Academic Performance Research Articles

Longitudinal associations between parents' job characteristics, parenting, and adolescent academic outcomes

AbstractObjectiveThis study sought to understand the prospective relationship between parents' jobs, parenting, and adolescents' subsequent school performance.BackgroundRecent research shows that parents' poor job quality and work–family conflict (WFC) are adversely associated with young people's mental health and socioemotional well‐being, with much less known about impacts on adolescents' academic outcomes.MethodWe used data from a nationally representative Australian cohort study to test a longitudinal model linking parents' job characteristics, WFC, and parenting warmth and irritability in early high school, and adolescents' academic achievement in middle high school. Separate models were run for mothers (N = 2,676) and fathers (N = 2,615), and additional multigroup models examined differences between low‐income and middle‐ and high‐income parents.ResultsFindings suggest that parents' WFC increases parenting irritability, which in turn is adversely associated with academic outcomes, particularly for low‐income mothers. Findings also showed that low‐income fathers' WFC was directly associated with poorer academic outcomes.ConclusionParents' WFC in early high school may affect adolescents' achievement in middle high school, with some risks compounded for low‐income households.ImplicationsThis study is among the first to establish a relationship between parents' WFC and adolescents' academic performance and highlights the importance of parents' job resources in supporting adolescent academic outcomes.

Refining and expanding accountability policy for English learners to support Lau implementation: A critical policy analysis

ABSTRACT Title I accountability requirements under the Every Student Succeeds Act (ESSA) represent the present-day instantiation of Lau, which requires schools to provide a program for English learners (ELs) that supports their meaningful engagement and to provide transparent information about EL program quality. This study uses critical policy analysis to explore whether ESSA accomplishes what it intends. Employing a parallel mixed methods design, we first analyze longitudinal data from two states to examine whether their approaches to assessing EL students’ academic performance and progress support valid claims about EL achievement. Then, we analyze focus group and interview data from educators, advocates, and families in states to understand how they assess the quality of a school’s EL program. Taken together, our findings highlight the need for the incorporation of multiple perspectives into the design of state accountability systems and for the development of robust data systems that facilitate the sharing of accurate and nuanced information related to EL student outcomes and opportunities.

Enhancing Academic Success: A mixed Study on the Influencing Factors among Pharmacy Students in Syrian Universities

Background Academic achievement is the result of both effort and perseverance exerted by the students. This mixed-methods study aims to investigate the factors affecting the academic achievement of pharmacy students in Syrian universities. Methods A convergent parallel mixed-methods study was utilized. In the quantitative phase, a cross-sectional study was conducted on 1008 students (773 females and 235 males) from 23 Syrian universities. A questionnaire consisting of 48 items was designed to be completed by pharmacy students using a 5-point Likert scale. In the qualitative phase, twelve questions were developed to interview thirty pharmacy students from five Syrian universities to obtain in-depth insights into the factors influencing their academic achievement. Results A significant number of students lacked effective time management skills, identified as a weakness among students. The majority of students faced challenges in maintaining a consistent study routine, averaging a score of (2.0). Motivation towards learning emerged as a crucial factor in enhancing academic performance. Lecturers in the pharmacy faculty employed traditional teaching methods (2.01), and the pharmacy curriculum was perceived as lacking modernity (1.92). Quantitative findings demonstrated that pharmacy students experienced exam-related anxiety (2.05), identified as a weakness in the qualitative phase. Factors associated with the Syrian crisis, like unreliable electricity (1.87) and transportation issues (1.83), could have an impact on academic achievement. Economic conditions were identified as challenging to students’ academic performance, negatively affecting the learning process (1.98). Conclusion The results of the study demonstrate that personal factors, lecturers, educational environment, exams, and the Syrian crisis influence the academic achievement of pharmacy students in Syrian universities.

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

Modelling the unique contributions of task understanding to academic challenges and performance

Modelling the unique contributions of task understanding to academic challenges and performance

Significance of Educational Leadership Styles on Pupils Academic Achievement in Primary Public Schools in Morogoro Municipality, Tanzania

The study investigated the significance of educational leadership styles towards academic achievement in primary public schools in Morogoro Municipality. A convergent research design was employed. Utilizing a mixed-methods approach, the study targeted teachers and heads of schools, with simple random sampling used for teachers and purposive sampling for heads of schools, resulting in a sample size of 77 respondents. Data were gathered through questionnaires and semi-structured interviews, and analyzed using descriptive statistics for quantitative data and thematic coding for qualitative data, aligning with the study’s research objectives. The study found that, effective leadership styles significantly impact academic performance in primary public schools. Visionary, supportive, and collaborative approaches, coupled with clear communication, create a positive school culture, motivate students, and improve teacher-student interactions, thereby enhancing academic success. The study recommended that school leaders adopt these styles, prioritize vision and support, and foster collaboration to boost educational outcomes. Providing professional development for leaders and encouraging a culture of continuous feedback will further align leadership practices with the needs of the school community, ultimately supporting student success and driving academic excellence.

Evaluating the Role of Electronic Security Surveillance in Enhancing Safety in Secondary Schools: A Case Study of Trans Nzoia County, Kenya

Secondary school safety is critical to sustaining comparable academic performance outcomes. However, there are so many threats that affect the safety of schools that make up this necessity throughout the world. Security challenges in secondary schools in Kenya includes fires, theft and radicalization have been witnessed in school. Nevertheless, the application of electronic security surveillance systems still remains rather low. They work under very high risks and many schools in Trans Nzoia County are especially vulnerable leaving the school community at risk. This research aimed at evaluating the extent to which these systems enhance safety. Based on Situational Crime Prevention Theory and Contingency Theory, the study adopted descriptive survey research design and targeted 14 second schools with previous security threats and deployed with surveillance systems. Participants were 14 principals, 14 boarding teachers, 14 security personnel, 70 students- 10 students from each of the 7 schools, County Director of Education, and the Chief Fire Officer. The sample size for the study was 128 respondents. Data was collected using questionnaires, interview schedules and Focus Group Discussions. The data was analysed through using Social Package for Social Sciences version 25. Regarding electronic surveillance system improvement of school security, 80.8 percent of respondents supported its effectiveness. When national ICT and school safety policies had been included, it was found that the improvement of these systems for the safety of schools has proved 40.9% different (R² = 0.409, F (2, 75) = 26.003, p = 0.000). Of all the forms of surveillance, the study noted that CCTV cameras were the most widely used in secondary schools. That being said, the efficiency of their use in achieving safety objectives was somewhat hampered by operational obstacles. The study therefore suggests that while emphasizing on the use of additional technologies like fire alarms, burglar alarms, Metal detectors and Biometric systems, the school management boards in collaboration with Ministry of education and ICT should devise way of extending the use of such gadgets. Secondly, to guarantee full coverage of the school premises, it is necessary to step up investment in electronic security systems, and improve the support of personnel pertaining to the detection of threats.

The effect of flipped learning on students’ basic psychological needs and its association with self-esteem

BackgroundModification of the learning environment enhances academic performance, and meta-motivational skills. Yet it is largely unknown which underlying cause potentiates these effects. The study’s goal is to analyse flipped classroom (FC) effect on basic psychological needs and self-esteem.Methods40 undergraduate medical students participated in a one-site two phased study. In Phase I, students attended a traditional lecture-based classroom (TC). In Phase II, the same group attended FC. Upon completion of each Phase students completed two questionnaires: Basic Psychological Need Satisfaction and Frustration Scale, and Rosenberg self-esteem scale.ResultsAutonomy satisfaction was significantly higher in FC (n = 40, z = 5.520, p < .001), the same tendency was seen for Competence satisfaction in FC (n = 40, z = 5.122, p < .001). As for the frustration of all three needs, the statistical difference was observed for all three subscales between TC and FC. In FC, autonomy (n = 40, z = − 5.370, p < .001), relatedness (n = 40, z = 4.187, p < .001), and competence (n = 40, z = − 5.323, p < .001) frustration was significantly lower. Self-esteem was significantly higher in FC (n = 40, z = 5.528, p < .001). In TC self-esteem negatively correlated with autonomy frustration, (r(38) = − 0.430, p < .01), and competence frustration, (r(38) = − 0.379, p < .05). In FC, self-esteem positively correlated with autonomy satisfaction (r(38) = 0.316, p < .05), and competence satisfaction (r(38) = 0.429, p < .01).ConclusionsFC better fulfils students’ basic psychological needs, specifically needs for autonomy and competence, and self-esteem compared to TC. Collaborative work, and academic scaffolding, contributes to behavioural engagement of students in the learning process. FC with the main focus on students’ active involvement may better meet millennials’ needs. Implementing validated questionnaires to measure students’ psychological needs should become a regular practice in medical schools, specifically during the process of curriculum redesign.

Moroccan Secondary School English Teacher’s Perception: Science and Literary Stream Students’ Performance

The study investigates the perceptions of Moroccan secondary school teachers regarding the academic performance of science and literary stream students aged 16 to 18. Through a combination of mail surveys, unstructured interviews with English teachers, and discourse analysis, the research identifies that English as the second foreign language in Moroccan schools influences the perceived advantages of science stream students over their literary counterparts. The findings align with a previous study and suggest that science students often pursue literary studies at Moroccan universities post-baccalaureate. The research delves into the distinctive characteristics of science stream students and proposes recommendations for governmental and ministerial reforms in the Moroccan educational system. The study underscores the historical incorporation of English in the Moroccan educational system since 1956 and highlights recent developments, such as the expansion of English language teaching to middle schools. It emphasises the impact of English language learning on students’ future orientations and tendencies in higher education. Ultimately, the study aims to draw attention to English teachers’ perceptions to facilitate positive changes in the Moroccan educational system, urging the education ministry and relevant authorities to consider reforms.

Weekday-to-weekend sleep duration patterns among young adults and outcomes related to health and academic performance

BackgroundTo examine whether weekday-to-weekend sleep duration (WWD) difference and specific WWD patterns are associated with mental and somatic health and academic performance in a student population.MethodsThis study utilized cross-sectional data from the SHoT-2018 survey which includes responses from 50,054 full-time university/college students in Norway. Participants completed online questionnaires and reported sleep duration separately for weekdays and weekends. Medium sleep duration was defined as 7 to 9 h, short sleep duration as < 7 h and long sleep duration as > 9 h. Regression analyses were used to examine whether the degree and patterns of WWD was associated with health-related outcomes and academic performance.ResultsThe mean age of the sample was 23.2 years and comprised of 68.8% women. Most students (81.7%) slept longer on weekends compared to weekdays and 30.0% of the students reported a mean sleep duration shorter than 7 h. WWD difference was positively associated with higher odds of overweight/obesity, dissatisfaction with life, psychological distress, somatic burden and failed study exam. Concerning WWD patterns, the odds of students reporting unfavorably on the outcomes were particularly high for those who slept short on both weekdays and weekends, while those who slept short on weekdays seemed to benefit from sleeping longer (“catching up”) on weekends.ConclusionsOverall, WWD was associated with adverse health outcomes for students. Short sleep duration both on weekday and weekend was associated with the most detrimental outcomes in terms of health and academic performance, while sleeping in on weekends may alleviate some of the detriments.

Physical Activity and Its Relationship with The Academic Performance of University Students

A documentary review was carried out on the production and publication of research papers related to the study of the variable Physical Activity and Academic Performance. The purpose of the bibliometric analysis proposed in this document was to know the main characteristics of the volume of publications registered in the Scopus database during the period 2017-2022 by Latin American institutions, achieving the identification of 134 publications. The information provided by this platform was organized through graphs and figures categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics have been described, the position of different authors regarding the proposed theme is referenced through a qualitative analysis. Among the main findings made through this research, it is found that Brazil, with 53 publications, was the Latin American country with the highest scientific production registered in the name of authors affiliated with institutions in that nation. The Area of Knowledge that made the greatest contribution to the construction of bibliographic material related to the study of Physical Activity and Academic Performance was Medicine with 81 published documents, and the most used Type of Publication during the period indicated above were Journal Articles with 88% of the total scientific production.

TRANSFORMATIVE PEDAGOGY IN THE DIGITAL AGE: UNRAVELING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON HIGHER EDUCATION STUDENTS

Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact. Keywords: Artificial Intelligence, descriptive-comparative, impact on learning, higher education

The role of ChatGPT on academic research: perspectives from filipino students across diverse educational levels

With the emergence of technology, artificial intelligence (AI) is introducing a new wave of remarkable tools and transformations in education. One such technological development is ChatGPT, a dialogue system designed to collect and organize information, which is then converted into text-based inputs to address user inquiries. There is also a clear trend in which many Filipino students increasingly use ChatGPT for academic research. Filipino students' growing usage of ChatGPT demands immediate attention to examine its role in academic research within the Philippine educational setting. Thus, this study examines how ChatGPT is used in academic research by exploring students' perspectives and analyzing its perceived benefits and challenges. A descriptive cross-sectional design was conducted in the Eastern Visayas region of the Philippines, explicitly targeting selected secondary and tertiary schools. A total of 316 students were involved in the study, selected through convenience sampling. Results revealed ChatGPT to be moderately useful for various aspects of academic research and moderately influential in the student's academic performance. Receiving additional information or resources, getting help with mechanics, writing, paraphrasing, and generating ideas were found to be the benefits of using ChatGPT. Nonetheless, students commonly encountered issues such as redundant, inadequate, and inaccurate information provided by ChatGPT and concerns regarding its accessibility and the potential for plagiarism. To optimize advantages and address possible concerns, academic institutions should establish concise guidelines and regulations for responsible student utilization of ChatGPT

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

The Impact of Domestic Violence on the Academic Performance of School-Aged Children and Adolescents in Abeokuta South, Ogun State, Nigeria

The Impact of Domestic Violence on the Academic Performance of School-Aged Children and Adolescents in Abeokuta South, Ogun State, Nigeria

Enhancing academic performance: a shadow curriculum approach for medical and dental student preparation in basic sciences and pre-internship comprehensive exams

BackgroundThe shadow curriculum is an emerging concept in curriculum studies that has not yet garnered significant attention in medical education. It includes programs and activities outside formal education to improve students’ academic performance in the formal educational system.ObjectiveIn this study, we designed and developed an online course based on the shadow curriculum and evaluated its effect on students’ learning and academic performance.MethodsThis study represents a form of developmental research, with the study population comprising medical and dental students from universities of medical sciences in Iran. The course was conducted at the Smart University of Medical Sciences, following the ADDIE instructional design approach in three phases. The initial two phases involved designing and implementing the program according to the students’ needs and requirements. In the third phase, we evaluated the program using the Kirkpatrick model. In the first level evaluation, the reaction of 70 students in the course was investigated. To assess the impact of the course, pre and post-tests were administered to 30 students. Finally, the effect of the course on students’ success in the comprehensive exams for basic medical sciences, dentistry, and pre-internship was analyzed by examining the passing and failing statuses of 83 and 57 students who participated in the September 2023 and February 2024 exams.ResultsThe results indicated that the students responded positively to the program. The analysis of pre-test and post-test scores showed a significant improvement in the students’ academic performance across all the subjects presented in the course, including basic medical sciences, dentistry, and pre-internship (p < 0.01, p < 0.05). Overall, the descriptive analysis of the program’s influence on the students’ success in comprehensive exams in basic medical sciences, dentistry, and pre-internship showed that 70 out of 83 participating students passed the September 2023 comprehensive exams. Additionally, 51 out of 57 participants completed the comprehensive exams in February 2024.ConclusionsIn an era where the shadow curriculum is reshaping learning and the educational landscape, the findings presented in this study indicate that this type of curriculum should be given special attention in the theoretical, research, and practical dimensions of the field of medical education.

Predicting Students' Academic Performances Using Machine Learning Algorithms in Educational Data Mining

In every culture and era, education is considered the most fundamental reality and rule that societies prioritize and deem essential. Throughout the process spanning thousands of years, from the emergence of writing to the present day, education has undergone various forms and formats of change. Education has been a continuous guide for shaping, influencing, sustaining societies, and maintaining its dynamics throughout these historical processes. The continuous evolution and growth of education systems and formats worldwide, with changes affecting the quality of education, have the potential to influence nations and societies in every field, ultimately leading to the emergence of an informed society, achievable only through quality education. In this study, the aim is to determine the factors affecting students' academic performance and predict students' end-of-term academic grades using machine learning algorithms within the scope of Earned Value Management (EVM). Such studies have great potential to increase efficiency in education, improve student achievement and improve education policies. With the use of machine learning algorithms, these goals can be achieved more quickly and efficiently. Five different machine learning algorithms, namely RF, KA, KNN, SVM, and NB, have been employed in the study. Binary and multiclass classification methods were used in prediction processes, and among these methods, the Random Forest (RF) algorithm achieved the highest success prediction rates of 0.97 and 0.93, respectively, in both classification methods.

Information quality and students’ academic performance: the mediating roles of perceived usefulness, entertainment and social media usage

PurposeThis study evaluates the mediating roles of entertainment, perceived usefulness, and social media use on social information (content) and students’ academic performance.MethodologyPrimary data was collected from 445 students at King Khalid University in Saudi Arabia using the snowball sampling strategy was employed. For data analysis, structural equation modeling (PLS-SEM) was used.FindingsEntertainment partly mediates the link between social information quality “content” (IQ) and social media use (SMU) and SMU mediates the link between IQ and student’s academic performance (SAP). Perceived usefulness mediates the link between IQ and SAP. Suggesting that entertainment and perceived usefulness are crucially necessary for inspiring social media content to obtain optimum performance among graduate students. The study was limited to a single academic institution. Therefore, the results of the investigation cannot be generalized as a whole, and cannot track respondents’ social media activity over time. Thus, longitudinal data may be used in future investigations. Practical implicationsThe results of this study indicate that faculties can adapt and adjust their teaching methods and activities to incorporate social media, perceived usefulness, and entertaining content since it affects student performance. Social media (SM) has a significant influence on students’ social and academic performance. Thus, educational stakeholders, such as university authorities, the government, and parents and guardians, should recognize social media as a tool for achieving educational objectives.Originality/valueThe study enhances the application of UTAUT2 by examining how factors that influence the adoption of technology are connected to the subsequent influence of that adoption on students’ learning and conduct.

Constraints of English Teaching Proficiency on Students’ Mastery of English Language Skills in Community Secondary Schools in Morogoro District Council

This study focused on investigating the Constraints of English teaching proficiency on students’ mastery of English language skills in community secondary schools in Morogoro District Council. The study used case study research design and mixed research approach. The targeted populations in this study were ward education officers, School head masters, English teachers, and students from 5 rural community secondary schools in Morogoro district council. Sample size for this study was 130 respondents. Purposive sampling technique was applied in selecting Ward education officers and school head masters and simple random sampling technique was used in selection of students and English teachers. Collected data were analyzed using descriptive statistics and thematic analysis. The findings emphasize that low teaching proficiency is a significant factor contributing to poor student performance in community secondary schools. The overuse of code switching, although aimed at aiding comprehension, may negatively impact students’ English language development. Improving teachers’ proficiency is crucial for enhancing students’ communication skills and overall academic performance. The results emphasize the need for targeted professional development to address teaching deficiencies and support better educational outcomes. To address these challenges, educational institutions should invest in professional development programs that enhance teachers’ English proficiency and reduce code switching. Regular assessments of teaching effectiveness and the integration of language support tools will further improve instructional quality and boost students’ academic performance

Impact of Multiple-choice and Essay-based Assessments on Academic Performance and Stress Levels among Medical Students: A Cross-sectional Study

Abstract Background: Balancing classroom instruction and examinations poses challenges in education, particularly in diverse student populations, necessitating educational reform and assessment strategies to mitigate stress. Medical education, like other fields, requires both knowledge acquisition and practical application, yet reliance on internet resources may exacerbate stress and hinder academic performance. Assessment tools in medical education vary based on the skills being evaluated, with written formats such as multiple-choice questions (MCQs) and essay-based questions (EBQs) used for cognitive assessments. This study compares MBBS students’ performance and stress levels in pharmacology examinations using MCQs and EBQs. Aim: To compare the performance and level of stress in the MBBS students after going through multiple choice questions and essay-based examination pattern. Methods: A cross-sectional study surveyed 100 third-semester MBBS students at AIIMS Rishikesh using a validated electronic questionnaire to assess various aspects of their experience with MCQs and EBQs in pharmacology assessments. The study collected data on demographics, stress levels, psychological effects, coping skills and student feedback, while excluding students who were not in the third semester, unwilling to participate or absent during the examination. Results: The study outcome showed no significant difference in scores between MCQs and EBQs. Stress factors during MCQ preparation included academic performance concerns and sleep issues, while course issues and sleep disturbances were primary stressors during EBQ preparation. Suggestions for examination pattern changes were common, indicating students’ desire for support. Conclusion: The study highlights the importance of addressing multifaceted stressors to support student well-being and academic success. Further research is needed to explore effective interventions.