Measures Of Academic Performance Research Articles

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

AbstractThe current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

Clicks and Connection: How Internet Habits and Family Bonds Impact Student Success

The internet has ingrained itself into peoples' daily lives. It is regarded as the media that is used the most extensively worldwide. The development of the internet has altered many facets of daily life, including how people engage with one another and amuse themselves thanks to the plethora of social networking sites. The goal of the current investigation was to find out how internet addiction & parent-child relationship affected secondary school children' academic performance. The study categorised academic performance as a dependent variable and parent-child relationship & internet addiction as independent variables. Study's methodology was descriptive survey. Using a multistage random selection approach, 700 Sec. School students were selected as a sample. In order to gather the data, Internet Addiction Scale by Gulati, Kurisunkal & Bakliwal (2021) and Parent-child Relationship by Nalini Rao (2016) were used. For the Academic performance measure, the researcher had to depend upon the school examination record of the respective schools. Academic performance of secondary school pupils and internet addiction were shown to differ significantly. Students in secondary schools were shown to have a substantial impact on their academic achievement from their parent-child relationship. The study's conclusions showed that there was a substantial double interaction impact between internet addiction & parent-child relationships on secondary school students' academic performance.

Citation metrics and strategic mutations of scientific research: narratives and evidence

Following the diffusion of the management model promoted by the New Public Management also within universities, sectors until then endowed with particular protection, such as the academic one, were progressively subjected to new controls and constraints, which gradually took the form of quantitative surveys, with a growing role of citation metrics. These evaluation processes have given rise to various important critical positions at an international level. If it is true that, according to Goodhart's law, "when a measure becomes an objective it ceases to be a good measure”, it is even more significant to note that when a measure becomes an objective, what is measured ceases to be what it was before. The quantitative measurement of academic performance has in fact triggered forms of gaming such as to alter the very game of scientific research, its purposes and the forms of its sharing. In the article we will carry out a comparison between the forms of mutation and the narratives that accompany them to see to what extent we are legitimate today to talk about the transformation of scientific research into strategic scientific research.

Academic performance through multiple lenses: Intelligence, conscientiousness, and achievement striving motivation as differential predictors of objective and subjective measures of academic achievement in two studies of adolescents

In a two-sample investigation of 766 adolescents, we examined the associations and incremental validity of test-based intelligence, parent-rated conscientiousness, and self-rated achievement striving motivation with objective (grades) and subjective (parent-reported and self-reported academic performance) measures of academic achievement. The two studies yielded largely similar results. Intelligence was related to objective and subjective performance ratings. Conscientiousness showed associations and explained variance beyond intelligence in grades and parent-reported but mostly not in self-reported academic performance. Achievement striving motivation was largely related to and explained variance beyond intelligence and conscientiousness in grades and subjective performance ratings. Findings indicate that traits and motives predict objective and subjective academic achievement measures incrementally to abilities. Differential relationships for conscientiousness depended on the informant of academic performance.

Associations between telomere length, glucocorticoid receptor gene DNA methylation, volume of stress-related brain structures, and academic performance in middle-school-age children

BackgroundThe biological embedding theory posits that early life experiences can lead to enduring physiological and molecular changes impacting various life outcomes, notably academic performance. Studying previously revealed and objective biomarkers of early life stress exposure, such as telomere length (TL), glucocorticoid receptor gene DNA methylation (DNAme), and the volume of brain structures involved in the regulation of HPA axis functioning (the hippocampus, the amygdala, and the medial prefrontal cortex), in relation to academic performance is crucial. This approach provides an objective measure that surpasses the limitations of self-reported early life adversity and reveals potential molecular and neurological targets for interventions to enhance academic outcomes. MethodsThe participants were 52 children of Mexican or Central American origin aged 11.6–15.6 years. DNA methylation levels and TL were analyzed in three cell sources: saliva, whole blood, and T cells derived from whole blood. ResultsOverall, the concordance across three systems of stress-related biomarkers (TL, DNAme, and the brain) was observed to some extent, although it was less pronounced than we expected; no consistency in different cell sources was revealed. Each of the academic domains that we studied was characterized by a unique and distinct complex of associations with biomarkers, both in terms of the type of biomarker, the directionality of the observed effects, and the cell source of biomarkers. Furthermore, there were biomarker-by-sex interaction effects in predicting academic performance measures. ConclusionsAssessed in an understudied youth sample, these preliminary data present new essential evidence for a deepened understanding of the biological mechanisms behind associations between exposure to early life stress and academic performance.

Beautiful inside and out: Peer characteristics and academic performance

This paper explores the effect of own and peer attractiveness on various measures of academic performance. Using data from the National Longitudinal Survey of Adolescent Health (Add Health), we focus on high school students in the United States and exploit random variation within schools across cohorts in adolescents' physical and personality attractiveness as assessed by the interviewer. We find that for girls only own personality attractiveness boosts academic outcomes. For boys instead, both own physical and personality attractiveness positively affect performance and peer characteristics also matter. An increase in the fraction of physically attractive high school peers decreases boys' academic performance in later years. We show that this effect is driven by less physically mature boys and operates through a decrease in self-confidence.

Explanation of the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students: A path analysis.

Internet addiction is a common disorder in nursing students, and this calls for a deeper investigation into this phenomenon and its dimensions. The aim of this study was to explain the internet addiction model based on academic performance, academic experience, and clinical self-efficacy in nursing students. This study is a correlational and path analysis study that was conducted on 340 nursing students. Data collection tools included Yang's internet addiction questionnaire and self-efficacy in clinical performance scale. In this study, the academic grade point average was the measure of academic performance and the academic term was the measure of academic performance. Data were analyzed using SPSS-16 and AMOS-22 software, descriptive and analytical statistics, and structural equations. There was a significant negative correlation between clinical self-efficacy (r = -0.950, P ≤ 0.01), academic experience (r = -0.872, P ≤ 0.01), and academic performance (r = -0.654, P ≤ 0.01) with internet addiction. A negative and significant relationship was found between the internet addiction and variables of clinical self-efficacy (total effect = -0.743, P < 0.001). Model fit indices were good and acceptable. There was a negative and significant relationship between the variables of clinical self-efficacy, academic experience and academic performance, and the internet addiction. Meanwhile, the academic experience had a negative and significant effect on the internet addiction. This finding highlights the need to implement advisory and psychological interventions to reduce internet addiction, especially in students with less academic experiences.

Factors affecting Industrial Attachment Programme: Measures of academic performance and efficiency in Zimbabwe: A Review

Assessment of the Industrial Attachment Programme was deemed incomplete without reviewing measures of academic performance, efficiency, and the factors that affect performance and efficiency. The factors forming the basis for this review were found to human and system oriented. Academic performance of students has to be measured using examinations, tests, assignments and exercises. Data Envelope Analysis and Stochastic Frontier Analyst were the efficiency measures reviewed. Data Envelope Analysis was regarded appropriate for this study considering its ability to handle multiple inputs and outputs. Data Envelope Analysis estimates allocative, technical and economic efficiency which are key efficient measures. Some of the factors reviewed include financing, timing, evaluation and assessment methods of the programme. Linkage among students, tertiary education institutions, host organizations and various stake holders were other key factors. Courses covered before Industrial Attachment were noted as other key factors since the programme intends to marry theory learnt in the classroom with the practice. Industrial Attachment in Zimbabwe as with the Agricultural colleges and other institutions of tertiary education was also reviewed. The institutions use different approaches which will help much in the assessment of the programme. Measurement of performance and efficiency levels were found to be done with primary and secondary schools making reference to the academic side and not much was found to be done with agricultural colleges and the industrial attachment programme thereby forming the basis for this study. Colleges have to adopt models which improve performance and efficiency of the programme.

Balancing academics and athletics: School-level athletes’ results are positively associated with their academic performance

BackgroundUsing data from a nationwide high-school sample, the present study aimed to examine whether school-level athletes’ sporting results are positively or negatively associated with their academic performance. MethodsAthletic performance was assessed using the results of spring and summer regional qualifying interschool tennis tournaments in Japan among both male and female tournaments across all prefectures in Japan. Academic performance was assessed using the standardized rank scores for academic performance at the school level, with higher scores denoting superior academic levels; this is the most common measure of academic performance in Japanese high schools. Linear mixed models were conducted to compare the academic performance of high schools with winning and losing records, respectively, for all games together and for the spring and summer tournaments separately. The results of a total of 4,870 games were analyzed. ResultsHigh schools with winning records showed a significantly higher academic-performance score than those with losing records, and this association was stronger among boys than girls. The observed difference in academic-performance scores between the schools with winning and losing records, respectively, was replicated in both tournament settings (i.e., spring and summer). ConclusionsAthletic results are positively associated with academic performance at the school level. Given the cross-sectional nature of the present study, the present results do not necessarily imply that sports participation can improve academic performance; rather, the present study suggests that balancing academic and athletic commitments is feasible.

E-Learning Simulations for Teaching Clinical Decision-Making in an Audiology Training Program.

Clinical decision-making is an essential component of most clinical processes across the health sector and an ongoing challenge for clinical education programs to teach to students. The traditional methods of teaching these skills outside of lectures are mainly through clinical placements and problem-based learning (PBL) sessions, but availability and consistency can be variable and resource heavy. To address these challenges, an e-simulation module specific to pediatric infant diagnostic testing has been developed and implemented into the teaching program. We aimed to establish whether e-simulation resulted in student skill acquisition. Academic performance measures for 67 audiology students who used a traditional PBL and 108 students who used the e-simulation module were collected and analyzed. Student survey results generated both quantitative and qualitative data, which were analyzed using a thematic analysis with an inductive approach. Findings indicated that the e-simulation platform introduced in this study yielded learning outcomes similar to the traditional PBL format previously used. Participants experienced a significant in situ increase in understanding of infant diagnostic testing concepts following the use of the e-simulation and evaluated the e-simulation platform positively. The data support that an e-simulation-based approach in clinical education presents pedagogical benefits and can provide a meaningful sustainable inclusion in today's clinical teaching programs.

Cluster analysis of socio-economic factors and academic performance of school students

The objective of the paper is to examine the academic performance of students’ vis-a-vis socio-economic factors using clustering analysis. The grades obtained in the 10&lt;sup&gt;th&lt;/sup&gt; class are taken as the measure of academic performance. The variables such gender, caste, parental education and occupation. are considered as the socio-economic indicators. Three clustering algorithems are employed. The K-medoid performs better in the validation process to form the groupings based on intra-cluster homogeneity and inter-cluster heterogeneity. The clustering analysis results in two interesting groups of the students. One of the clusters is dominated by the students of general category and the other one by the scheduled caste category. Next, the appropriate statistical tests are applied to determine the factors that significantly differ in the two clusters. Cluster analysis shows that caste, parents' education and occupation, and family income are the differentiating factors between the two groups. However, we are unable to establish significant difference between the academic performance of the two groups of students at a 5% significance. The research carried out in this paper may be beneficial for making policies to bridge the gap in the educational attainment of the students from deprived sections of society.

Individual Self versus Collective Self: Performance Measures for Academics in a Collectivist Culture

ABSTRACT This article examines how an individual-level academic performance measurement system interacts with the collective self in a collectivist cultural context. The qualitative study of a Vietnamese public university involved 53 interviews, participant observations, and document analysis. The findings show that performance measurement systems in the university produced both an autonomous self and a collective self. They do so by measuring individual performance and suggesting that individuals are autonomously responsible and able to influence such performance. Thus, although a performance measurement system is typically imposed by others (which shows one’s dependence on others and subjection to their power), the nature of the performance measurement system is such that it promotes individual actions and a sense of individual performance. Therefore, people feel they have control over “their” performance. However, while trying to control such performance, they depend more on others whose recognition appears to link with such performance measurement systems. Data Availability: Data are not available for confidentiality reasons. JEL Classifications: I2; M41; M48; P2.

Academic performance and parenting styles differentially predict critical thinking skills and dispositions among primary students: Cross-sectional and cross-lagged evidence

The present research examined both critical thinking skills and critical thinking dispositions to gain a comprehensive understanding of critical thinking in primary students and the associations with academic performance and family factors including both parenting styles and family socioeconomic status. Study 1 utilized a cross-sectional design and involved 254 fifth-grade students who completed measures of critical thinking, academic performance, and family factors. Results showed that critical thinking skills were significantly associated with academic performance and parental education, and critical thinking dispositions with parental styles, parental education, and academic performance. Parenting styles accounted for a larger portion of the variance of critical thinking dispositions compared to academic performance, whereas academic performance explained the majority of the variance of critical thinking skills. These findings were further tested in study 2 which was conducted with 165 fourth-grade students assessed at two time-points separated by one year. Cross-lagged panel analyses demonstrated unidirectional associations from academic performance to critical thinking skills and unidirectional associations from parenting styles and academic performance to critical thinking dispositions. Taken together, these results provide insights into how parenting styles and school academic performance jointly explain individual differences in critical thinking among primary students.

Predicting Performance in an Introductory Agricultural Finance Course

Student performance in an introductory agricultural finance class was analyzed via a pre-test, post-test, and additional student information collected from 2018-2021. Regression analysis indicated that several common measures of academic performance and aptitude were linked to post-test scores. Surprisingly, students that had previously taken an agricultural management class and students interested in an agricultural lending career performed worse than other students. Performance differences based on gender and first generation student status were also identified.

Resident Selection Criteria in Veterinary Medicine.

With the continued rise of interest and need for veterinary specialists, information regarding optimal selection criteria for successful residency candidates has been lacking in veterinary medicine. A 28-question online survey was developed to determine prioritized resident selection criteria, the importance of formal interviews, and residency supervisor satisfaction with the current selection process. This survey was sent to all programs listed by the Veterinary Internship and Residency Matching Program (VIRMP) for the 2019-2020 program year. Overall, the most important aspects of the residency application process were (1) letters of recommendation, (2) performance during the interview, (3) personal contact/recommendation from a colleague, (4) personal statement, and (5) demonstrated interest in the residency specialty. While measures of academic performance including GPA and veterinary class rank may play a role in sorting of candidates in more competitive specialties, this does not necessarily exclude them from the ranking process. This information should be helpful to candidates and program directors alike in understanding the success of the current residency candidate selection process.

Perception Towards Classical Music and Academic Performance of SHS Students

This study aimed to understand how SHS students perceive classical music and examine its relationship to their academic performance. The study employs a correlational approach, utilizing a 4-point Likert scale to assess perception, the 1st Semester Average as a measure of academic performance, and employing a Pearson Correlation to determine the significance of the relationship between the two variables. By employing a purposive sampling technique, 50 SHS students were selectively chosen for this study. The research utilized mean and standard deviation calculations, as well as the Pearson product-moment correlation, to analyse the data. The research findings indicate that students possess a positive perception of classical music and perceive it as a source of increased enjoyment while studying. It also showed that there is no significant relationship between classical music and academic performance. Thus, listening to classical music does not thoroughly affect the academic performance of the students.

Comparing The Effects of Mindfulness Meditation on Stress and Well-Being in College Students: A Study of Meditators Vs. Non-Meditators

This study aimed to compare the effects of mindfulness meditation on stress and well-being in college students. A total of 50 participants were recruited, with 25 self-identified as meditators and 25 as non-meditators. All participants completed self-report measures of stress, well-being, mood, resilience, self-compassion, and academic performance. The results showed that the meditator group had significantly lower levels of stress, higher well-being scores, better mood, greater resilience, and higher levels of self-compassion compared to the non-meditator group. In terms of academic performance, there was no significant difference between the two groups. The study findings suggest that mindfulness meditation may be an effective tool for reducing stress and improving well-being among college students. However, further research is needed to explore the barriers to practicing mindfulness meditation and to determine the optimal frequency and duration of practice to achieve significant benefits.

The impostor phenomenon in post‐secondary students: A review of the literature

AbstractThe impostor phenomenon (IP) is characterised by a belief that one is not actually intelligent or accomplished, despite objective evidence of success, but rather has fooled others and is therefore vulnerable to discovery as a fraud. Impostor feelings are widespread in the post‐secondary population and may be disproportionately experienced by groups already marginalised within academia (e.g., women, racialised students). The IP may be associated with significant mental health issues and changes long‐term education and career plans; as such, it is imperative that administrators take steps to address impostorism on university and college campuses. The purpose of this review was to summarise factors of the IP from existing research on the experiences and background characteristics of undergraduate, graduate and professional students (i.e., medicine, law). Findings on the subject of IP and gender as well as IP and ethnicity were inconsistent. Most studies found that IP was negatively related to self‐esteem and various dimensions of mental health. The relationship of IP to grade point average was inconsistent but several studies showed a negative association between IP and measures of academic performance. These findings suggest there is a critical need to bring awareness to and address experiences of the IP in the academic community; implications for campus mental health professionals are explored. Limitations of existing research are addressed and directions for future research are discussed. Context and implicationsRationale for this studyTo offer a summary of findings related to experiences of the IP among students in higher education.Why the new findings matterIP is negatively associated with multiple mental health concerns, self‐esteem, and measures of academic performance; therefore, interventions are needed to better support students in their academic pursuits.Implications for higher education personnel (e.g., professors, administrators)Implications for mental health professionals and students are discussed. Recommendations for intervention include raising awareness and normalising feelings of IP through workshops and orientations, and resource development with a particular focus on practical strategies to support students in coping with feelings of IP. Earlier intervention to manage IP is needed to curb associated mental health issues and deleterious changes to long‐term education and career plans.

The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology

The purpose of this study was to determine the association between teachers' efficacy, teachers’ effectiveness, attitude toward biology, and students' achievement in biology among lower secondary schools in Nyamagabe district, Rwanda. The study used an ex-post-facto research design to accomplish this. Eighty-eight respondents including 44 head teachers and 44 biology teachers were purposively selected from 46 schools as a sample. Data were collected using the Teacher Efficacy Scale (TE), Teachers Attitude towards Teaching Biology Questionnaire (TATBQ) for teachers, and Biology Teacher Effectiveness Questionnaire (BTEQ) for headteachers. Besides, the 2018 Biology National Examination 2018 results were used as a measure of student academic performance in biology. The Pearson Correlation and Multiple Regression analyses were used in the data analysis. Correlation results revealed a positive and significant relationship between the teachers’ attitudes towards teaching biology, efficacy and effectiveness, and student's academic performance in biology. Multiple regression analysis indicated that teachers’ attitudes, efficacy, and effectiveness have a positive contribution to the model. It was concluded that good biology knowledge, efficacy, and effectiveness, as well as biology teachers' positive attitudes, are key elements that, when combined, are thought to lead to greater academic success in biology in lower secondary schools. It was recommended, among other things, that school officials should monitor and supervise classroom teaching and learning at their schools regularly to ensure that teachers are performing their tasks properly. Teachers should be exposed to professional advancement programs such as seminars, workshops, and retraining to develop a more positive attitude towards the teaching of Biology and to improve their teaching strategies.

A Preliminary Assessment of The Relationship Between Cellphone Use and Physical Activity, Sedentary Behavior, Anxiety, and Academic Performance in High School Students.

Introduction: Prior research has examined the relationships between cellphone use and physical activity and sedentary behavior as well as measures of psychological well-being and academic performance. This work largely focuses on adults. However, there is an inverse relationship between cellphone use and age. Because their cellphone use may be different from adults, understanding these relationships in younger individuals is warranted.   Methods: High school students (N = 17) completed an online survey consisting of validated items assessing self-reported cellphone use, physical activity, sedentary behavior, anxiety, and grade point average. Correlation analyses were then performed assessing the relationships between cell phone use to all other variables. Results: There were large, significant effect sizes (r ≥ -0.58, p ≤ 0.04) for negative correlations between cellphone use and vigorous and total physical activity. There was also a moderate effect size (r = -0.39; r = 0.46) for a negative relationship between cellphone use and mild physical activity and a positive correlation between cellphone use and anxiety, respectively. Cellphone use was not related to the remaining variables.   Conclusions: In this preliminary study of high school students, greater cellphone use was associated with greater anxiety, which supports prior research in adults. However, unlike research reporting a lack of a relationship in adults, greater cellphone use was associated with lower physical activity in high schoolers.