Levels Of Academic Performance Research Articles

Extrinsic and Intrinsic Motivation and Academic Performance of Pupils at Quezon District Public Elementary Schools

The study aimed to determine the relationship of extrinsic and intrinsic motivations to the academic performance of pupils at Quezon District Elementary Schools. Descriptive-Correlation method of research was used and was conducted at Quezon District, Division of Baguio City, SY 2017-2018. The results showed that the level of effectiveness of extrinsic motivations at Quezon District Public Elementary Schools was effective. The level of effectiveness of intrinsic motivations at Quezon District Elementary Schools was slightly effective. The level of academic performance of pupils at Quezon District Public Elementary Schools is good using extrinsic and intrinsic motivations. The academic performance of pupils and extrinsic motivations indicating of strong or high relationship. While the academic performance of pupils and intrinsic motivations indicating of weak or small relationship. Implementing the extrinsic motivations are highly recommended since this is more effective specifically using reward/token to motivate the pupils, example is adding points for their exam.

LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.

Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District. Methodology A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained. Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education. Conclusion Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District Recommendation Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.

Analysis of Voluntary Testing of 11 th Class Students in the Subject “English Language” in the Regions of the Kyrgyz Republic

Presents the examples of research of leading experts in this field. The results of voluntary based testing in the subject "English language" of 11th grade students in schools of the Kyrgyz Republic, briefly describe the activities of the National Center of Education Quality Assessment and Information Technology (NCEQAIT) and the goals of conducting voluntary based tests. The analysis of the results of diagnostics on the quality of knowledge, as well as everyday observations, proved the lack of proper attention from parents, insufficient time to prepare for classes, lack of organization of self-preparation, etc. Also, the forms and methods of teaching play an important role in improving the quality of knowledge, although they can be different depending on the level of students' academic performance, on the tactics of pedagogical support, the ability to study and analyze theoretical issues and to confirm them with practical observations.

Investigating changes in prevailing mental states among students with different levels of academic performance

Introduction. The difficulties of the adaptation period increase the level of anxiety and psychological stress in students and negatively affect academic performance of first-year students. Despite the fact that recent studies have identified a wide range of conceptually different correlates of academic success, the problem of mental states of first-year students in the context of assessing their learning outcomes remains insufficiently studied in theoretical and empirical terms. Therefore, the problem of identifying a risk group for academic underachievement and maintaining the student population does not lose its relevance. The purpose of the study is to identify students’ mental states determining levels of academic performance. Materials and Methods. In order to identify the characteristics of students’ mental states, mental states were assessed at psychophysiological, psychological and socio-psychological levels. The authors used the following methods: Lemur-Tessier-Fillion ‘Psychological Stress Scale PSM-25’ adapted by N.E. Vodopyanova (2009), PSM-25 scale, method for determining neuropsychic stability, risk of maladaptation in stress ‘Forecast-2’ (V. Yu. Rybnikov), reactive (situational) and personal anxiety scale (Ch. D. Spielberger, 1973), adapted by Yu.L. Khanin, (1978), L.V. Kulikova’s methods for identifying the dominant and current states, methods for evaluating socio-psychological adaptation by K. Rogers, R. Diamond, (1954), adapted by T. V. Snegireva (1987) and by A. K. Osnitsky. The study involved 56 1st year full-time students of the Faculty of Mathematics, Informatics, Physics and Technology at Omsk State Pedagogical University. Results. The authors identified scales of methods for mental states assessment: ‘tone’, ‘activation-deactivation’, ‘situational anxiety’, ‘psychological stress’, which revealed statistically significant changes in students demonstrating different levels of academic performance. The authors revealed differences in prevailing mental states in students with different academic performance. Conclusions. The mental states of students identified in this study can be used in designing a programme of socio-psychological support for first-year students aimed at identifying the risks of maladjustment and a decrease in academic performance. Limitations. Limitations of the study include a small sample of students of one faculty and one-time use. It is necessary to check the possibility of extending the hypothesis to students of other faculties.

Quality Evaluation of College Students' Innovation and Entrepreneurship Education Based on the K-Means Clustering Algorithm

Innovation and entrepreneurship are increasingly recognized as vital components of modern higher education, fostering creativity, problem-solving skills, and economic growth. However, effectively catering to the diverse needs of students in these domains remains a challenge. This paper proposes a novel approach to address this challenge by applying the Cluster Swap Expectation Maximization (CSSEM) algorithm to cluster college students based on attributes relevant to innovation and entrepreneurship. Using a dataset encompassing metrics such as GPA, innovation score, entrepreneurship score, socioeconomic status, and gender, we demonstrate the effectiveness of the CSSEM algorithm in segmenting student populations. The findings reveal distinct clusters of students with varying levels of academic performance, innovation potential, and entrepreneurial aspirations. For instance, Cluster 1 comprises students with lower GPAs (mean GPA = 3.2) and moderate innovation and entrepreneurship scores (mean innovation score = 78, mean entrepreneurship score = 80), while Cluster 2 consists of high-performing students (mean GPA = 3.7) with strong innovation and entrepreneurship potential (mean innovation score = 90, mean entrepreneurship score = 88). These insights enable educators and policymakers to design tailored interventions and support mechanisms that cater to the specific needs of different student groups.

Mothers' parenting styles, academic self-efficacy and academic performance: Chinese-Spanish Cross-Cultural Study

This study aims at investigating and highlighting the diversity in mothers' parenting style and self-esteem and their correlations with academic achievements across cultural contexts. A total of 200 university students (100 from China and 100 from Spain) was taken by means of the purposive sampling method. During the course of the 2021-2022 Academic Year, the Parenting Style Scale (S-EMBU) and Academic Self-Efficacy Scale (ASES) were used to assess mothers' parenting styles and self-efficacy. It was found out that there were several cultural differences in the way parents approach their children, with the Spanish mothers applying warm and affectionate attitudes and the Chinese parents using stricter methods. As for the difference, no statistical significance was found between the two groups related to academic self-efficacy. In the findings, the rejection type of parenting was associated negatively with self-efficacy and academic performance while warm parenting that is emotional in nature was positively associated with these outcomes among university students. Furthermore, a positive connection between academic self-efficacy and academic success is also observed. The research identified specific parenting behaviors of mothers that significantly affect students’ academic performance in university, which reveals the critical role of parents in student’s academic success. Generally, the study shows the significance of cultural variation in parental involvements into university students' academic performance and the key role of parenting in the students' academic success. The research also considered parenting styles and academic self-conceptualizations between the Chinese and the Spanish university students. While it is true that there were notable cultural differences in parenting styles between Spanish mothers who showed warmer and more expressive styles and Chinese mothers, there were no significant differences in subjects’ self-efficacy in learning processes between the two groups. These results emphasize the significant role of parenting in the predictability of academic achievements among university students. In this sense, parental styles that involve emotional warmth were found to correlate with higher levels of academic self-efficacy and better academic performance. The research shows that positive ways of parenting including fostering emotional closeness and caring could help improve children's school performance.

IMPACTS OF LEARNING INTEREST AND PARENTAL SUPPORT ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS OF ISLAMIC STUDIES IN LAGOS

This study investigates the impacts of learning Interest and parental support on academic performance of secondary school students in Islamic Religious Studies in Lagos State. The study descriptive survey with the population consisting of all 68 public senior secondary schools in Lagos state Education District V and 31,703 Islamic Religious Studies Students. A Sample of 400 SS II Islamic religious studies students were selected using Krejcie and Morgan Sampling Template in 10 randomly selected schools for this study. Descriptive analysis was used to answer the research questions and lineal Regression was used to test hypotheses. The study found that the level of learning interest, parental support and academic performance were all high among senior secondary schools Islamic Studies Students in Lagos State. Also, the learning interest and parental support does not have significant influence on the Academic Performance of senior secondary schools Islamic Studies Students in Lagos State. Based on these findings, it was recommended among others that students should show high level of learning interest and commitment in the study of Islamic studies; Parents and guardians should show high level of parental support to their children, in order to reinforce learning and enhance their academic performance.

Psychosocial Support for Grade 3 Pupils Through Artistry in Music Featuring Ukulele Lesson

The use of ukulele in school setting is becoming popular and its integration during classes is increasing in popularity. Because of this, it is significant and timely that this type of music be involved among learners of all ages. The consideration of providing support for mental and psychosocial well-being among the students during the past pandemic was deemed necessary. In this innovative work plan study, experimental-purposive approach was used in implementing the program. Integrating music in classes increases primary students' class involvement and engagement in school activities. Thus, the researcher introduced the Ukulele lesson to the Grade 3 pupils and tried to look into the effect of its integration to the pupils’ psychosocial development and academic performance. The participants were thirty-eight pupils (38) and eleven (11) MAPEH teachers for the school year 2022-2023 enrolled in an Integrated School in Pangasinan. The results revealed that there is an increase in the level of academic performance of the Grade 3 pupils who were exposed to ukulele lessons as an intervention program focusing on psychosocial support. The elementary teachers were also able to maintain classroom cohesiveness and increased pupils’ class participation. The noise from unnecessary talking and shouting or even playing inside the classroom were minimized. This is one proof that music is a great stress-relieving tool that helps to calm the mind and enhance concentration among pupils and teachers.

Objective assessment criteria reduce the influence of judgmental bias on grading

Past research has indicated that students with a migration background are graded worse than those without a migration background, despite them showing the same level of academic performance. Negative implicit associations of teachers associated with these student characteristics could explain these findings. Objective assessment criteria, such as error tables, provide user-independent rules for the interpretation of results and could therefore help to ensure that the influence of student characteristics on assessment is reduced. To test this hypothesis, 157 pre-service teachers assessed a dictation. Two aspects were varied: the presentation of an error table for assessment and the name of the student who had written the dictation (with vs. without a supposed Turkish migration background). An implicit association test measured implicit associations of the pre-service teachers toward the performance of Turkish and German people. When no error table was used and the pre-service teachers had negative implicit associations toward the performance of people with a Turkish migration background, they graded students with a migration background worse than students without a migration background. No grading disparities were found when the error table was used. To reduce judgmental bias, the use of objective assessment criteria can therefore be recommended.

Behavioral aspects and the academic performance during pandemic of sixth graders

This study sought to determine the behavioral aspects during the pandemic and the academic performance of Grade VI pupils at Bulalacao Central School as the basis for proposing an intervention program. This study made use of descriptive-correlation methods of research. Randomly selected respondents were from three (3) sections. The study used a validated researcher-made instrument that had reliability testing. Results revealed many behavioral aspects during the pandemic across indicators (Mental Aspects—2.81; Emotional Aspects—2.87; Social Aspects—2.99; and Physical Aspects—2.94). Pupils are on a satisfactory level of academic performance during the first and second quarters. Moreover, a significant relationship existed between the variables. With these, pupils had a great extent of behavioral aspects during the pandemic and had a satisfactory performance during the first and second quarters; the extent of their behavioral aspects during the pandemic affects the level of their academic performance; and the implementation of the psychosocial program was needed to boost their mental aspects as pupils.

Factors affecting the choice of medical specialties in Turkiye: an analysis based on cross-sectional survey of medical graduates

BackgroundModern healthcare systems require the right mix of medical specialties for effective provision of high-quality services. Despite increased availability of general physicians and specialists, Türkiye lags behind high-income countries in terms of availability of specialists. The purpose of the study is to identify several specific factors that affect the choice of medical specialization.MethodsAll 350 medical school graduates in a specialty examination preparation bootcamp were requested to participate in the survey and 333 completed the self-administered questionnaire. The survey asked questions about factors affecting choice of medical specialty by medical graduates.ResultsThe empirical results indicate that surgical specialties, compared to other broad medical specializations, are selected because of its higher income-earning potential and social prestige. The likelihood of selecting surgical specialties is negatively affected by rigorousness of the training program, high work-load, risk of malpractice lawsuits and risk of workplace violence. Male participants were 2.8 times more likely to select surgery specialty compared to basic medical science. Basic medical science areas were selected at a higher rate by female graduates and graduates with high level of academic performance in medical schools.ConclusionsIt is critically important to improve trust and inter-personal communications between the patients and physicians in all specialties to lower the likelihood of malpractice lawsuits and workplace violence. Policy-makers may adopt policies to affect income earning potential and social prestige of targeted specializations to improve their supply.

Collaborative Learning and Learners’ Academic Performance

Learning and socializing are fostered via collaborative learning. The study determined the level of learners' collaborative learning and learners’ academic performance in elementary schools of Laguindingan District, Division of Misamis Oriental, for School Year 2023 – 2024 in terms of positive interdependence, promotive interaction, and individual accountability. The learners’ level of academic performance and its relationship to collaborative learning. The descriptive method with content analysis using probability sampling was used as the research design with two hundred two (202) Grade - VI public elementary school learners. The data employed were collected through an adapted and modified survey questionnaire by Youngren (2021) and Delfino (2019). To analyze the gathered data statistically, the mean, standard deviation, and Pearson Correlational Coefficient (r) were employed. The results indicated the highest in collaborative learning in terms of promotive interaction, while individual accountability as the lowest. There was a significant relationship between collaborative learning and learners’ academic performance. It is recommended that teachers should continuously encourage the learners to promote positive attitudes, motivation, and a sense of shared purpose. Further, teachers need to improve strategies, evaluate group dynamics, collect feedback from collaborative activities, and make necessary adjustments.

Crossing the Finish Line but Losing the Race? Socioeconomic Inequalities in the Labor Market Trajectories of Community College Graduates

Abstract Despite decades and hundreds of billions of dollars of federal and state investment in policies to promote postsecondary educational attainment as a key lever for increasing the economic mobility of lower income populations, research continues to show large and meaningful differences in the mid-career earnings of students from families in the bottom and top income quintiles. Prior research has not disentangled whether these disparities are due to differential sorting into colleges and majors, or due to barriers that lower socioeconomic status (SES) graduates encounter during the college-to-career transition. Using linked individual-level higher education and Unemployment Insurance records for nearly a decade of students from the Virginia Community College System, we compare the labor market outcomes of higher and lower SES community college graduates within the same college, program, and academic performance level. Our analyses show that, conditional on employment, lower SES graduates earn nearly $500/quarter less than their higher SES peers one year after graduation, relative to higher SES graduate average of $10,846/quarter. The magnitude of this disparity persists through at least three years after graduation. Disparities are concentrated among non-nursing programs, in which gaps persist seven years from graduation. Our results highlight the importance of greater focus on the college-to-career transition.

Non-medical Use of Prescription Psychostimulants and Academic Performance in Medical Students

Objective: It is well-known that healthy medical students use psychostimulants to improve their cognitive functions and reduce their need for sleep. The main motivation behind this cognitive enhancement is to increase academic performance. However, the literature is not clear enough to support this situation.
 Methods: This cross-sectional study was conducted with an online survey and 585 students participated. The grade point average number was used to assess the student' academic performance. Additionally, the scale based on self-evaluations was used to assess levels of pharmaceutical knowledge, study performance, academic success, academic anxiety, and study performance.
 Results: Out of 585 healthy students, 40 (7.3%) admitted to using psychostimulants to enhance their academic performance. However, there was no significant difference in grade point average scores and perceived academic success levels between users and non-users. Nonetheless, most of the users reported that they benefited from taking psychostimulant drugs. Risk factors for non-medical use of prescription psychostimulants included high levels of pharmacology knowledge, smoking, and poor academic performance.
 Conclusion: Although non-medical use of prescription psychostimulants did not appear to affect academic performance significantly, most students reported positive subjective experiences, which could have a motivational effect. Therefore, it is crucial to investigate the benefits and side effects of psychostimulants in healthy young individuals in more detail and to provide them with up-to-date information on this issue.

Identifying Student Behavior Patterns Based on LMS Data

In contemporary education, data analysis methods to establish patterns of student behavior for subsequent optimization of the educational process are becoming increasingly relevant. This paper presents research aimed at identifying patterns of student behavior based on the processing of data obtained from Learning Management Systems (LMS). The article examines data collection and analysis issues from LMS, including activity logs, grades, participation in forums, and other interactive elements. Additionally, methods such as statistical analysis and machine learning, applied to identify patterns of student behavior, are discussed. The text describes the identified patterns of student behavior in the electronic educational environment, which are subsequently linked to students' academic performance levels. The paper's concluding section presents the research findings and potential scenarios for their application. Key Words: adaptive learning, machine learning, learning management systems, student behavior patterns.

Actions speak louder than words: modifications of the applied academic books and their reflections on students’ academic success, academic enjoyment, and academic resilience

Innovation is the process of renewing and updating a domain, a product, or a service by introducing new methods, introducing new techniques, or generating effective concepts to produce new value. Considering universal as well as local books, a teacher may find some sections that need modifications and supportive sections. These changes may have an impact on language learners’ emotional and/or cognitive development. The purpose of this research was to shed light on the use of creative activities and their consequences on academic enjoyment, academic resilience, and academic performance. To that purpose, two groups of EFL (English as a foreign language) learners from Saudi Arabia (public schools) participated in this research and were requested to take pre-and post-tests to assess their level of academic engagement, academic resilience, and academic performance in language skills. According to the data analysis via the Multivariate Analysis of Variance (MANOVA), the experimental group outperformed their counterparts in the control group in terms of academic enjoyment, resilience, and academic performance due to considered modifications in the applied academic books. The study’s pedagogical ramifications are highlighted in the conclusion.

Perceived Effect of COVID-19 on the Academic Performance and Satisfaction Level of Online Teaching of Sandwich Students

The study examined the perceived effect of COVID-19 on academic performance and the satisfaction level of online teaching of sandwich students on the OLA university campus. The study was a descriptive survey design with a quantitative approach. The accessible population was made up of 150 students. Through a multi-stage sampling approach, a sample size of 109 students was chosen for the study and determined using Miller and Brewer's (2003) sample size mathematical model. Data was collected using an adapted questionnaire with an r = .727. Data on respondents' demographic characteristics, as well as data to answer the four research questions, were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (Pearson Product Moment correlation, r). The study found a negative influence of the COVID-19 pandemic on students’ academic performance who study through the sandwich mode of learning. The study found that there is a high satisfaction level of online teaching among sandwich students. However, they are faced with problems of poor internet connection and the inability to purchase internet data/bundle for online learning. Ultimately, it was discovered that the degree of pleasure with online instruction and the effect of COVID-19 on academic achievement are not significantly correlated. The Ministry of Education, the universities, and all other relevant stakeholders were advised to provide online teaching apps. Also, they should provide professional training for online teaching applications and devices, Wi-Fi facilities, affordable internet packages, and virtual resources in light of the findings.

Investigation and the development of learning analytics dashboard in open and distance learning using big data mining

<p class="Abstract">The main aim of this study is to provide universities with a way of examining and predicting student performance. The fundamental aim and purpose of this study is to help academic institutions to analyse and predict student performance. The credibility and accuracy of the model was examined by comparing the predicted results of the model with the observed values. And educational data mining techniques were used to create student profiles. Weighted gain, classification analysis, decision tree and rule induction were used in this study. The results of the study showed that the level of students' academic performance varied according to criteria such as academic structure, faculty, mode of enrolment and gender. In order to determine the relative importance of variables, the information weight gain technique was used after generating rule induction parameters and hidden rules between data. Using data mining techniques, we can obtain both guidelines to instruct students and information to help us identify them.</p>

The role of financial and non-financial incentives in influencing the improvement of the academic performance level of employees: An applied study in Baghdad’s private colleges

This research deals with the effect of job incentives in its two dimensions (financial and non-financial) as an independent variable on the dimensions of job performance (efficiency, effectiveness, productivity). Management is interested in improving the job performance of employees, in addition to knowing the extent to which management supports the motivation strategies followed. Sustainable development describes the dimensions of job performance mentioned above and the extent of their contribution to promoting and achieving the goals of the organization and testing the impact of the incentives variable on job performance. The research identified a set of hypotheses that were tested using the SPSS program, and a random sample of 50 professors and administrators working in the field of academic work in several private colleges was selected. The research reached a set of conclusions, the most important of which was that the total incentives had a weak role in the performance of the organization in question, except for the efficiency dimension, where it had a good role in influencing according to the variables included in the study model. The research also presented a set of recommendations and future proposals aimed at reducing the size of the studied problem.

Self-Esteem, Self-Concept and Academic Performance in Middle-School Students According to their Sport Context

Introduction: Academic performance is favored in students who practice sports with body contact and develops an increasing value in self-concept when a comparison is established with those who don’t are engaged in sports without body contact. Methods: This study aimed to analyze and relate variables of self-concept, self-esteem and other variables such as aerobic capacity (VO2 max), handgrip strength and academic achievement, within the modalities that they practiced, with and without body contact. 132 middle-school students between 10 and 11 years old (69 boys and 63 girls) who attended the 5th and 6th grades participated. Results: It was found a mean level of behavior, physical appearance, school competence, social acceptance and higher academic performance in the group without body contact. A T-test was applied on self-concept variables, self-esteem, aerobic capacity (VO2 max) and academic performance, and the Mann-Whitney test on physical appearance variables and handgrip strength, finding only differences in the behavior variable, with a value of α = 0.014. A linear regression analysis was also presented in order to identify the best predictors of academic performance Conclusions: The practice of sports with body contact promotes a significant increase in behavior levels, compared to students without body contact, however the practice of this type of sports doesn’t show higher levels of self-esteem and academic performance, once compared to other students practicing sports without body contact. The best predictors identified were global self-concept, school competence and aerobic capacity.