Non-academic Performance Research Articles

Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

Analisis Strategi Manajemen Guru dalam Meningkatkan Kualitas SDM Siswa Sangkhom Islam Wittaya School

Improving the quality of Human Resources (HR) among students is a primary goal of education. Teachers play a crucial role in achieving this objective. Effective teacher management strategies can help enhance students' HR quality. This study aims to analyze teacher management strategies in improving students' HR quality at Sangkhom Islam Wittaya School. Conducted using qualitative methods, the research utilized interview, observation, and documentation techniques for data collection. Findings revealed that the teacher management strategies at Sangkhom Islam Wittaya School encompass enhancing teacher competencies, professionalism, motivation, well-being, as well as learning facilities and infrastructure. These strategies have proven effective in enhancing students' HR quality, including improved academic and non-academic performance and character development. The research suggests recommendations such as integrating teacher competencies, reinforcing professionalism, boosting teacher motivation and well-being, improving learning facilities, employing innovative teaching methods, and continuous evaluation.

AR-NAVIS: Mobility Application for Blind and Deaf Students Based on Augmented Reality

Students with disabilities, especially those with visual and hearing impairments, face challenges in navigating through the campus environment. Hence, the development of AR-NAVIS as an Augmented Reality (AR)-based mobility orientation application stands as a significant innovation in providing services for them. This application aims to assist disabled students in moving within the campus environment, both indoors and outdoors. AR-NAVIS identifies the safest and most efficient routes, enabling disabled students to engage in independent activities and enhancing both their academic and non-academic performance. The application development process involves analyzing students' needs, prototype design, model validation, trials, and dissemination. Its features include AR-based 3D guidance, directional text, voice, vibration mode, and hazard information. The app is expected to provide accurate information about buildings or locations that are the destination for disabilities students. The result show that application development can guide disabilities user move between buildings smoothly. The experiment found that there was an increase in student activity after having this application.

Student-Athlete Non-Academic Performance in Sport Faculty

The purpose of this study is to examine student-athlete non-academic performance in the sports faculty. Research on the topic has highlighted the complex interplay between student athletes' identities as athletes and scholars. The author surveyed 319 student-athletes in the sports faculty environment of the Indonesia University of Education. The survey was conducted using the non-cognitive factors affecting student-athlete performance, which include three major indicators such as perceptions of student-athletes from faculty, peers, and the student-athletes themselves; academic experiences of a student-athlete; and awareness of influencing factors. The results show that student-athletes' non-academic performance is in the fair category. The three dimensions show a grade point average of 3.08 for the academic experiences of a student-athlete dimension, 3.19 for the awareness of influencing factors dimension, and 3.14 for the perceptions of student-athlete indicators from faculty, peers, and the student-athlete. Regression analysis shows the contribution of each dimension of non-academic performance of student athletes, showing a relative contribution of 35% perceptions from faculty, peers, and the student athlete, 30% academic experiences, and 35% awareness of influencing factors. The study's findings demonstrate that student athletes' nonacademic performance in sports faculties has negative effects. This condition becomes a challenge for educational institutions to create a special academic arrangement for student-athletes; the continuity of a non-academic situation must be designed to support their academic performance. Keywords: Student-athlete, Non-Academic Performance, Sport Policy

Determinants of Performance of Students With Physical Disabilities in Secondary Schools in Tanzania

Literature acknowledges on the importance of assessment for learners at all levels of education. Specifically, the study sought to determine indicators of performance of students with physical disabilities in secondary schools in Tanzania. The focus of the study was on level of attendance in classroom, frequency of attendance in sports, ability to accomplish assignments and tests, and grades attainment in assignments and tests (Academic and non-academic performance indicators). The study was conducted in Dodoma which is the recent capital city of Tanzania. The study used a quantitative approach by employing a multistage sample of 294 teachers and 33 students with physical disabilities. Data of the study were collected through the use of a cross-sectional survey with structured questionnaires data collection tools. On the other hand, data analysis was done through descriptive and analysis of variance (ANOVA). The study findings show that attendance in classroom, and completion of tasks and assignment significantly predict performance of students with physical disabilities in secondary schools. However, participation in sports and attainment in tests and assignments’ statistical significance in predicting or indicating performance was low. It is thus conclusive that attendance of students with physical disabilities in classroom and outside activities, and accomplishment of tasks and assignments are essential indicators of performance of students with physical disabilities in secondary schools in Tanzania.

Finding the combined effect of academic and non-academic performance on management students’ placement: A fuzzy logic approach

The academic performance (scores/credentials) of a student during an educational program is generally linked to his/her employability (including the placement package he/she receives) (Cheong et al., 2018). However, in a program like MBA non-academic performance like extracurricular activities, interpersonal skills, etc., of a student is equally or more important as it could fetch him/her a better job with a higher package. Moreover, MBA graduates are expected to have not only academic knowledge but also practical skills such as leadership, attitude, efforts, and communication. This study relates both academic and non-academic performances of students to the respective packages they get and proposes a fuzzy expert system (FES) for the evaluation of students’ performances and its combined effect on placement (outcome). A suitable rule-based fuzzy inference mechanism (FIM) has been formed and discussed. The principles behind fuzzy logic in evaluating student academic as well as non-academic performances have been discussed and how these principles could be applied in measuring its impact on the placement packages (historical) is illustrated. Results (achieved placement performance/package of students) were also compared with the existing (traditional) statistical method. The fuzzy logic system was assessed as a more practical method of evaluation than the traditional method. This research uses a sample of 56 students in the MBA program who graduated in 2021 from the management department (b-school) of a premier private university in India. The research found that an increase in non-academic performance had a greater impact on placement outcomes than an increase in academic performance alone.

Impact of online computer assisted learning on education: Experimental evidence from economically vulnerable areas of China

There is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, these have been mostly offline CAL programs that are difficult and costly to implement. An online CAL (OCAL) may be able to bypass many of offline CAL's implementation problems and enhance the remedial tutoring experience. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL's impact. According to the findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.48 standard deviations. This impact is large when compared with offline CAL programs previously evaluated in rural China. We found that OCAL also led to a positive change in the attitudes of students towards English learning and student aspirations for their future education level. We found three possible explanations for OCAL's impact. We believe that online features that enhance the interest-oriented stimulation of the software is the main source of improvement among students. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, which is suitable for policymakers as it indicates high potential for OCAL program expansion.

A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students

A large volume of empirical evidence and literature reviews on physical activity have concentrated on primary and secondary education. Thus, the primary aim of this systematic review is to synthesize empirical evidence regarding the potential impact of physical activity on academic and nonacademic performance among Chinese university students. A search and analysis of studies was conducted in accordance with the PRISMA guidelines by using an electronic database search (PubMed, Science Direct, and Scopus), and 150 studies were obtained. Subsequently, after producing rigorous inclusion and exclusion criteria, which were used to consider quality, methodology, language, geographical location, year of publication, etc., a total of 11 quantitative research articles, based on Chinese higher education institutions, were chosen for synthesis. The comprehensive analysis of the studies affirmed that physical activity dramatically benefits university students by fostering their nonacademic skills, such as social relatedness, life satisfaction, and mental health, in addition to boosting their academic achievement in terms of graduation, GPA, academic motivation, and engagement. However, the aim of this systematic review was to provide implications for future scholars to explicitly study university students’ educational level, discipline, sex, and type of physical activity.

UPAYA KETUA YAYASAN DALAM MENINGKATKAN KINERJA PENGELOLA PENDIDIKAN DI SMK PANTI PAMARDI SIWI (PPS) 2 NGRAMBE

Abstract: The position of the chairman of the foundation as the organizer of an educational institution requires the professionalism of the profession. This requires a new mechanism such as special education to become school principals. Therefore, the appointment of school principals, who have been based on long experience as teachers, should be equipped with special education for school principals. Panti Pamardi Siwi Ngrambe Vocational School is a top-level public education institution that plays a role in guiding the younger generation, especially to become servants who are able to carry out life's tasks in the world. the head of the foundation and the manager of general education, especially in these educational institutions, are responsible for the trust of parents to continue their unfinished education. This study shows how the performance of the chairman of the Panti Pamardi Siwi Ngrambe Vocational School foundation has an effect on improving the performance of managers. The performance can be in the form of academic performance or non-academic performance. Academic performance is a performance related to the results of the evaluation of the principal, including the manager. Meanwhile, non-academic performance can be in the form of non-academic activities that are attended by the manager of Panti Pamardi Siwi Ngrambe Vocational School such as comparative studies, workshops and the like. Based on these efforts, the role of the foundation on the performance of the management of SMK Panti Pamardi Siwi 2 Ngrambe is currently quite satisfactory, both academic and non-academic. Keywords: Panti Pamardi Siwi Vocational School 2 Ngrambe, Chair of the Foundation, and Education Manager.

Impact of High Commitment HRM Practices on the Non-Academic Staff Performance: Mediating Role of Affective Commitment and Job Satisfaction

Purpose: The purpose of this study is to scrutinize the relationship between non-academic staff and student support services by developing a conceptual model of the mediation impact of affective commitment and job satisfaction on the relationship between high commitment HRM practices and non-academic staff performance.
 Design/Methodology/Approach: For this study, primary data has been collected from survey methods of 250 respondents from non-academic staff and students of HEIs in public and private sectors. In order to examine the mediating mechanism of variables, 8 hypotheses were constructed based on the conceptual model and literature study and tested using the SPSS 25 and Smart PLS using the bootstrapping approach.
 Findings: The study's findings demonstrate that high-commitment HRM practices have a statistically significant influence on non-academic staff perceptions of behavioral outcomes such as affective commitment and satisfaction. Likewise, the extracted results show a statistically positive association between non-academic performance and student support services.
 Implication/Originality/Value: HEIs carry out HCHRPs, they will be able to replicate the level of organizational commitment and job satisfaction of their administrative staff which lead to student support services.

Evaluation of the implementation of English medium instruction

This study aimed to evaluate the implementation of the English medium instruction (EMI) program at Harapan Ibu Islamic Elementary School in the academic year of 2020/2021 by applying the CIPP model with a descriptive qualitative method. Data were gathered through interviews with stakeholders, observation of the teaching-learning process using EMI, and documentation. The results of the evaluation are as follows: the suitability of the program context to the expectations of stakeholders is considered very good. As seen from the information on the use of English as the medium of instruction, stakeholders know and agree with the program's implementation; the program's input is considered good. The program is regarded as good because it has adequate and good facilities, infrastructure, and standardized quality. The program's process is regarded as good, as indicated by the interaction between teachers and students using English as well as learning evaluations using English as the medium of instruction. The products of the program (output and outcome) are considered very good as shown by students' academic achievements above the minimum mastery criteria, students' non-academic achievements in the form of achievements in English language competitions, alumni's academic achievements in the form of their junior high school learning outcomes above the minimum mastery criteria, and the non-academic performance of the alumni in the form of ease of learning adjustment and their confidence in junior high school.

The Relationship between Multiple Intelligences and Participation Rate in Extracurricular Activities of Students from a Catholic Education Institution

Multiple intelligences and extracurricular activities are two variables that may affect a student’s academic and non-academic performance in school. This study aimed at describing and finding the relationship between multiple intelligences and participation rates in extracurricular activities of students from a Catholic educational institution. The study also used a descriptive-correlational design. For the respondents, the study randomly selected a sample of 200 students studying within the academic year of 2017-2018 from a Catholic educational institution. For the instrument, this study adapted the Multiple Intelligence Survey developed by Chislett and Chapman (2006) and Extracurricular Activities Survey by Kelley (2012). The study analyzed and treated statistically the collected data using rank and Spearman Rho with the help of SPSS 20. The findings revealed that visual intelligence emerged as the top-ranked multiple intelligences. Dance/ sports club emerged as the top extracurricular activities took part by most of the students. Also, there was no statistical evidence of the relationship between the multiple intelligences and participation rate to extracurricular activities of the students. Based on the result, the researchers provided pertinent recommendations for teachers, students, and the institution.

Effect Implementation of Information Technology Software On Improving Performance Capacity Academic and Non Academic Service Sunan Ampel Islamic University of Surabaya

This research was conducted to examine the effect of applying information technology software to increase the capacity of academic and non-academic performance at the Sunan Ampel State Islamic University in Surabaya as a work support tool. The aim is to apply a software that is able to identify the needs of increasing performance capacity at Sunan Ampel State Islamic University in Surabaya, both academic and non-academic, so that systematic control and evaluation of all academic and non-academic operations can be carried out. The research respondents were 60 students and employees from the Faculty of Science and Technology of the Sunan Ampel State Islamic University in Surabaya. This research uses a quantitative approach with the analysis technique used is path analysis with SmartPLS software-based data processing and the overall results support the hypothesis. Based on the results of the study stated that Information Technology has a positive and significant effect on performance, Information Technology has a positive and significant effect on academic services, Information Technology has a positive and significant effect on non-academic services, but performance has no effect on academic and non-academic services. The conclusion of the research is the influence of the application of information technology software can improve academic and non-academic performance and services at the Sunan Ampel State Islamic University of Surabaya

The influence of total quality management on non-academic performance: public sector institutions of Jordan

The influence of total quality management on non-academic performance: public sector institutions of Jordan

A Quantitative Study on Student Financial Aid of a Local Undergraduate College in China

This study took the student aid data of a normal university in northern Jiangsu Province in 2018 as the object ofstudy, and studied the characteristics of student aid work in local colleges. Through the analysis of the data, it isfound that the characteristics of student aid in local undergraduate colleges and universities in China are as follows:the main source of investment is government, supplemented by colleges, and the amount of social aid is small andunstable; the function of the aid work is still mainly to help the poor, supplemented by awards for the students withexcellent academic performance, and aid for poor students without extra requisites are large in amount. The projectsrewarding outstanding students from the college funds are few in ordinary local colleges and universities, with lowreward amount per capita; the willingness of college students to apply for student loans is low, as loans need to berepaid, the attraction of loans to poor students who can afford partly of the cost is weak, compared with manynon-repayment and non-academic performance requirements aid projects.

A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes

Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classroom behavior and academic performance, (2) score higher on standardized tests, and (3) have more positive behavioral outcomes when assigned to a teacher of the same race/ethnicity. Assignment to a same-race teacher is associated with more favorable teacher ratings, although the relationship differs by school level. There is fairly strong evidence that Black students score higher on achievement tests when assigned to a Black teacher. Less consistent evidence is found for Latino/a students.

The influence of Total Quality Management on Non-academic Performance: Public Sector Institutions of Jordan

Previous studies verified that total quality management (TQM) improve performance. The aim of this study is to empirically verify the TQM approaches with non-academic performance. This is a quantitative study; a questionnaire has distributed by convenience sampling in the higher education institutions in the Jordan. After data cleaning, total of 276 responses were retained for final analysis. Factor analysis and multiple regressions have assessed through SPSS. The finding of this study reveals that two approaches of TQM customer focus and continuous improvement have positive and significant effects on non-academic performance while strategic planning positively affects the non-academic performance but not significantly. Meanwhile, leadership commitment has a negative effect on performance. This study will guide the managers in enhancing performance. Secondly, this study provides background to researches to know the value of TQM. Future study can be conducted on the reasons the negative relationship between leadership commitment and non-academic performance.

Comparative Study of Principal Role in Parents Participation at Secondary School Level

School Success mainly depends upon active participation of parents with schools. The role of school principals is crucial in providing more opportunities to parents about their kid performances and progress. Their effective participation with schools greatly enhances the academic and non-academic performance of the learners. It is the strong home-school connection that also motivates teachers and school faculty to make the school better. A sample of 30 principals and 80 parents were selected for the study. Data were collected through questionnaire. The collected data were analyzed statistically, and conclusion drawn at the end. It was concluded that private school principals were more active and connected with the parents of their students as compared to the public schools. The study identified that school and home communication could enhance the learners' motivational level, classroom performance and social behavior.

Grade repetition

This article explores country-by-country differences in academic performance and attitudes towards school between students who repeated a grade in primary school, in secondary school or never repeated a grade. The analyses use PISA 2009 for 30 countries in which a relatively high proportion of students repeated a grade before the age of 15. The comparisons across countries and the examination of models of both academic and non-academic performance contribute to shed some light on the consequences of repeating a grade for students. The estimated associations suggest that in most countries examined, at the age of 15, students who repeated a grade in secondary school tend to perform better academically than do students who repeated a grade in primary school, but worse than non-repeaters. In terms of the measure of behavioural performance chosen for this analysis, attitudes towards school, in the majority of countries, non-repeaters tend to report more positive attitudes towards schools than primary and secondary-school repeaters, but the comparison between repeaters in primary and secondary schools shows less consistent patterns across countries. These differences are observed after accounting for background characteristics of the students and exploring some differential relationships between grade repetition and education outcomes according to student characteristics. The achievement and behavioural gaps among groups of repeaters may reflect differences in the development of academic and behavioural skills over the school years, as well as differences in the way these groups of students are treated across different educational systems.

Real-world premorbid functioning in schizophrenia and affective disorders during the early teenage years: A population-based study of school grades and teacher ratings

BackgroundPopulation-based studies of cognitive and behavioral premorbid functioning in psychotic disorders generally focus on late adolescence in schizophrenia and most are based on IQ test scores. AimsTo examine differences in school grades at the ages of 13–14 between persons hospitalized during adulthood for schizophrenia or affective disorders and their peers. MethodsTen years of school report data were ascertained on 8th grade children (n=21,448) in the city of Jerusalem (1978–1988). During adulthood cases with schizophrenia (n=194, 0.9%) or an affective disorder (n=41, 0.19%) were identified based on psychiatric hospitalizations in the National Psychiatric Hospitalization Case Registry of the State of Israel. School assessments of academic performance, nonacademic topics, and teacher ratings of classroom behavior were compared between peers without illness and cases, and their association with illness was examined. ResultsChildren subsequently hospitalized with schizophrenia had significantly lower nonacademic performance (ES=.20, p=.007) and teacher ratings on behavior (ES=.18, p=.02) than controls and numerically lower teacher behavior ratings than people subsequently hospitalized for an affective disorder (ES=.25, p=.19). Cox regression modeling showed that poorer nonacademic and lower behavioral ratings were significantly associated with earlier age of onset of schizophrenia. ConclusionsPremorbid behavior and nonacademic deficits are evident in early adolescence among persons subsequently hospitalized with schizophrenia and different from those hospitalized with affective disorders. This suggests that these ratings may have diagnostic specificity between schizophrenia and affective disorders.