalaureate students: How to better provide support for perceived mental health needs

Objective: Mental health is noted as a central indicator of academic success. This study explored the perceived mental health needs of nontraditional post-baccalaureate students and what may increase their abilities to meet these needs. Participants: Participants (n = 79) were students at a mid-sized Midwestern university enrolled in identified nontraditional programs targeting students who previously obtained a bachelor’s degree and nontraditional graduate students. Method: Participants completed an online survey assessing perceived mental health needs, service utilization, and potential barriers to service utilization. Surveys were analyzed using descriptive analysis, coding qualitative data, and two-tailed correlations. Results: Results demonstrated nontraditional post-baccalaureate students perceive themselves as having mental health needs due to stress and time constraints. Participants’ responses reflected 5 areas that may help increase mental health service utilization. Conclusions: Results indicate nontraditional post-baccalaureate students have perceived unmet mental health needs. Ways to help meet these needs are discussed.

Binary Logistic Regression Model with Application in Students G.P.A Performance

The quality of results obtained by Statistics students of Prince Abubakar Audu University, Anyigba in their first semester 100 level examination has been called into question owing to their poor performances in some courses they offered. Considering the pivotal role of students’ early academic achievement in determining the overall success of their university education, university educators must gain insight into how various courses influence students’ main indicator of academic success which is the grade point average (GPA). This empirical study examined how the various courses offered by 100-level students of statistics in the aforementioned university influence students’ academic performance at the end of the first year using the Binary logistic regression model. The study comprises nine eight (98) students. Negrerke R2 test shows that 84.2% variation in the log odd ratio was explained by the fitted model. Also, 63.7% explained variation from Cox and Snell R test, the Hosmer and Lemeshow test and the classification results further confirmed the model is robust enough for such a study. Five courses namely MAT 101, PHY 101, STA 111, CHM 101 and BIO 101 were identified to have significantly influenced students’ early academic achievement. One of the recommendations made is that an extra learning period for each of these courses should be added to the school lecture timetable to enable students to grasp the understanding of basic concepts of these courses

The Effect of Medical Students’ Problem-Solving Perceptions and Achievement on Clinical Reasoning Levels

Clinical reasoning is important in medical education in terms of achieving the purpose of clinical practice. 3 cases in which clinical reasoning prepared by relevant experts from 3 different departments were applied to Year-5 students. As an indicator of academic success, the final grade of the internship and the general success average were taken. Problem solving perception scale was applied. This research aimed to examine the relationships between the problem solving, clinical reasoning and academic achievement levels of medical students. It was observed that clinical case evaluations showed a positive correlation with each other, a positive correlation was found between clinical case evaluations and problem solving perception, and the final grade of internship and GPA did not correlate with both clinical case assessment and problem solving perception. It is necessary to determine whether the clinical reasoning processes are used adequately by the students in medical education and the education programs should be reviewed and arranged accordingly.

International medical students’ perspectives on factors affecting their academic success in China: a qualitative study

BackgroundThe number of international students who choose China as their destination for quality medical education is rising, particularly those from developing countries, but little is known about their adaptation and educational experiences at Chinese universities. This study explored the factors that these students perceived to have influenced their academic success.MethodsSemi-structured interviews were conducted with international students (N = 40) from developing countries from September 2020 to January 2021. Participants were graduates or in their second, third, fourth, fifth, or sixth academic year in two university medical schools. Interviews were audio-recorded, transcribed, and analyzed using a thematic analysis approach.ResultsThe participants chose China to study medicine based on cost, teaching resources, quality of medical education, recommendation, and safety factors. They considered an increase in medical knowledge, clinical skills and communication skills as an indicator of academic success. Positive factors affecting academic success were the support system (family, friends, seniors) and campus resources (library, laboratories, extra-curricular activities, scholarship). Negative factors were (i) issues affecting learning (English language barrier), adjusting to the medical education system in China, learning difficulties, failing exams, internship difficulties, problems with online learning during the pandemic, (ii) sociocultural issues (lacking knowledge of the Chinese language, challenges in daily life, perceived discrimination, interpersonal relationships), (iii) wellbeing issues (physical and mental health issues), and (iv) other challenges (climate, food, finance, scholarship). The influence of teachers, administrators and classmates was perceived as both positive and negative.ConclusionsFactors affecting the academic success of international medical students at Chinese universities are multi-faceted. It is the collective responsibility of the host society, universities, teachers, administrators, classmates, families, and students themselves to address these factors in order to support and help students achieve academic success. Findings in our study support recommendations to improve teachers’ English language skills and pedagogy and to invest in administrators’ professional development. They also suggest that greater awareness of students’ sociocultural and mental challenges and optimizing the positive influence of classmates could strengthen student support and better address student academic difficulties. The English proficiency and prior academic performance of international students should be considered during recruitment. Given the rapid growth in international MBBS programs in China, further research on the experiences of international students in China’s medical programs is needed.

The Role of Friends and Romantic Partners in College-Attending Emerging Adults’ Engagement and GPA

The current study examines the impact of perceived academic support from closest same-sex friends and romantic partners on two indicators of academic success: GPA (reported by the registrar’s office) and student engagement. Utilizing a longitudinal, daily-diary design, we investigate whether perceived academic support from closest same-sex friends and perceived academic support from romantic partners are unique constructs. Longitudinal path models also test the associations between academic support, student engagement, and GPA. Participants were emerging adults attending college ( N = 246) at a large, Midwestern U.S. university, who were in a committed romantic relationship for at least 4 months. Results suggest academic support from friends and academic support from romantic partners are unique constructs. Academic support from friends, but not romantic partners, is positively associated with student engagement, which subsequently predicts GPA. These findings build upon work demonstrating the importance of close relationships in undergraduate student engagement and achievement.

Analysis of Emotional Intelligence and Learning Outcomes of Students in Science Learning

Emotional intelligence is one indicator of academic success, where students who have high emotional intelligence will be active and work better in their groups. Emotional intelligence is very necessary for understanding the lesson delivered by the teacher. This study aims to analyze the effect of the learning model on student learning outcomes and analyze the influence of emotional intelligence on student learning outcomes. This study uses 3 learning models, namely, Project-Based Learning (PBL), guided inquiry, and conventional. This study employs a quasi-experimental method known as "factorial design 3 x 3. Data was collected using a questionnaire sheet to measure the emotional intelligence of students and an essay test to measure student learning outcomes. Data analysis used normality test, homogeneity test, and hypothesis test using one-way ANOVA at a significant level of 0.05. The results of testing the learning model hypothesis using analysis of variance (ANOVA) with the SPSS version 22 for windows program at a significant level, = 0.05, obtained a significance value (0.003 &lt;0.05). This shows that there is an influence of learning models and emotional intelligence on student learning outcomes. The results of testing the emotional intelligence hypothesis at a significant level, = 0.05, obtained a significance value (0.001&gt;0.05). This shows that there is an influence of emotional intelligence on student learning outcomes

Establishing a tutoring and academic support center: Collaborating with nurse educator students.

Academic demands challenge many nursing students as they embark on their professional journey to become competent nurses or further their education. Challenges with incorporating successful retention strategies were problematic during the worldwide COVID-19 public health emergency. Academic student support services were urgently needed. This article describes the successful development of a funded college campus's academic support service center using virtual nurse educator tutoring services for undergraduate and graduate nursing students. The mission of the center is to assist nursing students to become independent, self-confident, and efficient learners who successfully fulfill all academic nursing program requirements. Evidence-based education was provided to train tutors and refine their technology competencies. Tutoring was provided for graduate students to fulfill the need for similar types of academic support services. Metrics were collected to evaluate the relationship between tutoring and academic success indicators. Initial evaluations of tutoring sessions by tutees suggest that peer tutoring as an adjunctive teaching and learning strategy can positively impact academic performance. Findings included improved student quantitative measures including higher exam scores and GPAs along with qualitative outcomes suggesting increased critical thinking skills, self-direction, and self-confidence. Nurse educator student tutors gained valuable teaching experience that promoted their overall academic role development.

Improving Performance in Core Business Classes

Results from t-test and regression analysis suggests that female and transfer students at RMU do not require additional tutoring but warrant continuous monitoring and readiness to provide extra help if necessary. Age seems to be a less important indicator of academic success for undergraduate than graduate business students. Sequencing of prerequisites and their timing relative to when the core classes are taken does not appear to be important. However, statistically significant regression coefficient for MATH2040 grades more than twice that for MATH1010 grades in regressions for ACCT2060, ECON1020 and FINA3000 grades indicates that MATH1010 should be replaced with MATH2060 as prerequisite.