Quality Of Academic Performance Research Articles

Level of Digital Systems Employment Based Artificial Intelligence In The Quality of Academic Performance From The Perspective of The Staff of Qassim University

Level of Digital Systems Employment Based Artificial Intelligence In The Quality of Academic Performance From The Perspective of The Staff of Qassim University

Impact of School Massification on the Professional Commitment of Teachers of Public Primary Schools in Kara, Togo

In its efforts to provide a constant response to the various international education meetings and the requirements of Technical and Financial partners, Togo has adopted new educational policies. Preschool and primary education have now been free since 2008. This free education leads to school massification which influences the professional commitment of teachers. This article starts from the postulate according to which school massification negatively influences the professional commitment of teachers. The aim is therefore to analyze the influence of school massification on the social commitment of teachers in public primary schools in the town of Kara. To do this, a survey was carried out among 129 teachers chosen at random from 11 schools in the city. The research combines quantitative and qualitative methods. The results show that the sample is predominantly male (59%), the average age is 35 years old. The population surveyed (n=129) is mainly a BAC II graduate (n=61) and young (n=73). Teachers believe that free primary school is a source of their unease. Their professional disengagement, which is a consequence of school massification, emanates from this new policy. On the one hand, it creates insufficient infrastructure and a lack of teachers and on the other hand, it has a negative impact on the quality of academic performance.

Determinants of Academic Performance of the Students of Public Universities in Bangladesh

Education is one of the most important factors in producing human resources. University education can be influenced by many factors that affect students’ quality of academic performance. The main focus of this study is identifying the influencing factors that are significantly associated with the academic performance of universities students. Data were extracted from the various departments of two public universities. Data analysis by Contingency and logistic regression were used to identify the determinants of academic performance of the students. Among the students, 56.8% were male and 43.2% were female most of them are Muslims and unmarried. 75.1% of students came from rural areas, only 15% of students’ mothers were higher educated and 65% of student's family status was middle class. Higher educated mother, HSC and SSC results, admitted to an expected university, admitted present department by their own choice, study environment in the department and use of the internet had significant effects on the results of 1st year of the students. The findings concluded that increase and improve students’ academic performance are some crucial steps regarding securing admission first choice of the department and advising about peer influence should be taken into consideration. Keywords: determinants, academic performance, public university, logistic regression analysis, Bangladesh

The Relationship Between Obtaining the Academic Accreditation and Quality of Academic Performance: A Comparative Study: العلاقة بين الحصول على الاعتماد الأكاديمي وجودة الأداء الأكاديمي من وجهة نظر أعضاء هيئة التدريس- دراسة مقارنة بين الكليات العلمية الحاصلة وغير الحاصلة على الاعتماد الأكاديمي في جامعة الملك سعود 2013م -

This study aimed to identify the relationship between obtaining the academic accreditation and quality of academic performance with respect to some elements of the quality related to the students and faculty members as the most important elements of the inputs and outputs of the educational process. This study was conducted on faculty members in six of the scientific colleges at King Saud University in Riyadh, three of them obtained the accreditation and three of them did not. A Quotas sample has been withdrawn consisted of 296 single, where a questionnaire was distributed. The volume of responses was 246 weighing 83%. The study found out that (67.9 %) of the respondents in the colleges that received accreditation believes that there is a development in the quality of academic performance in college after obtaining the academic accreditation. The study also showed that (62.2 %) of the respondents in colleges who obtained the accreditation or did not obtain it believes that obtaining the accreditation necessarily leads to a quality in academic performance. As it turns out from the study that there is no relationship between obtaining academic accreditation and the quality of students that is, to obtain accreditation does not necessarily lead to quality learning outcomes of students, where it turns through the views of the respondents that the quality of the outputs of the educational process of students in colleges did not receive the accreditation is higher than in colleges obtained it. The results also showed that there is no relationship between obtaining an academic accreditation and quality performance among faculty members, it became clear that the faculty members in colleges who obtained the accreditation or did not obtain it agree on the quality of the performance of a faculty member.

The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Advantages and difficulties of transport by charter as an enabler of university education in Northeast Brazil

This paper reveals the travel characteristics; direct and indirect costs and travel times; users’ perceptions with respect to reliability, comfort and safety; and impact on the quality of academic performance for students in the Centro Acadêmico do Agreste of UFPE, located in Caruaru, Brazil, which has 3,000 students from 70 cities. Almost 50% of these students live in cities located within 100 km of Caruaru and commute for three hours on average (round-trip). These trips are mostly performed on non-regular intercity transport, chartered by users or municipalities. This kind of transport, apparently inadequate in operational terms, makes access to higher education possible for a significant proportion of students, keeping them residents of their hometowns.

تجربة جامعة العلوم والتكنولوجيا في مجال ضمان جودة الأداء الأكاديمي الجامعي (كلية التعليم المفتوح أنموذجاً)

This study aims to review the experience of University of Science and Technology(UST-Y), Yemen in quality assurance of university academic performance. It also illustrates the level of academic performance quality in all the academic departments in the Faculty of Open Education for the academic year 2012/2013. The university applies a model on its own quality since 2003/2004. This model is derived from the international quality systems and built on the basis of a systematic model. It is being developed in a regular basis in response to the changes and latest developments in the field of quality and the surrounding environment. This study was conducted on the Faculty of Open Education at the University of Science and Technology in Yemen. The study population consisted of all the academic departments of the faculty. In addition, the sample of the study included all the academic departments where all those departments were evaluated in light of that model of the university 's quality and in accordance with specific and clear mechanism. The researcher has collected data and information by using the model's tools and analyzed by descriptive statistics methods. The most important conclusions of this study is that there is a continuous development in the quality model of the university with all components. Also, the level of academic performance quality at the level of all academic departments was high and this highest level was in the accounting and finance department in addition to a significant improvement in the overall level of academic performance quality within the academic departments for the academic year 2012/2013, compared to the academic year 2009/2010. The percent of improvement reached was %16.29. Through these conclusions/findings, the researcher suggested several recommendations.

تقييم جودة الأداء الجامعي من وجهة نظر أعضاء هيئة التدريس في سكول الإدارة والاقتصاد– فاكلتي القانون والإدارة بجامعة دهوك "حالة دراسية

يتناول هذا البحث دراسة سيرة أحد أعلام الكورد - (الشيخ أحمد الكوراني) - الذي خدم الإسلام كثيراً وقدم خدمة جليلة وسخية إليه من خلال علمه الغزير النافع ومصنفاته المفيدة المتنوعة وتدريسه في المجالس العامة والخاصة، ويلقي البحث الضوء على أبرز جوانب حياته من خلال تقديمه ترجمة لطيفة ووافية في مختلف مراحل حياته. ويولي البحث أهمية بإبراز جهوده العلمية من خلال التطرق إلى ثقافته ومؤلفاته ومرتبته العلمية ومناصبه وتبحره في العلوم النقلية والعقلية، كما يبرز البحث منهج المؤلف في الحديث من خلال كتابه شرح صحيح البخاري وما يتميز به منهجه من معالم.

La problemática de la transición Bachillerato-Universidad en la Universidad de Barcelona / The problematic of the transition from the high school to the university in the Barcelona University.

This investigation approaches the transition from high school to university through a longitudinal study which tracks cohorts of first year students of different degrees at the University of Barcelona in order to analyze two types of student trajectory: abandonment or continuity. The current study examines the academic and professional profile of the students who leave or continue the studies at the end of the second university year. At the same time we evaluate the students who continue the transition process. Presented these data, the trajectory is analyzed after two years at the university, considering three criteria: academic performance outcomes, the quality of academic performance and the development of the generic competences. It has been possible to confirm that there is a series of characteristics that are present in both trajectories (abandonment and continuity). All this allows to point to those psycho-social factors of personal, familiar, social-relational and institutional nature that can be related to the quality of the academic transition and to suggest new studies towards a more comprehensive an explanatory theoretical model of the transition high school-University in this University.

Relative Influence of Language on Primary and Secondary School Pupils' Performance in Science and Mathematics in Lesotho

ABSTRACTResults of related studies in Africa on language and cognition have shown that “classroom use of language which is not the language already spoken by the child, results in cognitive and pedagogical difficulties” (ADEA Newsletter, 1996, p. 5). In other words, language of instruction contributes significantly to the quality of academic performance by learners. This might explain the poor and deteriorating performance among many African children in science and mathematics.The results of both the Primary School Leaving, and the Junior Certificate examinations of the same set of 174 pupils from English- and non-English-medium schools in Maseru district of Lesotho were analysed to determine the influence of English on the performance of primary and secondary school pupils. The results show that performance in English accounts for a high percentage of overall academic achievement as well as in science and mathematics, and hence serves as a discriminating factor in pupils' performance. Such significant influence tends to ease off as level of education advances, and when performance in English is controlled for, the significant influence of type-of-school on achievement in science and mathematics drops or reduces significantly.

Critical thinking and selected correlates among baccalaureate nursing students.

This study was conducted to determine which of eight selected variables contributed most strongly to students' ability to think critically. Multiple regression analysis was utilized to examine the intercorrelations between the criterion variable, total score on the Watson-Glaser Critical Thinking Appraisal, and the predictor variables: SAT verbal score; SAT quantitative score; grade point average, age; and total number of credit hours in the natural sciences, behavioral/social sciences, arts and humanities and professional nursing courses required in a four-year baccalaureate nursing program. Findings ( n = 150 subjects) indicated that the SAT Quantitative score, total number of credit hours in the arts and humanities, and grade point average contributed most strongly to the criterion variable, accounting for 24 per cent of the variance. It was concluded that critical thinking abilities are best correlated with variables such as academic aptitude, academic experience, and quality of academic performance.