Academic Performance Rates Research Articles

Strategies to Increase Online Student Success for Students with Disabilities

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.

University 100 Orientation Courses and Living-Learning Communities Boost Academic Retention and Graduation via Enhanced Self-Efficacy and Self-Regulated Learning

Nationwide, almost a third of 1st-year college students do not return to begin their sophomore year, and the 5-year graduation rate for undergraduates is only around 40%. It is important for universities to implement interventions, such as freshman transition courses, to help new students adjust to college life and succeed, and it is critical that such programs are evaluated to see if they are reaching their goals. The present study examined short-term self-efficacy and self-regulated learning, and long-term academic performance, retention, and graduation rates over 7 years for 1st-year students enrolled in George Mason University's “University 100” orientation courses ( N = 284) and demo-graphically similar students who did not take the course ( N = 299). Results indicate strong effects of University 100 course participation on academic retention and graduation—90% of University 100 students returned to school for their sophomore year whereas this was true for only 78% of comparison students. Five years later, 75% of the students involved in the orientation course were still in school or graduated compared to 60% of students not enrolled in the course. The graduation rate after 7 years for those in the orientation course was 70%, compared to 56% for comparison students. Effects on retention and graduation were even stronger for sections of University 100 that involved Living-Learning Communities. Finally, those in University 100 courses had higher academic self-efficacy and self-regulated learning and these motivational variables mediated the positive effects of the program on graduation and retention.

Academic Performance as Determinant to Pass the Licensure Examination for Teachers

Guided by the institution’s vision and mission, the researcher observed the consistency of the students’ performance during and after their studies. It also determined if relationships between examinees’ academic performance and their Licensure Examination for Teachers’ (LET) rating in Professional Education and Field of Specialization are significant. The study used the descriptive design. Respondents were PRC (LET) examinees of Southern Leyte State University – San Juan from 2007-2010. Board ratings were requested from PRC, academic records were asked from the registrar. The researcher used Mean and Percentages in describing the performance, Pearson Product Moment Coefficient Correlation in determining the significant of the relationship between academic and LETrating. A total of 39 out of 58 Examinees in four consecutive years are women. Data imply that women are more dominant than men in the field of education in terms of numbers. The correlation coefficient between examinee’s academic performance and licensure examination rating is very high in the Field of Specialization subjects, weak positive correlation in the Professional Education subjects. However, correlation in examinees academic and Licensure Examination for Teachers rating in general is moderately significant. Academic performance (grade average) of examinees gives no assurance (not a determinant) on passing PRC (LET) examination.

The stories children’s books tell us: Motive-related imagery in children’s books and their relation to academic performance and crime rates

We reasoned that children’s books mirror the current motivational orientation (Zeitgeist) of a society. Based on the work of McClelland and other motivational psychologists, we assessed the current motivational orientation via the prevalence of achievement, power, and affiliation imagery in the most popular children’s books of federal states in Germany. As expected, the achievement imagery was closely and significantly related to academic performance. Our assumption that power imagery was positively and affiliation imagery negatively related to youth crime (youth suspects) could not be supported. Thus, for the achievement domain, the findings provide strong evidence that children’s books tell us an important story worthy of further exploration.

Uso de alcohol y tabaco y variables cognitivo-motivacionales en el ámbito escolar: Efectos sobre el rendimiento académico en adolescentes españoles

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

Paradise lost or paradise regained? Changes in admission system affect academic performance and drop-out rates of medical students

Background: The Austrian State medical universities had to change their admission system in 2005. Until this year admission to medical studies was unrestricted. Innsbruck Medical University chose the Eignungstest für das Medizinstudium in der Schweiz (EMS) aptitude test for admission testing.Aims and objectives: Did the implementation of a selection process affect the academic performance and drop-out rates of students according to gender?Methods: Two groups of students were compared: ‘open admission’ (2002–2004), and ‘selected’ (2006–2009). Academic performance was tested according to results in the final exams after year 1 (SIP 1; SIP, summative integrierte Prüfung) and after year 3 (SIP 3). Drop-out rates were recorded using the registration system of the university.Results: Both, male and female ‘selected’ students had a higher passing rate regarding SIP 1 and they passed SIP 1 in shorter time and using fewer attempts than the open admission group. The percentage in passing SIP 3 did not change due to change in admission. The drop-out rates were significantly reduced for male and female students. ‘Unselected’ female students had a significantly higher drop-out ratio than ‘unselected’ male counterparts. After EMS testing, the drop-out ratios of female and male students were not significantly different.Conclusion: Selected applicants were more able and better motivated to study medicine.

12주 OROS-Methylphenidate 약물 치료 후 ADHD 아동의 삶의 질 변화

Objectives : The aim of this study is to investigate the effectiveness of treatment with osmotic-release oral system methylphenidate (OROS-MPH) on quality of life (QOL) in children with attention-deficit hyperactivity disorder (ADHD). Another aim is to assess the relationship between change in QOL and other factors including children's symptoms and academic performance or parents' depression and parenting stress. Methods : A total of 111 medication-naive children with ADHD in a multicenter, open-label, 12-week trial of OROS-MPH completed an evaluation using diverse rating scales at two time points; at baseline and after 12 weeks of treatment. Scales for investigation of children included the Parent Report Form-Children's Health and Illness Profile-Children's Edition (PRF-CHIP-CE) on QOL, the ADHD Rating Scale-IV on symptoms, and the Academic Performance Rating Scale (APRS). The Beck Depression Inventory and Parenting Stress Index were used for assessment of their parents. Results : Total scores for mean PRF-CHIP-CE increased from <TEX>$207.9{\pm}26.7$</TEX> at baseline to <TEX>$226.3{\pm}25.9$</TEX> after 12 weeks of treatment (p<.001). The change of APRS showed the strongest correlation with the increment of PRF-CHIP-CE scores (Pearson coefficient=0.561, p<.001), even after controlling for other factors (partial correlation coefficient=0.420, p<.001). Conclusion : Treatment with MPH-OROS results in improvement of QOL in children with ADHD in Korea. The advance in academic performance plays a key role in this change of QOL.

Integrating school-wide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplusmodel

Schools continue to display an interest in, and efficiency with, the implementation of the universal level of Positive Behavioral Interventions and Supports (PBIS), but often struggle to integrate tier 2 supports to address the needs of students at risk for behavioural or academic difficulties. School practitioners and researchers are increasingly interested in optimizing programme implementation through coaching and integrating supports at the more advanced tiers of PBIS. The current paper describes one such model, called PBISplus, which builds on the multi-tiered PBIS model by providing tailored training in the implementation of functional behavioural assessments, the student support teaming process, cultural proficiency, and evidence-based practices (e.g. Check-In/Check-Out) by a tier 2 coach. After describing the process for integrating these core elements with the universal PBIS model and the coaching model developed to facilitate that process, we summarize preliminary findings from a three-year group-randomized controlled trial of the PBISplus model in 42 Maryland elementary schools. Significant effects were observed on teacher efficacy and student outcomes, including rates of special education service use and teacher-reported academic performance. Implications for future research aimed at integrating programmes within the three-tiered PBIS framework are discussed.

Prevalence and clinical features of Thought–Perception–Sensitivity Symptoms: Results from a community survey of Korean high school students

Epidemiologic research indicates that psychosis and depression most frequently develop during adolescence. Hence, an efficient strategy for improving youth mental health would be to focus on detection of early-stage psychosis and depression in adolescence.In this study, 1461 high school students were surveyed using self-report scales. Students who scored equal to or above the cut-off value on any of the scales and who agreed to a further examination proceeded to a second assessment, using the Kiddie Schedule for Affective Disorders and Schizophrenia and Comprehensive Assessment of At-Risk Mental States along with self-reporting scales. The estimated prevalence of adolescents at ultra-high risk (UHR) for psychosis and of depression-spectrum disorders was 1.26 and 3.69% respectively. Compared with the normal group, experiences of bullying, suicidal ideation, and suicide attempts were significantly higher in these two groups; the subjects at UHR for psychosis were found to have significantly lower academic performance and lower ratings on SCRS; and submissive behavior was more prevalent in the depression-spectrum group. Our results reveal several clinical features of adolescents at UHR for psychosis and with depression-spectrum disorder and underscore the importance of accurate assessment of and early appropriate care for these adolescents.

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

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

Inequality in Academic Performance and Juvenile Convictions: An Area-Based Analysis

This paper focuses on the links between inequality in academic performance and juvenile conviction rates for violent crime, stealing from another person, burglary in a dwelling and racially motivated offences. We use area-based aggregate data to model this relationship. Our results show that, above and beyond impacts of absolute access to resources, young people who grow up in school cohorts marked by higher levels of disparity in educational achievement may be more prone to commit violent crime and racially motivated offences than those with less disparity. This association is however not found for property-related offences. Our results further show that higher between-schools inequality and higher within-school inequality are both associated with higher conviction rates for violent crime and racially motivated offences.

Student experiences of foundation degrees in further and higher education

The number and variety of foundation degrees offered by UK universities has grown in recent years. Many are delivered off-campus at partner Further Education institutions or through workplace learning, whilst others are partly embedded within existing undergraduate degree programmes at Higher Education institutions. Each route presents Higher Education with new issues and challenges, namely responding to the skills training and pastoral support needed by incoming foundation degree students at different levels of HE. The ability of foundation degree students to make the transition to a university environment will affect their academic performance,and retention and completion rates. This article explores these aspects in relation to foundation degrees offered by two universities and Further Education colleges in southwest England.

The second-to-fourth digit ratio correlates with the rate of academic performance in medical school students

Prenatal androgens have important organizing effects on the development and future behavior of the brain. The second-to-fourth digit length ratio (2D:4D) has been proposed as a marker of these prenatal androgen effects, with a relatively longer fourth finger indicating higher prenatal androgen exposure. 2D:4D has been shown to predict the success of men who play sports and of financial traders. However, to date little is known regarding the effects of prenatal androgens on academic performance, for example, admission to and success in a highly competitive university system such as the state-run Italian medical schools. Here, we report the findings of a study conducted at the University of Catania Medical School, Italy, in which the 2D:4D ratio was sampled in a group of 48 male students. The 2D:4D ratios were found to be correlated with the performance of the students on the admission test to the medical school, their salivary testosterone levels and their aggressiveness; however, no correlation was observed with the mean score on exams during the course of study. Our results suggest that pre and/or postnatal androgens increase performance in situations that require prompt decision-making and the ability to take risks, but do not influence performance when a more analytical and planned approach is called for.

The Impact of Tutoring on the Academic Success of Undeclared Students

A cohort of first-time, full-time, degree-seeking undeclared freshmen at a medium-sized university in Pennsylvania was used to study the relationship between tutoring and the retention rates and decision paths of undeclared students. Undeclared students who did and did not receive tutoring were tracked over four years to determine rate and longevity of retention, academic performance, and time span for selecting a major. This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures, logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact on retention, but not on GPA or on time to select a major.

Career Support Group for Latino/a College Students

Culturally derived career counseling groups constitute a potentially promising way of providing supportive experiences for Latino/a college students. These groups can facilitate Latino/a students' help‐seeking behavior, address general college transition needs, add new coping skills, resolve developmental issues, and respond to career concerns. The author finds these groups useful for promoting overall wellness; improving academic performance, retention, and graduation rates; and enhancing successful transitioning into the job market and/or the continuation of postgraduation plans.

Parent Involvement and Student Academic Performance: A Multiple Mediational Analysis

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student–teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student–teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

Academic performance and pass rates: Comparison of three first-year life science courses

First year students’ academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed bestin the coursework. Subcomponents of the theory examinations of each subject showed students performed more poorly in the essay section. As the highest frequency of students achieved a final mark in the 50–60 per cent category for all three subjects, it is clear that the weighting of the examinations to the final mark should not be increased as this would lower students overall performance and decrease pass rates dramatically. It appears that improvement of appropriate assessment tasks linked to learning outcomes, and appropriate development of learning opportunities need to be ongoing in both coursework and examinations for the three courses.

P03-269 - A survey of the extent of alcohol use on academic performances of undergraduates

ObjectivesAlcohol use by students is a major public health problem, leading to the Secondhand Effects - decrease in academic performance, injuries, blackouts etc.AimTo determine the extent of alcohol use on academic performance of university students.MethodsParticipants (n=46, mean age - 21 yrs) received the AUDIT questionnaire and other alcohol related questions. Grade Point Average and the effectiveness to sit for examinations of all participants from the 1st to 6th semesters of university education were used as objective criteria for problems related with alcohol use. The Pearson χ2 and Student's t-tests were employed for analysis of results. The probability value for significance was set at p&lt; 0.05.ResultsAlcohol and non-alcohol users were 41.3% and 58.7% respectively. Among alcohol users, the average quantity of alcohol used by one person per month was 37ml of absolute ethanol. A 10.9 - 11.4% higher rate of academic performance was noted among the non-alcohol users only in the 3rd, 4th and 5th, 6th semesters. The cases of injuries and blackouts were higher among the alcohol users by approximately 35 times. About 75% of all drinkers reported alcohol use only during their university education. The dose-time response effect of alcohol use on cademic performance was also proven.

Parental influences on self-regulation and achievement in children with adolescent mothers

The predictors of academic achievement and self-regulation in 95 high-risk children studied from birth were investigated during the second grade. Parenting, early maternal adjustment, child adjustment and temperament were hypothesized to predict the emergence of self-regulation. Although parenting, maternal adjustment, and child adjustment were related to achievement and classroom adjustment, they were not related to children's self-regulation, which was the strongest predictor of teacher ratings of academic performance, standardized achievement in math and reading, and classroom adjustment.

Validation Study of the Korean Academic Performance Rating Scale (K-APRS) Parent Form

Validation Study of the Korean Academic Performance Rating Scale (K-APRS) Parent Form