Level Of Academic Achievement Research Articles

The Impact of Smartphones on the Academic Performance of University Students

Smartphones have become an important medium of connection and information. It is frequently used for social and academic purposes. This study examines the intricate relationship between smartphone usage patterns and academic performance among university students. Data was collected from 300 participants with the help of a Google survey form. Descriptive statistics, ANOVA (Analysis of Variance), factor analysis, and logistic regression were used for the analysis of data. The findings revealed that the majority of students spend 1-3 hours daily on their smartphones with social media emerging as the primary purpose for usage. Despite prevalent smart phone usages, students reported relatively high cumulative grade point averages (CGPAs), indicating positive academic achievement levels. However, the analysis also uncovered that smartphone usages, brings distractions while studying. Logistic regression analysis identified the significant predictors of CGPA, highlighting the importance of managing smartphone habits effectively. Multi-dimensional scaling (MDs) and factor analysis provided insights into the clustering of factors related to smartphone usage and academic performance. Overall, these findings underscore the need for targeted intervention to promote responsible smartphone usage habits and support academic success among university students.

The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

The aim of this study is to examine the effects of the teaching intervention with blended learning model on the 21st century skills, academic achievement levels and permanent learning of pre-service physical education teachers. For this purpose, the nested design was preferred among the mixed method research designs, case study approach was chosen for the qualitative dimension of the research, and quasi-experimental design method was preferred for the quantitative dimension. As regards the experimental intervention process, the experiment lasted for 12 weeks with the voluntary participation of 85 pre-service teachers who formed the control and comparison groups. As a result of the research, it is seen that blended learning affects the academic success and permanent learning levels of pre-service physical education teachers whereas it has no effect on the 21st century skills. Quantitative and qualitative findings are consistent with each other.

Description of Breakfast Habits, Nutritional Status and Level of Achievement of Al-Huda Madrasah Ibtidaiyah Kep uhbener Nganjuk District

Breakfast is very important for elementary school children because with breakfast, the nutritional needs for their activities while at school can be fulfilled, with the fulfillment of nutritional needs. The purpose is to know the description of breakfast habits, breakfast intake, nutritional status and level of learning achievement at MI Al-Huda Kepuh Bener, Nganjuk Regency. Research method is descriptive using a proportional random sampling technique. The way to collect data is by means of anthropometric measurements, interviews using questionnaires, food recall interviews 3 times breakfast, observation of odd semester student report cards. It was obtained data on nutritional status based on (BMI/Age) as many as (76.9%) students had good nutritional status, (66.7%) had sufficient breakfast habits, (38.5%) had a deficit energy consumption level weight, (56.3%) had a deficit consumption level of protein intake and as many as (89.7%) had a good level of academic achievement. Concluded that most students have normal nutritional status, students who have good breakfast habits but a deficit consumption level, students have a deficit consumption level but a good level of learning achievement. It is recommended for students to eat a balanced diet and get used to breakfast

Friendship Quality and Its Relationship to School Engagement and Academic Achievement among High School Students in Jordan

This study aimed to explore the relationship between friendship quality and school engagement, and academic achievement and their levels among high school students for academic year 2020- 2021 in Amman. The sample of the study consisted of (300) male and female students, whose schools were chosen randomly. The results showed: highest level of friendship qualities was for help dimension (mean 3.98), followed by closeness (mean 3.94), highest level of school engagement was for behavioral (mean 3.93), cognitive engagement was second (3.46), and lowest level was for emotional (mean 3.40), level of academic achievement was very good (mean 81.57). Moreover, a positive significant correlation between companionship, security, closeness with behavioral engagement, while a significant negative correlation between conflict and behavioral engagement. A positive significant correlational relationship was found between all dimensions of friendship qualities except for conflict dimension. And all friendship dimensions correlated positively with cognitive engagement. As for academic achievement, it correlated with three dimensions of friendship (closeness, help, security).

From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to learn something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instruction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process.

From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to learn something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instruction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process.

Relationship between Mindfulness and Stress Response in High School Students: Mediating Effect of Self-Regulation Ability

Background: This study explored the applicability of mindfulness meditation as an intervention approach in school counseling for managing daily stress in high school students. The study investigated the mediating effect of self-regulation ability on the relationship between mindfulness and stress response.Methods: Data from 244 high school students (119 men and 125 women) were used to examine the mediating effect, controlling for academic variables using Hayes’ (2013) Process Macro Model 4.Results: There was a positive correlation between mindfulness and self-regulation abilities, and mindfulness and self-regulation abilities were negatively correlated with stress response. Moreover, for students who perceived higher academic achievement levels, self-regulation abilities were positively correlated, and stress response were negatively correlated. Results showed a full mediating effect of self-regulation ability on the adverse relationship between mindfulness and stress response. The mediating effects of self-regulation modes were differentially observed in the adverse relationship between mindful consciousness and attitude dimensions of stress response.Conclusions: These findings suggest that when applying mindfulness meditation as a daily stress management strategy for high school students, enhancing their self-regulation ability should be the focus of intervention.

학업에 어려움을 겪는 대학생의 성격, 동기, 정서, 행동특성과 학업성취도 수준과의 관계

This study was conducted through an MLST-II diagnosis on undergraduate students experiencing academic difficulties with their undergraduate studies, with an aim to identify and analyze the factors that were affecting their academic achievement. For this purpose, the 789 undergraduate students who participated in the MLST-II diagnosis were divided into five groups according to their level of academic achievement: low, low-medium, medium, high-medium, and high. For each group, an analysis was conducted on the levels of personality, motivational, emotional, and behavioral characteristics of the students. The correlation between the sub-characteristics in each area and academic achievement was also analyzed. The results of the analysis confirmed that emotional characteristics such as depression, anxiety, and irritability interfered with behaviors such as concentration and time management, and also had an effect on personality characteristics such as self-efficacy, outcome expectancies, and conscientiousness. In particular, psychological difficulties such as depression, anxiety, and irritability decreased the students’ motivation to learn, more so in groups with low academic achievement, which resulted in a lower level of academic achievement. This confirmed the importance of addressing emotional characteristics, such as depression, anxiety, irritability, and improving academic motivation in order to increase the level of academic achievement of undergraduate students. The results of this study may be used as a basis for utilizing specific counseling strategies that take into consideration characteristics and factors related to academic achievement in order to resolve academic issues.

다중비교 인과포레스트를 활용한 대학입학전형에 따른 대학생활 성과 분석

Over the years, university admission types have primarily been the subject of social discussions on the
 dimension of fairness. However, considering the original purpose of university admissions system, it is also
 crucial to evaluate how well each type performs in selecting students who can successfully navigate academic
 life at each university. Accordingly, this study aimed to analyze the university life outcomes (sense of
 belonging, adaptability, intention to reselect the university, intention to reselect the major, GPA) according
 to different university admissions types: the admission officer(AO) system, high school grade-focused(HSG)
 selection system, and College Scholastic Ability Test-focused(CSAT) selection system, using the data from the
 Korea Education Longitudinal Study(KELS) 2013 collected in ’20~’21(N=2,011). Assuming the effects may
 vary according to the baseline characteristics, the study employs the Conditional Average Treatment Effects
 (CATE) perspective through the Multi-arm Causal Forest technique(Athey, Tibshirani, & Wager, 2019). The
 main findings are summarized as follows: First, on average, students admitted through AO system exhibit
 superior outcomes across all considered aspects of college life, with a notable emphasis on higher intentions
 to reselect both the university and major. Second, it appears that parental income and education, high
 school academic achievement levels and their university-level average were significant conditioning variables
 predicting heterogeneous treatment effects on college life outcomes. Last, the effect heterogeneity of CSAT
 system, depending on the values of major conditioning variables, was more prominent compared to that of
 AO system. Based on these findings, suggestions for interpreting the research results and directions for
 future studies were provided.

Analysis of students' difficulties in writing skills in English mathematics courses

This research aims to analyze the difficulties faced by students in developing their writing skills in the Mathematics English course. Through a qualitative approach, this research explores the factors that influence student difficulties, including language aspects and mathematical concepts.. The research subjects taken were 5th semester mathematics education students. The data collection methods used were documentation methods, test methods, and observation methods. The documentation method was used to obtain data about the list of names of students who were used as research subjects. The test method is used to obtain data on student completion of English courses, the observation method is used to determine objective conditions during English teaching and learning activities and to determine factors that can influence the learning process. The location of students' difficulties in learning English lies in abilities including writing ability and listening ability. The difficulty of spelling errors is 30%, vocabulary errors are 40%, listening errors are 10%, and language errors are 20%. This shows that the level of student ability has a role in the student learning process and can be one of the factors that influence the level of student academic achievement.

Effect of Internet Addiction on Academic Achievement and Musculoskeletal Disorders of University Students

Introduction: Today, various platforms, including virtual networks and websites, connect people with a lot of data via Internet. The attractiveness of these platforms sometimes makes people use them addictively. Uncontrolled use of the Internet may also cause problems such as reducing academic performance and creating musculoskeletal problems.
 Methods: This cross-sectional study was conducted on 400 students at one of the universities of medical sciences. Four demographic questionnaires, Young's Internet addiction, Pham and Taylor's academic achievement and Nordic questionnaire were used to collect information. Data analysis was done using descriptive tests and Pearson's correlation, by SPSS V.16 software at a significance level of 0.05.
 Results: The highest prevalence of musculoskeletal disorders was related to the upper back (40.8%), lower back (36%) and neck (33.8%) regions. Among different parts of the body, reports of pain in the neck, shoulder, and wrist had a significant relationship with Internet addiction (P-Value: 0.038, 0.007, and 0.029, respectively). No significant relationship was found between different levels of Internet addiction and academic achievement.
 Conclusion: The prevalence of musculoskeletal disorders is one of the complications of incorrect and unprincipled use of Internet-related equipment; Therefore, these problems can be reduced by providing appropriate educational platforms and creating a correct culture of using emerging technologies

Association of Physiological Performance, Physical Fitness, and Academic Achievement in Secondary School Students.

This study aimed to compare the physiological performance and physical fitness based on the academic achievement levels of secondary school students and to explore the effect of gender on the relationship between physiological performance, physical fitness, and academic achievement. In this cross-sectional study, 304 children aged 13-14 years were recruited. To assess physical fitness, students performed a 20 m sprint test, a pro-agility test, a one-mile endurance run/walk test, and a countermovement jump test. At the end of the one-mile endurance run/walk test, the estimated VO2peak value of the participants was calculated. The physiological performance of the students was determined by measuring their resting heart rate and blood pressure. Students were grouped into three categories based on their academic achievement levels. The assessment of academic achievement considered their scores from the previous academic year. The scores were divided into three levels: poor (average score of 69 points or less), average (scores ranging from 70 to 84 points), and good (scores of 85 points or higher). The study revealed a notable disparity among students' VO2Max measurements based on their academic achievement (F = 8.938, p < 0.001, η2 = 0.056). However, we observed that the group with poor academic achievement displayed lower diastolic blood pressure values than the groups with average and good performances. Finally, no significant gender differences were evident in the relationship between academic achievement and any of the physical and physiological parameters.

Stimulus shapes strategy: Effects of stimulus characteristics and individual differences in academic achievement on the neural mechanisms engaged during the N-back task

This fMRI study of 126 youth explored whether the neural mechanisms underlying the N-back task, commonly used to examine executive control over the contents of working memory, are associated with individual differences in academic achievement in reading and math. Moreover, the study explored whether these relationships occur regardless of the nature of the stimulus being manipulated in working memory (letters, numbers, nonsense shapes) or whether these relationships are specific to achievement domain and stimulus type (i.e., letters for reading and numbers for math). The results indicated that higher academic achievement in each of reading and math was associated with greater activation of dorsolateral prefrontal cortex in the N-back task regardless of stimulus type (i.e., did not differ for letters and numbers), suggesting that at least some aspects of the neural mechanisms underlying these academic domains are executive in nature. In addition, regardless of level of academic achievement, prefrontal regions were engaged to a greater degree for letters than numbers than nonsense shapes. In contrast, nonsense shapes yielded greater hippocampal activation than letters and numbers. Potential reasons for this pattern of findings are discussed.

Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses.

While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition.

A STUDY ON SOCIO ECONOMIC STATUS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS

The main objective of this research is to study the level of socio-economic status of high school students in relation to their academic achievement. This study involves a survey method. The sample size of the study was 200 high school students who were selected through random sampling technique. The main hypotheses of the study are the level of socio-economic status among high school students in relation to their academic achievement. There is no significant difference between the mean score on the level of socio-economic status in relation to their academic achievement among high school students with respect to their demographic variables such as gender, school location, family types and birth order. The statistical procedures used in this study were; Mean, standard deviation, t test and F-test to analyze the data. Major findings of the study: i). The level of socio-economic status and academic achievement among high school students is above average. ii). Male high school students are significantly higher than female students in terms of socio-economic status and academic achievement. iii). Rural and urban high school students were found to be similar in level of socio-economic status in relation to their academic achievement. iv). Individual families of high school students have significantly higher socio-economic status relative to their academic achievement than joint families. v). Consequently, there is no significant difference in the level of socio-economic status among high school students with respect to their birth order in relation to their academic achievement. My conclusion is that the present study reveals that the level of socio-economic status and academic achievement among high school students is above average. KEYWORDS: Socio-Economic Status, Health Status, Environment, Academic Achievement, High School Students.

PENGARUH PERSEKITARAN RUMAH, PENGLIBATAN IBU BAPA, DAN KEPUASAN MURID DALAM PENCAPAIAN AKADEMIK MATA PELAJARAN SEJARAH

This study aims to examine the influence of the home environment, parental involvement, and student satisfaction on academic achievement in History subjects among Orang Asli Pantai students in Malaysia. Involving 63 respondents from two schools in the Batu Pahat area, this study used a quantitative methodology by collecting data through probe questions. Data analysis was carried out using SPSS version 26. The results of the study show the level of availability of a simple home environment, with variations in completeness and environmental conditions that facilitate review sessions. Parents' involvement in their children's learning shows a modest level, with strong support in providing facilities and encouragement, but less so in aspects of reviewing exercise books and attending school Open Days. The level of student satisfaction with parents, teachers and the school environment is high, but regression analysis shows an insignificant relationship between this level of satisfaction and academic achievement in the History subject. These findings emphasize the need for a more holistic approach in understanding the factors that influence student academic success, especially in the context of Indigenous and minority education. This study provides insight into the complexity of the relationship between environmental factors, family support, and educational satisfaction on academic achievement, and suggests the importance of comprehensive and layered interventions to improve the academic achievement of Orang Asli Pantai students in History subjects. In conclusion, this study shows that despite the influence of home environment availability, parental involvement, and student satisfaction, these relationships vary in strength and significance, indicating the need for a more inclusive and holistic approach to education.

Investigation of Preservice Science Teachers’ Attitudes Towards Nanotechnology According to Various Variables

This study aims to examine the attitudes of preservice science teachers towards nanotechnology according to various variables such as gender, class level, and academic achievement. The cross-sectional survey method was employed in the study. The sample of the study consists of 199 preservice science teachers (170 females, 29 males). The used data collection tool is the Attitude Scale Towards Nanotechnology consisting of three sub-components (positive, negative, and utility). Descriptive statistics including mean and standard deviation scores were used in the descriptive analysis of the data, while Independent Samples t-test and ANOVA were used in the inferential analysis. According to the results, it was observed that the attitudes of preservice science teachers towards nanotechnology were at a “high” level. When the attitudes of preservice science teachers towards nanotechnology were examined according to the gender variable, it was determined that male preservice science teachers had a higher average attitude score than female preservice science teachers. When the attitudes were examined based on the class level variable, it was observed that the preservice science teachers in the 3rd year of education had the highest average attitude score, while those in the 2nd year had the lowest average attitude score. Regarding the academic achievement level variable, it was observed that the preservice science teachers with high academic achievement had a higher average attitude score than those with low academic achievement.

잠재프로파일 분석을 통한 진로성숙도 및 학업성취도에 따른 중학생 유형 분류 및 영향요인 분석

Objectives The purposes of this study were to classify the latent profiles of Korean middle school students’ career maturity and academic achievement and also to explore the influence of relevant factors on the identified latent profiles.&#x0D; Methods For this purpose, 6,618 responses of the fifth band of the elementary 5 panel (9th grade) of Korea Education Longitudinal Study (KELS) were analyzed. The study analyzed the influence of variables such as personal characteristics, family environment, and school experience in predicting the latent profiles of middle school students' career maturity and academic achievement levels.&#x0D; Results The latent profiles of South Korean middle school students' career maturity and academic achievement were classified into five categories: lower career-lower academic group, upper group, middle group, lower group, and upper career-lower academic group. The forms of these profiles were found to be distinct. The verification of influencing factors revealed that gender, creativity, self-management, parental support, interaction with parents, attitude towards lessons, teachers' pressure for achievement, teacher relationships, and peer relationships all had significant impacts.&#x0D; Conclusions Based on these results, contemplation on the direction of middle school education in South Korea was discussed, along with academic understanding of the relationship between middle school students' career maturity and academic achievement. Additionally, implications for various support measures were also deliberated.&#x0D;

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

The mental health of college students and the level of academic achievement: Knowledge about psychological well-being, self-control, and college learning

The mental health of college students and the level of academic achievement: Knowledge about psychological well-being, self-control, and college learning