Performance Of Undergraduate Students Research Articles

Correlation of Revenge Bedtime Procrastination with Academic Performance in Undergraduate Students of Medical Sciences: An Online Cross-sectional Study

Correlation of Revenge Bedtime Procrastination with Academic Performance in Undergraduate Students of Medical Sciences: An Online Cross-sectional Study

Development of an early warning system for higher education institutions by predicting first‐year student academic performance

AbstractIn this study, an early warning system predicting first‐year undergraduate student academic performance is developed for higher education institutions. The significant factors that affect first‐year student success are derived and discussed such that they can be used for policy developments by related bodies. The dataset used in experimental analyses includes 11,698 freshman students' data. The problem is constructed as classification models predicting whether a student will be successful or unsuccessful at the end of the first year. A total of 69 input variables are utilized in the models. Naive Bayes, decision tree and random forest algorithms are compared over model prediction performances. Random forest models outperformed others and reached 90.2% accuracy. Findings show that the models including the fall semester CGPA variable performed dramatically better. Moreover, the student's programme name and university placement exam score are identified as the other most significant variables. A critical discussion based on the findings is provided. The developed model may be used as an early warning system, such that necessary actions can be taken after the second week of the spring semester for students predicted to be unsuccessful to increase their success and prevent attrition.

Prediction of student exam performance using data mining classification algorithms

AbstractStudent outcomes are of great importance in higher education institutions. Accreditation bodies focus on them as an indicator to measure the performance and effectiveness of the institution. Forecasting students’ academic performance is crucial for every educational establishment seeking to enhance performance and perseverance of its students and reduce the failure rate in the future. The main goal of this study is to predict the performance of undergraduate first-level students in the Computer Department during the years 2016 to 2021 to enhance their performance in future by discovering the best algorithm use to analyze the educational data to identify the students’ academic performance. The secondary data was collected by reviewing the Student Affairs Department at the Faculty of Specific Education at Damietta University, in addition to the Statistics Department at the university. The dataset contained 830 instances after excluding 139 instances of missing values, irrelevant rows, and outliers. The dataset was divided into train (577 instances (70%)), test (253 instances (30%)) and involved six features such year, midterm, practical exam, writing exam, final total degree, and grade. This paper use five machine learning (ML) algorithms which was selected according to the literature review and high accuracy in predicting educational data mining: For the purpose of comparison, a number of different machine learning algorithms, such as Random Forest, Decision Tree, Naive Bayes, Neural Network, and K-Nearest Neighbours, were utilized and evaluated with evaluation metrics such as confusion matrix, accuracy, precision, recall, and F-measure. The Random Forest and Decision Tree classifiers emerged as the top-performing algorithms, accurately categorizing 250 instances when predicting students' performance in the statistics course. This was determined based on the findings of the study. Out of a total of 253 instances that were included in the testing set, they only made three incorrect classifications.

Impact of the use of active methodology on the performance of undergraduate radiology students

Although PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines. An interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes. A significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated. The students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.

Cognitive Test Anxiety and Academic Performance of Undergraduate Students in Istanbul

Test anxiety has become a grueling burden, especially for students in the competitive world. As a result, contextualization of anxiety in education has been retaining the attention and demands of educators and psychologists so far. A student’s GPA in academic life is one of the crucial and numerical indicators of academic achievement. This present study endeavors to investigate the potential distinctions between the level of cognitive test anxiety of students in English Language Teaching (ELT) and English Language Literature (ELL) departments and their cumulative GPA (out of 4,00). Also, the second goal of this investigation is to delve into the possible significant differences marked between gender and students’ cognitive test anxiety levels. This investigation presents some sources to explicate test anxiety and students’ GPAs before presenting the main data results from a variety of studies. Finally, the Cognitive Test Anxiety Scale was employed by the researchers, so 60 English Language Teaching students and 46 English Language and Literature students showed their participation (N= 106) on Cognitive Test Anxiety Scale items. Following this part, this research is finalized with the conclusion, which includes an analysis of data results and an examination of relevant research findings. In the conclusion part, it can be seen that Cognitive Test Anxiety scores and students’ departments showed salient differences; however, Cognitive Test Anxiety and participants’ genders have similar points to each other. Moreover, there was no correlation detected between their GPAs and their levels of Cognitive Test Anxiety. However, both students’ GPAs scores and their departments and their GPAs’ and genders show some differences.

Improving the Students' Achievement by Comparing the Effectiveness of Two Methods of Teaching Physics to Undergraduate Students: A Small Number of Complex Tasks and a Large Number of Graded Difficulty Tasks

This study examines the impact of two different types of physics assignments on the academic performance of undergraduate students. In particular, it compares how completing a a small number of complex tasks versus a large number of graded difficult tasks affects student success, as measured by test results and homework. Two groups were used in the quasi-experimental project: one was allocated to the main group (which used a small number of complex tasks), and the other was allocated to the control group (which used a large number of classified complex tasks). The data obtained indicate that there was no noticeable difference in the assimilation of knowledge between the two groups, which suggests that neither approach had a significant impact on students' academic achievements in terms of GPA. In addition, the study did not reveal a noticeable effect of gender differences on the assimilation of information by students.

Logistic Regression Analysis: Predicting the Effect of Critical Thinking and Experience Active Learning Models on Academic Performance

&lt;p style="text-align: justify;"&gt;This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.&lt;/p&gt;

Impacts of Social Media on Academic Performance and Mental Health of Alzaiem Alazhari University Medical Students (Nov 2020 - June 2021)

Introduction: Social media is a network of websites and applications that enables individuals to converse with each other. With billions of people using, it worldwide. Social media overuse is quite common among university students. Which has been linked to mental health issues and it is negative effect on emotional wellbeing. Also, it affects the academic performance either positively or negatively. This study aims to determine the correlation between social media usage and academic performance and its impacts on mental health on undergraduate medical students of Alzaeim Alazhari University. Objectives: This study aimed to identify the impacts of social media using on academic performance and mental health of undergraduate medical students of Alzaeim Alazhari University students. Methods: A descriptive cross-sectional study, during the period from November 2020 to June 2021. on medical students of Alzaeim Alazhari University in Khartoum, Sudan. The total population of his study was 280 By Stratified random sampling technique, according to their academic year then the sample selected randomly from each stratum. The data was collected by using electronic structured questionnaire by google form. SPSS version 24 was used to analyze the collected data. Result: All the study population was used social media and the most common program used by students was whatsapp then youtube, facebook, twitter, instagram and telegram in order. The majority of students spend more than 4 hours daily on social media however 79.6% use it for recreational purposes and just 14%for academic purposes. Also 73.6% their academic performance was affected. 51.8% negatively affected and 78.3% their mental health negatively affected. 55% of sample member need less than half an hour to sleep. Conclusion &amp; recommendation: the study showed the negative impact of social media had higher compared to positive impact academically and mentally so the faculty should consider that the students need more awareness and advices about appropriate usage of social and positive aspect of social media should be improved also students should be learned how to manage their time on social media. So, we encourage the establishment workshops and conferences about social media problems.

Collaborative Development of an Electronic Portfolio to Support the Assessment and Development of Medical Undergraduates.

Abstract This study outlines the development of an electronic portfolio (e-portfolio) designed to capture and record the overall academic performance of medical undergraduate students throughout their educational journey. Additionally, it facilitates the capture of narratives on lived experiences and sharing of reflections, fostering collaboration between students and their mentors.

The impact of magnification on undergraduate dental students' performance during cavity preparations: A systematic review.

Loupe magnification is a commonly utilized tool within dental education due to its proposed benefits of improving working posture, visual acuity, and procedural quality. Although procedural quality has been researched at the graduate level, literature encompassing the undergraduate level remains scarce. Therefore, this systematic review aims to critically assess the available literature to ascertain the effects of loupe magnification on the performance of undergraduate dental students' cavity preparations. A systematic search was conducted across electronic databases, including PubMed, MEDLINE via Ovid, The Cochrane Library for Cochrane Reviews, and Scopus, to identify relevant studies published from inception to February 15, 2023. We included English language studies that evaluated the effect of loupe magnification on the performance of undergraduate dental students in cavity preparations. In total, six studies fulfilled the inclusion criteria. The outcomes assessed encompassed tooth preparation accuracy. Of these six articles, one was conducted on endodontic access cavity preparations, four on restorative cavity preparations, and one on nonstandard cavity preparation designs performed on acrylic blocs. Four articles determined that loupes positively impacted undergraduate students' performance in cavity preparations, while two articles established no significant difference in performance between loupes and naked-eye cavity preparations. This systematic review suggests that loupe magnification positively impacts undergraduate dental students' performance in cavity preparations. However, the heterogeneity of the studies and the variations in methodologies limit the ability to draw definitive conclusions.

Comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings

The growing concerns to accommodate large classroom sizes, lack of microteaching laboratory and inadequacy of time for every student to present and be properly assessed has affected the performance of students in micro-teaching in Nigeria. This therefore calls for different innovative approaches backed up by technology to ameliorate the problem. Thus, this study checked the ­­­comparative performance of undergraduate students in micro-teaching using Telegram and WhatsApp in collaborative learning settings in Gombe State, Nigeria. A sample of 282 students enrolled on Telegram and WhatsApp from Federal University Kashere and Gombe State University, respectively was purposively selected for the study. The two sampled groups were assigned into experimental group I (Telegram) and experimental group II (WhatsApp) in collaborative learning settings using a simple random sampling technique. The instruments for the study comprised of micro-teaching achievement test validated by experts in the field of educational technology and curriculum studies, where a split-half method of reliability was used to obtain a figure of 0.91 using Pearson product moment correlation. Descriptive statistics involving mean and standard deviation was used to answer the research questions while inferential statistics involving an independent sample t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that while the students in both Telegram and WhatsApp platforms performed better in the post-test, a significant difference was obtained in the achievement and retention of the two groups in favor of WhatsApp. It was therefore recommended that lecturers should deploy the use of Telegram and WhatsApp in collaborative learning settings to cover for large classroom sizes and lack of micro-teaching laboratory.

Impact of Depression on Academic Performance

This study aimed to explore depression as a determinant of the poor academic performance of undergraduate students. Using a predesigned questionnaire (based on the Beck Depression Inventory-II), the data was collected from graduate students in Karachi, Pakistan. The findings of the study revealed a significant influence of depression on the academic performance of graduate students. Students are not usually aware of psychological factors and mental illness that they might be facing and may not prioritize their mental health. This can further lead to a downward trend and may eventually cause bigger problems. Therefore, seminars and tests should be conducted at least once a year regarding mental illness and it should be enforced that students’ mental health is given priority within the premises of academic institutes.

The Smartphone Use and Its Impact on Academic Performance of Undergraduate Students

In this study we aimed to investigate the impact of using smartphones on the academic performance of undergraduate students at the Kumaun University Nainital. To know the impact, this study used the quantitative research approach to gather data from 450 undergraduate students using google form questionnaires. It had been found that the majority of undergraduate students are using their smartphones to interact with fellow students and lecturers. It had been also found that using smartphones distracts students’ academic lives in certain aspects. The results also indicate the impact of using smartphones on students’ academic capabilities and progress.

THE RELATIONSHIP BETWEEN LANGUAGE OF INSTRUCTION AT SECONDARY SCHOOL AND ACADEMIC ACHIEVEMENT IN EMI HIGHER EDUCATION

EMI became an educational policy in Kazakhstan and its benefits are not arguable. Although EMI state is in action challenges emerge on the way. Therefore, continuous research in this field is needed for educated decisions on all levels of education. Considering higher education level interrelated with others, schooling as a previous step might have an impact on it. This article investigates the correlation between the academic performance of undergraduate students in English as a Medium of Instruction (EMI) programs and their language of instruction during secondary school. The primary objective is to determine whether studying in English during secondary education confers an advantage to EMI undergraduates. By utilizing administrative data obtained from a selective private EMI university in Kazakhstan (n=6.980) and conducting t-test analyses, the study reveals that students who studied in EMI secondary schools perform better academically in their EMI university studies. The implications of these findings on policy are discussed. Keywords: English-medium instruction, higher education, academic achievement, EMI, trilingual education.

Computer simulation and hands-on labs: A case study of teaching robotics and AI

When teaching robotics, instructors face the challenge of finding an effective approach to bridge theoretical concepts and practical applications. Both computer simulations and hands-on laboratory experiments provide learners with opportunities for active, immersive, and experiential learning. As students progress from introductory to advanced topics and from theory to practice, their performance is contingent upon earlier knowledge and may increase, remain unchanged, or decrease. The question that arises is whether computer simulation can serve as a viable foundation for fostering an understanding of theory that enables the subsequent grasp of advanced practical concepts in robotics. Put another way, when students are introduced to the field of robotics through computer simulation, how will they perform when presented with advanced hands-on tasks involving the construction of physical robots to solve problems in physical space? To answer this question, we examined undergraduate student performance ( n = 107) across two robotics courses—an introductory course using computer simulation (Robot Operating System, Rviz, and GAZEBO) and an advanced course using physical hardware (Puzzlebot), leveraging the hardware's capability for AI tasks such as machine vision (Nvidia Jetson Nano development kit). Our findings suggest that student performance increased as they progressed from using computer simulation to engaging with hardware in the physical environment, further suggesting that teaching with computer simulations provides an adequate foundation to learn and complete more advanced tasks.

Satisfaction and academic performance of undergraduate economics students

Satisfaction and academic performance of undergraduate economics students

Factors affecting academic performance of undergraduate students of an Agriculture University

Factors affecting academic performance of undergraduate students of an Agriculture University

Correlation between perceived social support and quality of sleep and its effect on the academic performance of undergraduate medical students: A cross-sectional study

Background: Social support can be explained as the availability or existence of people who make us feel loved, cared for and valued, people on whom we can rely. Apart from physical health, social networking and interaction uplift mental health, well-being, and academic performance of individuals. Sleep has been associated with achievements in academic indicators of a person, as its deficit causes a lack of attention and concentration. Methods: A survey was designed to conduct cross-sectional study among the undergraduate medical students. The validated 12 item multidimensional scale of perceived social support and 19 self -rated questions of Pittsburgh sleep quality index was used for assessing the social support and sleep quality among the students and how it affected their academic performance. Data was collected in google forms and coded &amp; cleaned and then exported for statistical analysis, to SPSS version 20. Results: Of the total 385 undergraduate medical students, majority were female respondent and from 2nd Professional. Most of the students scored between 60-69% in their university exam. Majority of the student has poor sleep quality. The academic performance has statistically significant association with perceived social support while age of the student was significantly associated with poor quality of sleep. A negative correlation was noted between perceived social support and sleep quality. Conclusion: This study has highlighted the negative impact of a lack of perceived social support on the sleep quality of medical students. Results also showed evidence of an overall poor quality of sleep in the medical students.

Embracing Digital Advancements in Education: Assessing the Impact on Undergraduates Accounting Achievement

This study delves into the integration of digital technology within educational frameworks, specifically focusing on its influence on the academic performance of undergraduate accounting students. The study seeks to uncover the multifaceted aspects of how technological interventions shape learning outcomes, by exploring the intersections of digital tools and accounting education. Specifically, this study aims to evaluate the effectiveness of the use of a digital innovation that we named as Interactive Accounting Discourse Module (INTERACC) in undergraduates’ accounting courses. This innovation provides convenience in accessing learning materials such as e-notes, discussions, and interactive assessments using digital devices and gadgets. Data were gathered through surveys with accounting students to obtain their feedback about the effective teaching and learning process especially for reading-based courses. In addition to the questionnaires, students’ performance was analyzed through the comparison of course learning outcomes achievements before and after the intervention. The findings indicate INTERACC improved the learning outcomes of the course and students showed positive attitudes toward using it in terms of its ease of use, usefulness, and accessibility. As such, this research is an attempt to contribute to the development of an interactive platform for accounting students that could create enjoyable learning, and yet informative experience.

A Comparison of the Academic Performance of Students throughout the Year and the Sendup Exam with Respect to Gender

Background: The impact of gender on academic performance has garnered considerable attention in the realm of medical and dental education, revealing significant disparities. With evolving enrollment trends and academic achievements across genders worldwide, understanding these dynamics within specialized educational environments becomes crucial. Objective: This study aimed to assess and compare the academic performance of male and female undergraduate dental students at Sharif Medical and Dental College (SMDC), Lahore, over an academic year and specifically in their sendup examinations, to identify gender-based patterns and disparities in academic outcomes. Methods: Conducting a cross-sectional analysis among third-year BDS students at SMDC from January 2020 to January 2021, this study, after securing ethical clearance and informed consent, engaged a sample size of 491 students. Academic performances were assessed from Oral Pathology records, categorized under four performance brackets (&lt;50%, 50% to 69%, 70% to 79%, and &gt;80%). SPSS version 25 facilitated the data analysis, employing the chi-square test to explore the association between gender and academic performance. Statistical significance was earmarked by a p-value of &lt;0.05. Results: The findings indicated a significant correlation between gender and academic performance throughout the academic year (p≤0.001), with females significantly outperforming males—22% of females versus 4% of males achieved excellence. In the context of the sendup exams, the gender disparity persisted (p=0.022), with exclusively female students (2%) attaining excellent performance. Moreover, 26% of female students compared to 7% of male students achieved average performance in the sendup, while the percentage of males with poor results (7%) exceeded that of females (3%). Conclusion: The study highlights a pronounced gender disparity in academic performance among dental students, with female students consistently outperforming their male counterparts throughout the academic year and in pivotal examinations. These findings call for targeted educational interventions to address and mitigate gender disparities, ensuring equitable academic opportunities and outcomes.