Low Academic Performance Research Articles

Examining different learning modes: A longitudinal study of business administration students’ performance

This study examines how different learning modes (blended learning, online learning, and face-to-face) affect business administration student performance. Four dimensions are examined: perceived usefulness, perceived ease of use, learning motivation, and students' satisfaction. The current study used longitudinal data from three survey copies that were distributed to the same student to compare face-to-face, online, and blended modes over three different time periods (2019, 2020, and 2021). Participants included 160 business students at local universities. The results indicated that students' motivation to use face-to-face learning had a great impact on their satisfaction, but this had only a marginal effect on their academic performance. On the other hand, students' motivation to use online learning significantly influences their learning satisfaction and, in turn, has a strong impact on their academic performance. As for the blended learning model, students’ motivation to use this mode of learning positively impacted their learning satisfaction. However, students of this mode had relatively lower academic performance compared to other modes of learning.

The escape room as a didactic strategy for learning physics

Teaching dynamic mechanics in physics is a common pedagogical challenge, as abstract and mathematical concepts can be complex for students to assimilate. In this context, innovative teaching strategies become a valuable tool to improve the understanding and learning of these concepts. Therefore, this work has implemented the escape room as a didactic learning strategy. The current research is based on a mixed approach, with a population of 62 students and a sample of 31, with which a correlation and comparison between the experimental groups is made. It is expected that the strategy used will help to solve the low academic performance in the learning process. The main results show a significant motivation in students when the escape room strategy is applied. Still, it is also observed that learning is noticeable and effective, which improves grades and student performance.

Enhancing teachers’ digital skills in teaching of economics in south african secondary schools

The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.

Factors affecting self-esteem and anxiety levels in high school students in Van Province Tusba District

This cross-sectionally study aimed to determine the self-esteem and anxiety levels of young people in socio-economically and socio-culturally lower regions of the country and to evaluate whether there is a relationship between self-esteem and anxiety levels. 602 students studying in high schools were included in the study. Rosenberg scale and Spielberg trait anxiety scale (SSAS) and a survey about socio-demographic characteristics were administered to the students. In the study, 53.7% (331) of the students were female and 46.3% (285) were male. Self-esteem was found to be high in 82.6% of the students and at medium level in 17.4%. There are no students with low self-perception. Self-esteem levels of those with poor income, those who smoke and use addictive substances, and those with low academic performance were found to be significantly lower. The students' SSAS mean score is 47.36±8.13. There is a negative correlation between SSAS score and self-esteem. Income status, perception of quality of life, health status, academic performance and SSAS score show a negative correlation. As a result, negative conditions increase the SSAS score and decrease self-esteem. It is important to improve the economic conditions of students, to teach them healthy lifestyle behaviors, to have regular health examinations, and to maintain their healthy condition. Increasing the academic performance of children who are unsuccessful in school will reduce their anxiety levels. Health is a whole physically, spiritually and socially.

LEARNING PROCESSES IN CHILDHOOD: A study on school performance and intelligence levels

The learning process involves complex variables that can be discussed from the most diverse perspectives. Difficulties faced on this path are commonly attributed, by parents and teachers, to behavioral problems, inattention, neglect of studies, among others. However, clinical diagnostic practice in cases of school complaints often identifies that children have a good intellectual level, even with unsatisfactory school performance. Thus, the objective of this study was to relate school performance with the level of intelligence in students from a public elementary school unit. It was a quantitative, exploratory and cross-sectional research, which included a sample of 180 children with ages between 7 years and 11 years and 11 months, from elementary school at a public school in the Greater ABC-SP region. The School Performance Test (TDE) and the Non-verbal Intelligence Test (R2) were used as instruments, applied collectively. The results indicate that around 85% of children presented low academic performance, while 81% of children obtained scores at or above average in terms of intelligence level. These data indicate that, despite being intelligent, their academic performance was compromised. The results articulated the environment, social, political, economic factors and the institution itself as fundamental factors of this problem. In this way, it is possible to reflect that in the learning processes we do not only consider levels of intelligence, organic factors or intellectual deficits, but a look at the institution and the uniqueness of these children whose academic performance is impaired and, therefore, present severe learning difficulties.

PIXTON AS A TOOL FOR PROMOTING HEALTH AND ORAL HYGIENE

The purpose of this work is to discuss how the use of Pixton software can contribute to the teaching-learning process about the importance of care related to health promotion and oral hygiene care. The aforementioned work proposal presented is based on the construction of dialogues involving comic books on the theme presented in the aforementioned article using the Pixton software, as an important alternative for enriching and improving teaching practices based on the creation of Comics (Comic Books), given that one of the many problems addressed in schools is how to arouse student interest in learning, and this fact can cause several learning difficulties and low academic performance. In order to meet the objectives contained in this proposal, this work has a qualitative research approach in a descriptive format. In an attempt to provide greater clarity on the conceptual aspects, initially, a bibliographical survey was carried out in an attempt to delve deeper and obtain broad knowledge on the topic covered in this work. Based on the information obtained through the research, the results pointed to a reality that is increasingly present in everyday school life, which is, precisely, the need to use methodologies and actions that can make use of some form of technology. We realized that, using the Pixton software, students will be able to create comics and carry out dialogues on various topics related to health and oral hygiene, where they can also present their creativity while carrying out the activities proposed during classes.

Vocal pitch matching in early childhood as a relative cognitive strength among low academic performers

In this study, using some novel measures, we examined vocal pitch matching in 4- and 5-year-old children in transitional kindergarten classrooms and, at two time points, tested relationships between children’s singing pitch accuracy and their classroom grades as well as performance on standardized measures of developing cognitive and academic skills. Consistent with previous studies, children’s grades were strongly correlated with their performance on standardized measures and differed significantly by gender, maternal education, household income and household language. In contrast, vocal pitch matching and tonal pitch processing showed no consistent relationship to grades, standardized tests or sociodemographic variables, and children with lower academic performance showed statistically equivalent pitch singing on average compared to their peers with higher grades. These findings suggest pitch processing and production abilities may be a relative cognitive strength among children doing less well in school, which may be explored for developing programmes to lift their academic performance.

Systematic Literature Review on the Perceptions of Teachers of STEM Integration

Low academic performance of students has always been a challenge in science and mathematics education despite the introduction of different constructivist approaches, like STEM integration, to promote student learning. The beliefs and perceptions of teachers about a certain approach were believed to shape curriculum implementation. This necessitates a review of the perceptions of teachers of STEM integration. PRISMA 27-item components of reporting systematic literature review were employed to extract patterns relevant to the benefits, challenges, and recommendations identified by K-12 teachers. From n=721, only five research articles were left for final review after a four-phase screening process. Teachers generally view STEM integration as promoting student achievement (problem-solving skills) and motivation or interest. There is an emerging view that science integration in mathematics instruction is stronger than mathematics integration in science instruction. Interestingly, a misperception was identified about technology education integration. This implies incorporation of STEM integration concepts in the undergraduate curriculum as teacher preparation was identified as one of the main problems on which improvements may be focused. The lack of equipment to support technology education integration as well as the appropriate skills needed to deliver the lesson was another emerging theme. In turn, the need for upskilling programmes to support the teachers in delivering 21st-century learning approaches is emphasised. Content knowledge is a prerequisite to pedagogical knowledge. To implement STEM integration, teachers need to know the contents of the different disciplines integrated.

Mediating Effect of Stress Recognition on the Effect of Generalized Anxiety Disorder on Smartphone Dependence

The widespread adoption of the smartphone has led to both positive and negative consequences for adolescents’ mental health. This study examines the interplay between smartphone dependence (SPD), generalized anxiety disorder (GAD), and various mental health outcomes among Korean adolescents. Data from the 16th Adolescence Health Behavior Survey (2020), including 54,948 middle and high school students, were analyzed. Adolescents were categorized into three groups based on SPD severity. The GAD-7 scale assessed anxiety, and other factors such as subjective health recognition, happiness, weight control efforts, and body mass index (BMI) were considered. Adolescents with higher SPD exhibited lower academic performance, decreased happiness, and increased perception of stress. GAD levels were positively correlated with SPD, with higher SPD linked to more severe GAD symptoms. Additionally, higher SPD was associated with increased loneliness, sadness, and suicidal thoughts, plans, and attempts as well as a greater likelihood of habitual drug use. Gender differences revealed that females were more prone to sadness, hopelessness, and suicidal thoughts, while males exhibited higher rates of drug use. This study highlights the complex relationship between SPD, GAD, and mental health outcomes among Korean adolescents. Stress recognition was found to mediate the association between GAD and SPD. The process-macro result of the total effect between SPD on GAD and the direct effect of the SPD pathway on GAD was significant; thus, the stress recognition was mediated. Effective interventions should target stress management, especially among adolescents with high smartphone dependence, to mitigate the risk of mental health issues. These findings underscore the importance of addressing smartphone dependence and its impact on the mental well-being of adolescents.

Low-Cost EEG Multi-Subject Recording Platform for the Assessment of Students’ Attention and the Estimation of Academic Performance in Secondary School

The level of student attention in class greatly affects their academic performance. Teachers typically rely on visual inspection to react to students’ attention in time, but this subjective method leads to inconsistencies across classes. Online education exacerbates the issue as students can turn off cameras and microphones to keep their own privacy. To address this, we present a novel, low-cost EEG-based platform for assessing students’ attention and estimating their academic performance. In a study involving 34 secondary school students (aged 14 to 16), participants watched an academic video and answered evaluation questions while their EEG activity was recorded using a commercial headset. The results demonstrate a significant correlation (0.53, p-value = 0.003) between the power spectral density (PSD) of the EEG beta band (12–30 Hz) and students’ academic performance. Additionally, there was a notable difference in PSD-beta between high and low academic performers. These findings encourage the use of PSD-beta for the immediate and objective assessment of both the student attention and the subsequent academic performance. The platform offers valuable and objective feedback to teachers, enhancing the effectiveness of both face-to-face and online teaching and learning environments.

Wheeling into school and out of crime: Evidence from linking driving licenses to minimum academic requirements

“No Pass No Drive” (NPND) laws deny or revoke driver's licenses to minors if they drop out of school, are frequent truants, show behavioral problems, or have a low academic performance. Using Federal Bureau of Investigation (FBI) arrest data, we exploit state, time, and cohort variation to show that NPND laws are associated with a significant decline in total crime, DUI and property crimes among 16 to 18 year old males, and in DUIs among 16 to 18 year old females. We argue that NPND laws are a relatively low cost policy alternative to compulsory attendance laws that increase education and generate positive externalities. To explore unreported in-school crimes, we use micro data from the Youth Risk Behavior Survey (YRBS) and find that NPND laws decrease in-school risky activities. However, we also find that they have unintended consequences for in-school risky behavior when accompanied with strict academic or behavioral requirements.

Influence of Cultural Socio-Economic Factors on K.C.S.E Examination Performance in Public Secondary Schools: A Case If Lamu West Sub County, Lamu County, Kenya

The measure of success in many countries is measured by the Academic performance in national examinations like Kenya Certificate Secondary Education (K.C.S.E.) which is a national examination in Kenya. This study endeavoured to establish the influence of selected cultural factors on the academic performance of students in Lamu West Sub-County in Lamu County in Kenya. The study was carried out in Lamu West Sub-County which has persistently registered low academic performance in national examinations. The cultural factors leading to this poor performance in Lamu Sub-County had not been adequately addressed. The study was guided by the following objectives; to establish the types of cultural factors that influence academic performance in Lamu West Sub-County and the influence of cultural factors on K.C.S.E. academic performance in Lamu West Sub-County. The study adopted a descriptive survey design. The target population comprised of teachers, and Board of Management (B.O.M.) parents. The sample size was 144 teachers and 48 B.O.M parents. The collection of data was by use of questionnaires and interviews. Descriptive statistics were used to analyse the quantitative data while qualitative was analysed through content analysis. The findings were presented by use of frequency distribution tables and percentages. The results showed that cultural factors influenced the Kenya Certificate of Secondary Education (KCSE) national examination in Lamu Sub-County. Interviews from B.O.M parents also provided data to show how these cultural factors influenced KCSE academic performance. Based on the findings, the study established that early pregnancies, gender stereotypes, early marriages as well as the frequent religious cultural practices influenced KCSE academic performance in Lamu West Sub-County. Among the recommendations was that parents should take an active role in advising their children about the importance of education, and also the government should take stern measures against out-dated cultures like early marriages which should be banned.

Head Teacher’s Motivational Strategies for Teachers and Their Effect on Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia

The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This study sought to examine the influence of head teachers’ motivational strategies for teachers on the academic performance of learners on learners’ academic performance in public secondary schools in Ndola district. The study employed a descriptive survey research design which combined both qualitative and quantitative research methods. Closed and open ended questionnaires, focus group and interview guides were used to collect data from the respondents. The instruments were piloted in one secondary school in Ndola district.
 The findings of the study revealed that the motivational strategies used by the head teachers influence academic learner performance positively. The results of a correlation test carried out indicated that there was a positive relationship between the head teachers’ motivational strategies for teachers and the academic performance of the learners. Based on the findings, this study concluded that motivational strategies by head teachers influenced or impacted positively on learners’ academic performance in public secondary schools in Ndola District. The study recommends that head teachers should use a variety of motivation strategies for teachers as these will enhance effective teacher performance which in turn will positively influence the academic performance of learners to a great extent as revealed by this study. This study recommends that further research could be done in other districts of Zambia to ascertain whether the same trend for learners’ academic performance exists.

Correlation between Hand Tripod Pinch Grip and Handwriting Quality impact on Academic Performance- A Narrative Review

Background: Hand is an important structure used for reaching, holding object predominantly for that grasp and grip strength particularly tripod pinch grip strength is very essential and handwriting is one of the skilled fine motor movements in that deft handwriting which include particular speed with legible writing product is needed for students especially for their higher grades to achieve their best academic performance. Objective: Deft Handwriting is an essential functional skill that impacts on Academic performance and progress from primary school level to higher grades, mostly assumed that grasp and tripod pinch grip affects legibility, speed, yet research studies examining this relationship as correlation are limited. Method: We used Narrative review methodology to map existing research on tripod pinch grip and handwriting quality from the school-age children to higher grades and to identify gaps in the literature. Results: Ten articles met search criteria and were categorized by grasp patterns which mainly include tripod –dynamic tripod grip strength and handwriting performance in speed and readability and grasp kinetics and handwriting performance. Findings suggest an inefficient grasp can lead to decreased handwriting quality i.e legibility and speed. The current literature is inconclusive and several gaps were identified. Conclusion: Tripod pinch grip strength consider as an important since the thump ,index and middle finger its fine motor action , pressure and force exerted on the pencil since static and dynamic tripod pinch commonly used with students if the student lack of this factor finally end in the low academic performance which affect their higher grades, hence Early Analysis at the primary level and early intervention with maintain the higher grades consider as an essential factor reveals from the article. 

Bidirectional longitudinal associations of mental health with academic performance in adolescents: DADOS study.

The dual-factor model of mental health (i.e., the presence of psychological well-being along with the absence of distress) and its association with academic performance over time has been barely studied in the adolescent population, as most of the prior research focuses on psychological well-being or distress indicators in isolation. The current study analyzed the bidirectional longitudinal association between the dual-factor model of mental health and academic performance in adolescents, comprising a longitudinal assessment 2 years apart. A total of 266 secondary school students (13.9 ± 0.3 years at baseline) from Deporte, ADOlescencia y Salud study were assessed. Mental health was assessed through the Behavior Assessment System for Children and Adolescents. Academic performance was assessed throughacademic grades and the Test of Educational Abilities. A cross-lagged modeling approach was used to examine the bidirectional longitudinal association between mental health and academic performance. Higher academic performance at baseline was associated with better mental health over time, but not vice versa, since this association was not bidirectional. Results suggest that academic performance is an important target for developing educational interventions, as it shapes adolescents' mental health at 2 years of follow-up. The overall picture of students' mental health and academic performance was analyzed. Academic performance may be a predictor of adolescents' mental health status. Mental health may not be a predictor of adolescents' academic performance. Good mental health should be promoted among youth with low academic performance.

Correlation between Exposure to Domestic Violence and the Academic Performance of Pupils in Kenyan Public Primary Schools

Domestic violence poses a significant risk to pupils' academic performance, particularly in informal settlements, jeopardizing their chances of attaining their academic potential and becoming useful members of the community. This study investigates the relationship between exposure to domestic violence and academic performance among pupils in public primary schools in informal settlements, Nairobi County, Kenya.. The research, guided by Family Stress Theory, employed a descriptive design and targeted a population of 61,034 pupils. The sample size of 390 participants was determined using Krejcie and Morgan's formula, selected through purposive sampling, focusing on sub-counties with informal settlements, schools enrolling students from these areas, and pupils in classes 4, 5, and 6. Research instruments included an adapted Violence Exposure Scale for Children-Revised to measure domestic violence exposure and a record sheet for academic achievement. A pilot study with 42 pupils was conducted to ensure instrument validity and reliability, yielding a reliable coefficient of α=0.785 for the Exposure to Domestic Violence Scale. Data collection involved selecting participants, distributing questionnaires while ensuring data confidentiality. Data was coded, entered, and cleaned for analysis using IBM SPSS version 21. Descriptive statistics, such as percentages and frequencies, analyzed demographic data. Inferential statistics, including Pearson's correlation, were employed to examine the relationships between independent and dependent variables. Findings revealed a statistically significant, albeit weak, negative association between domestic violence exposure and academic performance. Pupils with higher exposure exhibited lower academic performance, highlighting the disruptive impact of domestic violence. The study recommends proactive measures, such as parental sensitization programs, to mitigate domestic violence's impact on academic performance, fostering an environment that supports academic success and overall well-being for pupils.

Innovations in teaching during the COVID-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students

BackgroundPsychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.MethodsA quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.ResultsThe number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.ConclusionThis study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners’ task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

The COVID-19 pandemic put a spotlight on learning loss that teachers of low-performing adolescents, including those with learning disabilities (LD), have confronted for decades. Federal funding offers opportunities for school districts across the country to implement evidence-based interventions that promote outcomes for students with learning difficulties in middle and high schools including those from culturally and linguistically diverse backgrounds. There is a risk, however, of funding weak models of tutoring that prioritize subject-specific “homework help” in contrast to more effective programs. Research directs schools to the use of coherent intervention programs which are built into the school day, integrated into IEPs, facilitated by competent educators, employ a model of explicit-intensive instruction that has the most significant impact on learning outcomes for students with learning difficulties, and prioritize strategies that generalize to multiple content areas. Recommendations are presented for developing Individualized Education Programs for adolescents with LD, which align with the need for challenging, ambitious goals and special education services that are based on an extensive body of research.

Early prediction of student performance in CS1 programming courses

There is a high failure rate and low academic performance observed in programming courses. To address these issues, it is crucial to predict student performance at an early stage. This allows teachers to provide timely support and interventions to help students achieve their learning objectives. The prediction of student performance has gained significant attention, with researchers focusing on machine learning features and algorithms to improve predictions. This article proposes a model for predicting student performance in a 16-week CS1 programming course, specifically in weeks 3, 5, and 7. The model utilizes three key factors: grades, delivery time, and the number of attempts made by students in programming labs and an exam. Eight classification algorithms were employed to train and evaluate the model, with performance assessed using metrics such as accuracy, recall, F1 score, and AUC. In week 3, the gradient boosting classifier (GBC) achieved the best results with an F1 score of 86%, followed closely by the random forest classifier (RFC) with 83%. These findings demonstrate the potential of the proposed model in accurately predicting student performance.

Boosting English Reading Proficiency: The Efficacy of the KWL Learning Strategy

In the contemporary globalized society, addressing the challenges of low academic performance and limited English reading comprehension is paramount. This study investigates the potential of the KWL (Know-Want-Learned) learning strategy, a technique posited to enhance student outcomes, in bridging the observed gap between theoretical pedagogies and practical interventions. Utilizing a quasi-experimental design, diverse students from varied grades and backgrounds were divided into two groups: one exposed to the KWL technique and another receiving traditional instruction. Standardized tests were employed to measure outcomes. Notably, students undergoing KWL-based instruction exhibited significant advancements in academic performance and English reading comprehension. These findings underscore the value of integrating the KWL strategy into educational curricula. While the results are promising, further studies are warranted to understand the long-term effects and the strategy's adaptability across diverse educational settings and demographics. In essence, this research not only highlights the pressing educational challenges but also introduces an evidence-backed solution for substantial improvement.