Level Of Academic Achievement Research Articles

Bullying and Grades: Insights from Junior High Students in a Catholic Institution

Bullying is a pervasive issue that affects students across the globe, ultimately disrupting the overall learning atmosphere and yielding negative outcomes, particularly in their academic endeavors. These outcomes include decreased concentration, lack of motivation, disengagement from the educational environment, and poor academic performance. This study aimed to ascertain the significant influence of bullying experiences among Grade 8 and 9 students. Using a standardized and adopted questionnaire, the researchers surveyed 200 students using a purposive sampling technique. The findings, based on mean and standard deviation, showed that the overall level of bullying was low. Conversely, the level of academic achievement was very satisfactory. Correlation analysis revealed that all domains of bullying displayed a significant relationship with academic achievement. When regression analysis was performed, only emotional bullying was found to significantly predict academic achievement. The findings suggest that when students experience bullying, particularly in terms of their emotional aspects—such as constant teasing, insults, exclusion, or humiliation—it creates a hostile and distressing environment that can greatly hinder their academic performance. These negative emotional experiences can significantly disrupt a student's ability to concentrate, engage in learning, and perform academically.

The Effects of Flipped Classroom Model on Academic Achievement, Academic Motivation and Cognitive Absorption

The purpose of this study is to investigate the effects of flipped classroom model on academic achievement, academic motivation and cognitive absorption. The study was conducted with a group of 68 freshman students studying at a vocational school’s “Computer Programming” department in the 2019-2020 academic year. A quasi-experimental framework with pre-test/post-test was employed in the research and the participants were randomly assigned to the experimental group and the control group. In the experimental group (n=38), flipped classroom model was utilized and in the control group (n=30), the traditional classroom model was employed. The experimental process of the study continued for 5 weeks, 4 weeks of training and 1 week of orientation. Demographic Information Form, Academic Achievement Test, Academic Motivation Scale and Cognitive Absorption Scale were used for data collection. To analyze the data, Independent Samples T-Test, Paired Sample T-Test, Wilcoxon Signed Ranks Test, Spearman Correlation and Mann-Whitney U Tests were used. The findings showed that the experimental group had higher levels of academic achievement compared to the control group. Besides, it was found that there is no discrepancy between in-group and intergroup academic motivation. Although the pre- and post-test results of the experimental group students, who took cognitive absorption scale, did not show a statistically significant difference, the results indicate a modest level of connection between cognitive absorption and academic motivation.

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

Assessment of the Teaching Strategies in Macro Motor Learning and Skill Display of the Primary Physical Education Curriculum

Instructional methods in physical education (PE) tend to be conceptualized in different approaches. This paper attempted to describe the level of academic achievement of third graders in the macro skills of motor learning and skill display and assumes significant differences in variables to propose some teaching strategies for improving motor learning and skill display skills. The results of the National Motor Learning and Skill Display Test revealed that 58.90% of students scored within the 81% to 90% range. The assessment of teaching strategies showed that overall, the strategies had a mean of 3.05 and a standard deviation of 0.83. The chi-square test for association between gross motor learning and teaching strategies was significant (Χ2 = 89.22, p = 0.00). The "Enhanced Motor Skills through Strategic Teaching (EMST) Program" is recommended to improve motor skills through effective teaching strategies.

A Comparative study of the academic achievement level in science subject among the students of class 6, 7 and 8......

The objective of this research was to conduct a comparative study on the educational achievement levels in science subjects among students of classes 6, 7, and 8 from Parisadiya Upper Primary School, Kasturba Gandhi Balika Vidyalaya (KGBV), and an Aided College. This study also aimed to assess the effectiveness of teacher training programs on student outcomes in these institutions. Utilizing a descriptive research method, the sample comprised 287 students from Parisadiya School, 180 from KGBV, and 120 from the Aided College. Data analysis employed mean, standard deviation, and 'T' tests. The results of the test suggest that there is not enough evidence to say that the teacher-training improved the scores of the students.

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).

FEATURES OF USING INTERACTIVE TECHNOLOGIES FOR IMPLEMENTING PERSONALIZED LEARNING IN BIOLOGY AND ECOLOGY CLASSES IN THE 10th GRADE

application of interactive technologies to realize personalized learning in biology and ecology classes in the 10th grade. This methodology comprises three main stages: organizational-preparatory, technological, and concluding. Pedagogical conditions are justified for the effective implementation of the respective methodology, including creating a success-oriented situation, organizing a positive psychological microclimate, gearing up for work, motivating students’ cognitive activities, equipping the classroom, providing visualization aids for the lesson, selecting effective methods of communication and instructional interaction, discussing the action algorithm during work, reviewing assessment criteria, reflection, and summarizing.Based on the above, a functional model for the implementation of the developed methodology is proposed. On the basis of the above, a functional model for the formation of a successful student in education, who will achieve high levels of academic achievement in biology and ecology when using personalized learning with interactive technology, is proposed. The functional model for the formation of a successful student in education, who will achieve high levels of academic achievement in biology and ecology when using personalized learning with interactive technology, is based on a scientific approach to organizing the educational process.The main goal of this model is the effective implementation of personalized learning with the use of interactive technologies, which allows for the formation of a successful student on the basis of student-centeredness, which is the driving force behind raising the level of academic achievement in biology and ecology.

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.

Factors Affecting Research Participation Among Specialist Dementia Nurses.

Research involvement and engagement is a vital aspect of nursing practice. However, research in dementia care remains limited compared to research focused on finding a cure, presenting a significant gap that specialist dementia nurses (Admiral Nurses) can help bridge by participating in research themselves and facilitating recruitment to research. This study aimed to assess the research involvement and support needs of Admiral Nurses and identify factors affecting their participation in research. This research is particularly timely as Dementia UK has launched its first research strategy, which necessitates strengthening research capacity within Admiral Nursing. We used a mixed methods convergent parallel synthesis design, simultaneously collecting quantitative and qualitative data. An online survey was conducted in January 2023, targeting current Admiral Nurses across the United Kingdom. The survey included questions addressing demographics, research experience, goals, barriers, facilitators, and support needs. Data analysis involved descriptive statistics, frequencies, univariate analyses, and thematic analysis. A positive relationship was found between the highest level of academic achievement and current or previous research involvement, as well as interest in becoming involved in research in the future. Although most nurses recognized the importance of research, only half reported current or past research involvement, indicating a need for increased support. A lack of access and opportunities for peer discussion hindered engagement with research findings. Time constraints, lack of support, and low confidence were major barriers to research involvement. Support needs varied but included mentorship, coaching, and the potential for a community of practice for research. This survey of Admiral Nurses sheds light on their research involvement, support needs, and barriers to participation. Recognizing the significance of research while identifying challenges and support requirements is crucial for enhancing research capacity among these specialized nurses. This study contributes valuable insights into the world of specialist dementia nursing and lays the foundation for future strategies to increase research engagement in this field.

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.

The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments

New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners’ motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants’ motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group.

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