Performance In Higher Education Research Articles

Optimizing Classroom Performance in Higher Education: Efficiency Study with Data Envelopment Analysis Method

Higher education has an important mission in human resources development. One of the main reasons for improving the quality of education is the efficiency of classroom management. Good management means that every resource used—lecturers, time for teaching, the number of students, technology, and teaching materials—produces optimal learning outcomes; not every course can attain the same degree of efficiency. This article thus applies the method of Data Envelopment Analysis in calculating efficiency in classroom management and highlights areas where improvement needs to occur. It is, therefore, possible to achieve optimal performances in the higher learning institutions based on the model parameters used: number of lecturers, teaching hours, number of students, student/lecturer ratio, learning resources, and the learning technology. The outcome variables are the average grade of students, students' attendance rate, the percentage of students having grades A, AB, & B, and the percentage of assignments completed on time. This study involved 10 courses as decision-making units (DMUs). The results showed that 9 courses achieved an efficiency score of 1 (efficient DMU), while one course, namely Production Planning and Control (Class A), had an efficiency score of 0.976, indicating inefficiency DMU. Further analysis revealed some factors that made this inefficient: high student-to-lecturer ratios, constraints in the use of learning technology, and shortages in teaching materials. From these, this study therefore finds it necessary to recommend more learning technology, improvement in the student-to-lecturer ratio, and enrichment of teaching materials to achieve better class performance. The result of the study is expected to help the universities focus on ways to enhance education management and thereby take strategic steps to improve the efficiency of the lecture classes.

Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment

Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment

Environmental Performance in Higher Education and Green HRM: The Mediating Role of Organizational Citizenship Behavior

Environmental Performance in Higher Education and Green HRM: The Mediating Role of Organizational Citizenship Behavior

A SYSTEMATIC REVIEW ON THE RELATIONSHIP BETWEEN EMOTIONAL REGULATION AND PSYCHOLOGICAL WELL-BEING IN HIGHER EDUCATION

This systematic review examines the relationship between emotional regulation (ER) and psychological well-being (PWB) in higher education from 2019 to 2024. It focuses on how emotional regulation strategies impact students' and teachers' psychological well-being and academic performance in higher education. The review synthesizes findings from 63 studies across multiple countries, highlighting both adaptive and maladaptive ER strategies. Methodologically, most studies employed quantitative approaches with a few utilizing mixed or qualitative methods. The findings consistently show that better ER skills correlate with lower stress and improved psychological outcomes. Additionally, demographic factors and contextual factors like the COVID-19 pandemic significantly moderate these relationships. The review emphasizes the importance of adaptive ER strategies for both students and teachers in higher education, recommending further research to explore more mediating and moderating factors, and suggesting the inclusion of more diverse samples to enhance generalizability.

ENHANCING CREATIVE THINKING IN NON-MAJOR COMPUTER SCIENCE STUDENTS THROUGH INTERACTIVE VISUAL LEARNING ENVIRONMENTS

This study investigates the impact of an interactive visual learning environment on creative thinking and performance among non-major computer science students. Utilizing the Torrance Incubation Model (TIM) and visual interactive tools, the research aimed to enhance creative thinking skills. A pre-experimental, single-group, pre-post-test design was employed, involving sixteen non-random, non-major undergraduate computer science students. Participants were exposed to a visual interactive learning environment using visualization for five weeks. Before and after the intervention, participants completed Torrance Tests of Creative Thinking (TTCT). Descriptive and inferential statistical analyses were conducted on the data. The findings indicated that, except for verbal fluency and certain verbal dimensions of creative thinking, students' performance and creativity significantly improved after learning in the visually interactive environment. However, no significant correlation was found between different domains of creative thinking (figurative and verbal) and performance. The study's implications suggest that learners effectively adapt to interactive visual tools to enhance comprehension, also positively influences learners' creative capabilities, indicating the efficacy of integrating visual interactive tools in educational settings. This study contributes to the growing body of research on educational technology and creative pedagogy, providing insights for educators and policymakers on effective strategies to enhance creativity and performance in higher education.

The Impact of Peer Tutoring Programs on Students’ Academic Performance in Higher Education: A Meta-analysis

The Impact of Peer Tutoring Programs on Students’ Academic Performance in Higher Education: A Meta-analysis

Digital Literacy and Lifelong Learning Disposition as Drivers of Innovative Work Behavior and Higher Education Performance: A Mediated Moderation Framework

Digital Literacy and Lifelong Learning Disposition as Drivers of Innovative Work Behavior and Higher Education Performance: A Mediated Moderation Framework

Development and Use of Game-Based Instructional Materials for Teaching Science, Technology, and Society to College Students

This study developed and evaluated game-based instructional ma-terials to enhance learning in the college-level subject, Science, Tech-nology, and Society (STS). Using an action research approach, the study addressed the limitations of traditional teaching methods by introducing the "ALLAN Star Card," inspired by Bingo, and the "Amaz-ing Challenge," modeled after the game show Who Wants to Be a Mil-lionaire. These tools were designed to promote student engagement, critical thinking, and active participation. The research included 30 first-year BS Agribusiness students from Bayambang Polytechnic Col-lege, selected through purposive sampling. Pre- and post-tests were administered to assess the effectiveness of the materials, alongside evaluations using the LRMDS Non-Print Instructional Materials Tool. The instructional materials received a "Very Satisfactory" rating, with an average content quality score of 3.81 (SD = 0.13). However, areas such as technical quality and user control required further improve-ment, particularly in minimizing technical issues and enhancing user interaction.Results from the pre-test (M=6.9, SD=2.81) and post-test (M=10.47, SD=3.31) revealed a significant improvement in student performance, confirming the efficacy of game-based methods in boosting academic achievement. These findings align with prior re-search on the advantages of gamification in education. Recommenda-tions for improvement include addressing grammatical errors, reduc-ing lifeline usage, and implementing time constraints for activities. The study concludes that game-based instructional materials effec-tively enhance learner engagement and academic performance in higher education.

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

Student evaluation of teaching (SET) in dental faculty: is it influenced by grouping the students according to their averages?

Purpose/objectives: Student evaluation of teaching (SET) is a crucial method for assessing teaching performance in higher education. This study aimed to evaluate the impact of grouping students by their academic averages on SET results in dental education. Methods: In this descriptive-analytical study, 109 dental students were divided into five groups based on their academic averages: 48 in the top 30%, 15 in the top 10%, 17 in the middle 10%, 16 in the lower 10%, and 48 randomly selected from the bottom 30%. These groups completed questionnaires evaluating five university professors across four aspects: teaching methods, academic proficiency, communication and behavior, and organization and discipline in theoretical lessons. Two weeks later, internal reliability was assessed by redistributing the questionnaires to 10% of participants. Statistical analyses were performed using Chi-Square and ANOVA with SPSS 18, considering results significant at P < 0.05. Results: The internal reliability of the statements was moderate. Significant differences in mean scores among rater groups were observed for teaching methods (P = 0.001), academic proficiency (P = 0.043), and communication and behavior (P = 0.012). However, no significant difference was found for organization and discipline (P = 0.855). Conclusion: Grouping students according to their averages may influence SET in certain teaching aspects. However, this approach does not appear to affect professors' organization and discipline evaluation.

The Impact of AI and LMS Integration on the Future of Higher Education: Opportunities, Challenges, and Strategies for Transformation

The integration of artificial intelligence (AI) and learning management systems (LMS) is revolutionising higher education, offering unprecedented opportunities for personalised learning, adaptive assessments, and data-driven decision-making. This review investigates the impact of AI–LMS integration on educational quality, student success, and institutional performance in higher education. In addition, this review not only examines the technological integration but also evaluates how AI–LMS systems contribute to sustainable development in higher education through reduced resource consumption, improved accessibility, and enhanced educational equity. Following the PRISMA 2020 guidelines, a comprehensive search of the Scopus database yielded 60 relevant studies published between 2014 and 2023. The review reveals significant benefits of AI–LMS integration, including enhanced student engagement, personalised learning paths, and improved learning outcomes. Key applications include AI-powered conversational agents, adaptive assessments, and learning analytics. However, challenges such as data privacy concerns, algorithmic bias, and the need for faculty training were also identified. The findings highlight strategies for effective AI–LMS implementation, emphasising the importance of ethical considerations and addressing the digital divide. Results demonstrate that AI–LMS integration can significantly enhance educational quality and student performance when implemented thoughtfully. The review also uncovers areas requiring further research, including long-term impacts on learning outcomes, scalability of AI–LMS solutions, and strategies for ensuring equitable access. Future studies should focus on longitudinal assessments of AI–LMS effectiveness, the development of ethical frameworks for AI in education, and the exploration of AI–LMS applications in diverse educational contexts. This review provides valuable insights for higher education institutions seeking to leverage AI–LMS integration to transform teaching and learning practices.

Teknologi Informasi dan Kinerja Perguruan Tinggi

The purpose of this study is to conduct a literature review of previous research on Information Technology and Higher Education Performance from 2020 - 2024. Information Technology Systems as a tool to help the performance of higher education, which is widely used in universities to improve their organization. this study uses SLR which presents quantitative data on Information Technology and Higher Education Performance there are measurements used, namely journals, variables, and theories as well as the field of science reaserch approach. The study results showed 30 articles from accredited national journals and national journals. The topic of higher education performance is influenced by information technology variables, quality assurance, learning perspectives, growth, internal perspectives. The theory used is the information technology system in higher education performance. State universities and private universities are researching a lot about Information Technology. But only a few universities use widely used Information Technology Systems such as Academic Management Information Systems, Sevima Platform, and E-Learning. Although universities have successfully implemented information technology systems, the main challenges faced are the digital divide, access to technology, and security. This research provides insights, benefits, and constraints in implementing and recommending Information Technology Systems and College Performance.

Examining The Variables That Impact Academic Performance In Higher Education

This research paper examines the multifaceted variables that impact academic performance in higher education, with a particular focus on time management skills. Academic performance is influenced by a complex interplay of economic, social, psychological, environmental, and personal factors, each of which plays a role differently in a student's success. The objective of this study is to explore how these factors, especially time management, influence academic outcomes, and to provide a comprehensive review of the literature surrounding this topic. Academic performance in higher education is a multifaceted phenomenon influenced by an intricate mix of economic, social, psychological, environmental, and personal factors. This review critically examines key variables affecting student performance, focusing on underexplored areas such as time management skills, psychological well-being, and the changing landscape of digital learning environments. Drawing from extensive literature, this paper identifies gaps in current research and evaluates how higher education institutions can address these issues through targeted interventions. The results highlight the need for greater emphasis on mental health support, personalized learning approaches, and strategies to enhance students' time management and adaptability in evolving academic contexts. This paper highlights the significance of addressing both external and internal factors that affect academic performance. By fostering a supportive environment, providing necessary resources, and offering time management interventions, institutions can better support students in achieving academic success.

Factors Impacting Students’ Learning Performance in Higher Education in Chengdu, China

Background and Aim: The effectiveness of education has always been a focus of social attention. Previous research has mostly focused on the level of education in primary and secondary schools, and some studies have shown that college students may have different motivations and learning concepts. Therefore, this study aims to take Xihua University in Chengdu, China as an example to systematically examine various factors that affect the academic performance of university students. Through quantitative analysis, this study investigated the impact of five independent variables (learning attitude, learning anxiety, learning motivation, teacher ability, and student participation) on the dependent variable (academic performance), especially in higher education. Moreover, it aims to identify significant differences between variables. Methodology: Research Design, Data, and Methods: This study used the Project Objective Consistency Index (IOC) to test the validity of the questionnaire, and Cronbach's Alpha was used as reliability in the pilot study (n=30). They used the multiple linear regression method to analyze the effective responses of 80 students at Xihua University and verify the significant relationship between variables. Afterward, a group of 30 students underwent a 14-week planned study. Then, the quantitative results after and before the scheduled study were compared in paired sample t-tests. Results: In multiple linear regression, studies have shown that learning attitude, learning anxiety, learning motivation, teacher ability, and student participation have a significant impact on student academic performance. Finally, the comparison results of paired sample t-tests indicate substantial differences in student academic performance between the post-strategic and pre-strategic plan stages. Conclusion: This research endeavors to foster students' learning performance in the context of Chengdu, China.

Towards informed policy decisions: assessing student perceptions and intentions to use ChatGPT for academic performance in higher education

ABSTRACT Artificial Intelligence holds vast potential in academia, yet concerns arise regarding its usage. This study examines students’ perceptions and intentions to use ChatGPT through the signalling and elaboration likelihood model, which offers valuable insights into the transmission and procession of information. Two adoption approaches are considered: the peripheral route involves the utilization of simple cues requiring less cognitive effort, such as credibility, content quality, and critical mass, while the central route requires a person to critically evaluate the information rooted in perceived usefulness and technical advantages. Critical reasoning and digital efficacy are examined as moderating variables. Using convenience sampling, data from 694 respondents are collected via WeChat and www.wjx.cn in China. Structural Equation Modeling reveals a significant positive impact of perceived usefulness, technical advantages, credibility, content quality, and critical mass on student perceptions and intentions to use ChatGPT for academic performance. The findings inform policymakers and educators on AI tool integration in higher education, stressing the importance of understanding student perceptions and intentions. ChatGPT’s perceived benefits and challenges underscore its influence on student performance and educational practices. This study advocates for ethical guidelines and support systems to address AI integration concerns, emphasizing critical reasoning and digital proficiency as pivotal factors.

THE INFLUENCE OF VISIONARY LEADERSHIP AND TALENT MANAGEMENT ON UNIVERSITY PERFORMANCE IN ORGANIZATIONAL LEARNING MEDIATION AT THE UNIVERSITY OF MUHAMMADIYAH IN EAST JAVA

Entering the era of competitive globalization, universities are required to improve their performance in order to produce quality and highly competitive graduates. This study aims to examine the influence of Visionary Leadership and Talent Management on Higher Education Performance, with Organizational Learning as a mediating variable. Using a quantitative approach with a cross-sectional design, data was collected through a questionnaire from leaders and heads of decision-making sections at the University of Muhammadiyah in East Java totaling 100 respondents. Data analysis was carried out using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SMART PLS software. The findings show that Visionary Leadership has a significant positive effect on Higher Education Performance, but not significantly on Organizational Learning. On the contrary, Talent Management shows a significant influence both directly on Higher Education Performance and through Organizational Learning. The results of this study show that effective talent management strategies play an important role in improving university performance, both directly and through improving organizational learning. Although Visionary Leadership has a significant direct influence on performance, its influence through organizational learning is not significant in the context of this study. The implications of this study emphasize the need for universities to focus on talent development and retention and create a strong learning culture to achieve higher performance.

Self-efficacy and academic performance in higher education: a case study

Introduction: There is a large body of research showing that self-efficacy is a crucial predictor of student achievement. Based on this framework, this study aims to investigate the correlation between students' general self-efficacy (GSE) and Social self-efficacy (SSE) and academic performance, as well as the relationship between GSE and SSE with age and gender. Methodology: Our approach was quantitative, descriptive, and cross-sectional. The target population was all students enrolled during the academic year 21/22 at a Portuguese higher education institution. Results: The results indicate that students with a high level of GSE perform better than those with lower GSE and the level of GSE depends on age and gender. Although, no correlation was identified for SSE and student performance. Discussion: From the results it was possible to corroborate the following study hypothesis: students with a high level of GSE perform better than those with lower GSE, the level of GSE and SSE depends on age and gender. Although the hypothesis set students with a high level of SSE perform better than those with lower SSE was not supported. Conclusions: This investigation could support strategies to promote self-efficacy in students with the aim of improving their academic performance.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

Reading and Writing Research Based on Surname Group

This study examines the influence of surname on academic performance in higher education. It includes an in-depth analysis of comprehensive book circulation data from the library of Nanjing Normal University, covering the period from 2012 to 2023. The study uses Kendall coefficients to assess the consistency in book circulation and renewal among the top 300 surnames of readers, employs multidimensional scaling analysis to identify differences or similarities between categorical variables through direct distance assessment, uses chi-square tests to measure the correlation between surnames above and below the mean line and various categorical variables, and conducts survival analysis to examine circulation activities related to the top 300 surnames. Results are interpreted in the context of female-dominated education and teacher preparation. The results reveal a consistent pattern in the 12-year borrowing and renewal habits of the top 300 surnames of readers. A hierachical mismatch between the reader, book category, and author reflects complex reading interests beyond academic authority. In the wake of the COVID-19 pandemic, readers with surnames above the average have shown less interest in using the book renewal service. The borrowing and renewal activity for the disappeared surnames changed within two years for foreign language books and six years for Chinese books.

Influence of Senior High School Strand on the Academic Performance in College

The influence of a senior high school (SHS) on academic performance in college is an interesting topic that involves exploring how the specific curriculum and focus of senior high school education can impact students’ success in higher education. In this context, this study explored the influence of senior high school strands on the academic performance of Accountancy students. Data for this descriptive study were collected from 128 respondents using a 30-item, self-made data-gathering instrument that has passed rigorous tests for validity and reliability. The data show that age and senior high school strands significantly influence students’ academic performance in foundational knowledge. However, the level of influence of the SHS strand and the level of academic performance have no significant relationship. This suggests that regardless of the specific strand a student pursues during their SHS years, their performance in higher education is not directly affected by this choice. Keywords: Accountancy, senior high school strand, academic performance, Negros Occidental, Philippines