Significant Difference In Academic Achievement Research Articles

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Career Aspiration in Relation to Academic Achievement Among Undergraduate Students of Mbeya University of Science and Technology, Tanzania

Academic achievement and career aspirations are pivotal in preparing youth for socio-economic participation. This study investigated the relationship between the career aspirations and academic achievement of 217 randomly selected undergraduate students, utilising a cross-sectional survey design and the career aspirations scale (Gregor &amp; Brien, 2016). Results showed that students had moderate career aspirations (Median=3.29) and academic performance (Median=3). Statistical analysis using the Mann-Whitney U Test indicated no significant gender differences in career aspirations (U=5895, z=.117, p=.91) but a significant difference in academic achievement (U=4775.50, z=-2.57, p=0.01), suggesting that career aspirations predict academic success. The findings highlight the need for academic support services to enhance student performance and career goals, emphasising career aspirations as critical for academic success and a central concern for educational policy.

여자 대학생의 학업 정서 군집과 유형: 군집 간 수업 참여 및 학업성취도 차이 분석

Learners can experience mixed emotions simultaneously. This study identified the emotion clusters based on positive activated (e.g., energetic) positive deactivated (e.g., calm), negative activated (e.g., angry), and negative deactivated (e.g., fatigued) emotions experienced by students in academic situations. We also examined differences in behavioral engagement, cognitive engagement, disengagement, and academic achievement among the derived emotion clusters. A total of 159 undergraduate students enrolled at a university in the Seoul metropolitan area participated in this study. As results, first, four different emotion clusters were identified: Positive (37%), Negative (16%), High-Mixed (31%), Moderate-Mixed (16%) clusters. Second, there were significant differences in the level of class engagement among the four clusters, with the Positive cluster generally showing a higher level of class engagement and the Negative cluster showing a lower level of class engagement. The High-Mixed cluster showed a similar level of class engagement to the Positive cluster but also displayed a higher level of disengagement. However, there were no significant differences in academic achievement according to the emotion clusters. This study empirically confirms that undergraduate students in academic situations often feel mixed rather than singular affects, through person-oriented analysis. Additionally, by examining the relations between the emotion clusters and academic-related variables, this study provides implications on which emotions should be educationally supported to enhance learning experiences.

Evaluation of The Flipped Classroom Model on Students' Academic Achievement and Retention in MAN 1 Ambon

This study evaluates the impact of computer simulation and animation instructional packages in natural sciences on high school student's academic achievement and retention in a flipped classroom setting. Using a quasi-experimental pre-test and post-test design, 30 students used the computer simulation package, and 29 students used the computer animation package. Data were collected via academic achievement and retention tests and analyzed using descriptive statistics and independent sample t-tests. The results showed significant improvements in academic achievement for both groups. The average post-test score increased from 28.52 to 70.35 in the computer simulation group and from 25.74 to 64.23 in the computer animation group. The t-test indicated no significant difference in academic achievement between the two groups (t = 1.98, p = 0.79). Retention scores showed a slight decrease from post-test to retention test but remained high, with average retention scores of 68.74 for the simulation group and 61.15 for the animation group. The t-test also revealed no significant difference in retention between the groups (t = 1.12, p = 0.66). The implications of this study suggest that using educational technology, such as computer simulations and animations, in a flipped classroom setting can significantly enhance students' academic achievement and knowledge retention. It underscores the importance of integrating technology into the educational curriculum to create a more inclusive, interactive, and effective learning environment. Additionally, these findings allow educators to choose the teaching methods that best suit their instructional needs and contexts, whether in resource-limited situations or when teaching complex concepts.

온라인 학습에서 사후 인출연습과 피드백 유형이 메타인지적 판단의 정확도와 학업성취에 미치는 영향

The purpose of this study is to examine the effects of retrieval practice and various types of feedback on academic achievement and the accuracy of metacognitive judgments in an online learning environment. Participants were divided into a control group, which engaged in standard relearning, and three experimental groups that participated in retrieval practice. These groups were differentiated based on the type and amount of feedback provided: Group 1 received knowledge of results feedback, Group 2 received knowledge of correct response feedback, and Group 3 received elaborate feedback, each designed to test different aspects of learning reinforcement. Participants studied online learning content divided into four segments under these conditions. Metacognitive judgments were assessed through a survey after completing the fourth segment, and academic achievement was measured by a final test consisting of 20 items (9 previously studied items and 11 transfer items), administered one week after the end of the learning period. The results revealed significant differences in academic achievement between the experimental and control groups for both the previously studied and total items. Additionally, the experimental groups demonstrated significantly higher academic achievement and more accurate metacognitive judgments in both item categories compared to the control group. No significant differences were found among the feedback types. Based on these findings, the implications of the study are discussed.

The Effect of Improvised Computer-Based Software Package on Secondary School Students’ Achievement and Attitude Towards Mathematics

The study was conducted to determine the effect of improvised computer-based software on the achievement and attitude of senior secondary school students towards mathematics. Fifteen secondary school mathematics teachers were trained to produce a computer-based software package and use the package to teach ‘graphical solution to quadratic equations’ to senior secondary class one (SSCI) students. A total sample of 1487 SSCI students was used in the study: 745 students in the 15 secondary schools purposively selected on the rationale of their closeness to a computer center, used as the experimental group, and 742 students from the 15 schools randomly selected for use as the control group. Pre-test, post-test, and quasi-experimental research designs were used to conduct the study. Fifteen intact classes were simultaneously used for treatment in the experimental and control groups. The experimental groups were taught with computers using the computer-based software package on teaching graphical solutions to quadratics equations produced by their teacher, while the control groups were taught using the conventional strategy. The result reveals a significant difference in academic achievement between students taught with improvised computer-based software packages and those taught using the conventional strategy. The mean achievement score of 73% and standard deviation of 9% was obtained from the experimental group, while the control group had a mean achievement of 57% and standard deviation of 5%. Similarly, the experimental group had an attitude test score of 82% and a standard deviation of 6%, while the control group had a mean attitude test score of 59% and a standard deviation of 11%. This gave the calculated value of the t-test as t = 42.3 for achievement and t = 50.1 for attitude, showing a significant difference in achievement and attitude between the experimental and control groups. Thus, an improvised computer-based software package is more effective in teaching mathematics than the conventional strategy. Hence, improvising computer-based software for teaching and learning is highly recommended.

Virtual Versus Reality: A Look into the Effects of Discussion Platforms on Speaking Course Achievements in Gather.town

The fusion of education with the digital world is still a developing and crucial phenomenon, especially in light of the growth of metaverse applications and the lingering effects of pandemic-induced educational changes. Learning about the efficacy of platforms like Gather.town becomes increasingly important in this situation. This study explores the changing educational environment, focusing on the widely used technique of small group discussions. Our main goal is to compare the effects of such group discussions in real classrooms against the online setting made possible by websites like Gather.town, especially regarding academic performance. We assessed two separate groups of students using a highly controlled experimental method. One group engaged in traditional, face-to-face small group discussions, while the other participated in discussions within the virtual realm of Gather.town. Our research produced notable results, showing a significant difference in academic achievement between the two modes of interaction. Unexpectedly, the online environment displayed higher standards of academic success. These findings highlight the potential effectiveness of digital platforms in educational initiatives. While conventional, face-to-face dialogues still have significance, incorporating digital technologies could result in equal or better educational outcomes. In essence, this research offers insightful viewpoints to the continuing discussion concerning hybridized learning strategies in the modern educational environment. By highlighting the part played by digital platforms in influencing pedagogical practices, it highlights the potential for such approaches to benefit the future of education.

중학생의 부모 지원 군집에 따른 학업성취도 및 진로성숙도의 차이: 자녀와 부모의 군집 비교

This study investigated whether there were differences in the clusters of parental support perceived by middle school students and by their parents, and whether there were differences in the levels of academic achievement and career maturity based on these clusters. Data from the 4th year (2016, N = 6,677, 50.7% female) of the Korean Education Longitudinal Survey (KELS 2013) was used to identify clusters and examine the differences in academic achievement and career maturity among the clusters. Four clusters were identified from the student data: emotional-focused support (33%), low emotional support (22%), overall low support (30%), and overall high support (30%). For the parent data, four clusters were also identified: academic- and emotional-focused support (39%), leisure-focused support (19%), overall low support (24%), and overall high support (18%). These findings confirmed differences in the perceptions of parental support between children and their parents. In both the child and parent clusters, overall high support exhibited the highest levels of academic achievement and career maturity. Notably, among the child clusters, there was no significant difference in academic achievement between overall high support and emotional-focused support. This suggests that the emotional support provided by parents, such as encouragement and expectations, plays a positive role in academic achievement. Furthermore, it was observed that parental suppor tin any form (e.g., leisure activities) had a more positive effect than low levels of support.

PENGARUH TGT TERHADAP MOTIVASI BELAJAR SISWA KELAS IV MAPEL IPAS SD MUHAMMADIYAH AMBARBINANGUN YOGYAKARTA

Academic achievement is a crucial aspect in the field of education. This research aims to explore the improvement of academic achievement among fourth-grade students in the subjects of Natural Sciences and Social Sciences (IPAS) through the implementation of the Team Games Tournament (TGT) teaching model at SD Muhammadiyah Ambarbinangun Yogyakarta. The experimental approach is employed as the research method, with the research subjects consisting of 29 students in class IV A and 30 students in class IV B at SD Muhammadiyah Ambarbinangun Yogyakarta. Data analysis is conducted using descriptive statistical techniques. The research findings indicate that the application of the Team Games Tournament (TGT) teaching model has a positive impact on students' academic achievement in the IPAS subjects. There is a significant improvement in student participation, particularly through interaction and group work, creating a more engaging learning environment. These findings are supported by statistical analysis, revealing a significant difference in academic achievement before and after the implementation of the TGT model.

Investigating the Effect of Using an Interactive e-Book on Academic Achievement, Attitude and Motivation

This study aims to investigate the effect of using an interactive e-book in teaching the “Energy Conversions and Environmental Science” unit of the science course on the academic achievement, attitudes, and motivations of 8th-grade students. The study used a quasi-experimental design with a pretest-posttest control group. The participants of the research, which was carried out in the 2020-2021 academic year, consisted of 60 secondary school students studying in two secondary schools in the Muradiye district of Van. There were 32 students in the experimental and 28 in the control group. The unit, which lasted six weeks (24 lesson hours), was taught using an interactive e-book for the experimental group, while a science textbook was used for the control group. The “Energy Conversions and Environmental Science Achievement Test”, “Science Attitude Scale”, and “Motivation Scale toward Science Learning” were the three different data collection tools used in the study. The data were analyzed using an unpaired t-test, and it was found that while there was no difference in attitude or motivation between the experimental and control groups, there was a statistically significant difference in academic achievement. These findings are thought to be the result of the students’ anxiety because of the pandemic and the fact that the research was only conducted for one unit.

The impact of vocational college students' professional identity on academic achievement: Self-efficacy as a mediator

To understand the current situation of the academic achievement of Chinese vocational college students in China. A questionnaire survey was conducted among 1560 students; the University Student Professional Identity Scale, General Self-Efficacy Scale, and Academic Achievement Scale were used as research tools. The responses were recorded using 5-point Likert-type scales. Propose research hypotheses based on structural models. We tested reliability and validity, difference analyses, correlation analyses, regression analyses, and mesomeric effect analysis. There are significant differences in academic achievement among students of different grades, but there is no significant difference in academic achievement among student cadres. The professional identity of vocational college students is significantly and positively predicted academic achievement; self-efficacy partially mediates between professional identity and academic achievement. Professional identity of vocational college students significantly and positively predicted. Academic achievement: self-efficacy partially mediates between professional identity and academic achievement. (1) There is a certain imbalance in the subjects and majors of the study in terms of gender; (2) The exploration of this study is mainly quantitative research, lacking qualitative research; (3) Due to the limitations of research time and method, this study only investigated the real situation for a certain period and lacked the process of long-term follow-up research. University administrators and professional teachers should improve the professional identity of vocational college students to enhance their self-efficacy, promote their academic achievement development, and enhance the vocational, educational, and technical nature of vocational education.

The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity

This study examined the effect of using critical reading in scientific texts on students’ academic achievement, science performance level and creativity. The study was conducted with 5th grade students in Ereğli, Zonguldak during the 2017-2018 academic year. The study group consisted of a total of 34 students, 17 in the experimental group and 17 in the control group. Activities based on critical reading were carried out with the experimental group, whereas traditional activities from the 5th grade science curriculum were employed with the control group. The “Multiple Choice Academic Achievement Test”, the “Science Performance Level Test” and the “Torrance Test of Creative Thinking” were administered to both groups as a pre-test prior to the study and as a post-test once the study was completed. The data were analyzed with the dependent and independent samples t-Test using the SPSS package program. The study results revealed a significant difference in science performance level and creativity between the experimental and control groups favoring the experimental group. However, there was no significant difference in academic achievement between the experimental and control groups. Critical reading practices can be used in science lessons to improve students’ high-level skills, and critical reading activities can be developed alongside scientific texts for multiple grade levels.

Career Adaptability and Academic Achievement Among Chinese High School Students: A Person-centered Longitudinal Study.

Career adaptability, essential for high school students' career development, is closely associated with academic achievement. However, it is still unclear whether there exist multiple subgroups among Chinese high school students that exhibit distinct combinations of the career adaptability dimensions and whether these subgroups display significant differences in academic achievement. Using latent profile analysis, this study identified career adaptability profiles in Chinese high school students and examined their effects on academic achievement through a longitudinal design. Chinese high school students (Wave 1: N = 1783, 42.9% boys, Mage = 15.17, SD = 0.86; Wave 2: N = 1395, 42.9% boys, 82.4% science students, Mage = 16.19, SD = 0.88) completed a packet of measures on two occasions at eight-month intervals. Career adaptability was assessed at Wave 1, and academic achievement was assessed at Wave 2. Five distinct career adaptability profiles were identified: (1) Low control and confidence; (2) Below average; (3) Control dominant and low confidence; (4) Above average; (5) High. Profiles of career adaptability displayed significant differences in academic achievement. High, Above average, and Control dominant and low confidence students' achievements were significantly higher than Low control and confidence students. These findings indicate that students with an overall high level of career adaptability or more robust career control are more likely to achieve higher academic achievement. In addition, level (average scores of all dimensions across different profiles) and shape (distinct forms displayed by the specific combination of dimensions) effects exist in the influence of career adaptability profiles on academic achievement. This highlights the dynamic and diverse nature of adolescent career development within the Chinese high school context.

The Effect of Gamification on Math Achievement, Motivation, and Learning Strategies in Flipped Classrooms

The aim of this research is to examine the effect of the gamification elements usage in the flipped classroom model on students’ academic success, motivation, and learning strategies in the 9th grade mathematics course clusters subject. The method of the study is a quasi-experimental research design with a pretest/post-test control group. The sample of the study comprises 38 vocational high school students who attend 9th grade. The experimental process was conducted for five weeks in the mathematics lesson on “Clusters.” Motivated Strategies for Learning Questionnaire (MSLQ) and achievement tests were used as data collection tools. According to the results of the research, while gamification did not make a significant difference in academic achievement and motivation, it caused a significant difference in the elaboration and peer learning dimensions of the learning strategies scale. Although this is not reflected in academic success in the research, it is considered to contribute positively to student performance. In addition, taking the group as the basis instead of the individual in the design of gamification is thought to prevent negativities, such as anxiety and jealousy, that may develop because of gamification, as well as contribute positively to student performance.

Academic Achievement of Undergraduate Nursing Students in The Faculty of Nursing Before And During Corona Pandemic

Background: Universities were abruptly obliged to move to e-learning as a result of the Corona pandemic, and the University of Tripoli's College of Nursing was one among such institutions. From there, the research came to show the reality of using e-learning in the College of Nursing at the University of Tripoli, Libya. Under these circumstances. Purpose: The purpose of this study is to compare the academic achievement of second semester nursing students in the faculty of nursing before and during the Corona pandemic. Method: Using the quantitative comparative research design with all population sampling, a total of 148 nursing students were utilized as the sample. 88 of which were allotted before Corona pandemic while samples of 60 during the Corona pandemic. Data were collected from the college study and exams office, which were the final grade of the selected course in the second semester of the academic year 2019-2020 and the first semester of the academic year 2020-2021. The collected data were statistically analyzed using SPSS version 24, with t-test used to compare the effect of e-learning on student achievement in Fundamentals of Nursing 2 course (NU113) during the Corona pandemic to that of face-to-face learning prior to the Corona pandemic. Results: The results revealed that the average academic achievement scores for students before the Corona pandemic with face-to-face education was 56.76 and that the average academic achievement scores for students during the Corona pandemic with e-learning was 56.23. Significance levels were set at α≤ 0.05 was considered as statistically significant for all analyses of comparison between student scores before and during the Corona pandemic. The results showed that there is no statistically significant difference in academic achievement between students who studied e-learning and face-to-face education, with (p=0.868 &gt; α). Ho is accepted, which means that the transition to e-learning rather than face-to-face education had no negative impact on academic achievement, it was found that nursing students academic achievement is not negatively affected by the Corona pandemic. Conclusion: In this way, e-learning can be harnessed and developed to advance the nursing education agenda. Further study is recommended to assess the impact of e-learning on students’ academic achievement on other courses.

대학 웹기반 토론학습에서 집단구성방식과

The purpose of this study is to investigate the effects of the instructor's discussion facilitation strategies and group composition on academic achievement and satisfaction in a web-based argumentation learning environment, which requires the learner to actively participate in argumentation. The experimental study was conducted with 89 university students. Instruments were developed and used to assess the effects of group composition based on ability level, using pretests and post-tests for academic achievement, as well as a satisfaction test. The gathered data were analyzed using a two-way ANOVA. There was no significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding academic achievement in web-based argumentation. However, there was a significant difference in academic achievement between groups provided with a task-oriented discussion facilitation strategy and groups provided with a motivational discussion facilitation strategy in web-based argumentation. Furthermore, there was no statistically significant interaction effect between the instructor's discussion facilitation strategies and group composition regarding satisfaction in web-based argumentation. Additionally, there was no significant difference in satisfaction between groups provided with a task-oriented discussion facilitation strategy and the group provided with a motivational discussion facilitation strategy in web-based argumentation. However, there was a significant difference in satisfaction between the high-low group composition and the middle-middle group composition in web-based argumentation.

창의⋅인성 활동이 학업성취도 및 수학적 학습태도에 미치는 영향

Objectives The research purpose of this study is, first, to devise and apply creative and personality activities containing creative and personality elements. Second, it improves learners' academic achievement through creative and personality activities. Third, creativity and personality activities are used to positively change learners' mathematical learning attitudes.&#x0D; Methods The study was conducted on 60 students in two classes in the second grade of 00 High School located in 00 Metropolitan City where the researcher works. Two classes were selected based on the results of the midterm exam in the first semester of the second grade, and the first class was divided into a research class and the other class was divided into a comparative class, and 13 classes were conducted for about two months from May 2 to July 5, 2021. The research class (30 students) was taught as creative and personality activities, and the comparative class (30 students) was taught based on traditional textbooks. The learning activities of the research class and the comparative class were different. The contents of the map were taught at the same level. In the research class, the ratio of classes with creative and personality activities and classes with traditional textbook-oriented classes was 4:6. This researcher was in charge of the second grade, so the study was conducted on the second grade. The actual instruction of the class was guided by the researcher in the research class and the comparison class.&#x0D; Results As a result of the study, first, in this study, the learning contents for each unit were first set and creative and personality activities were conducted. By applying this to the class, it was possible to improve academic achievement and mathematical learning attitude. Second, creativity and personality activities were more effective in academic achievement and mathematical learning attitudes compared to traditional textbook-centered classes for students in the upper, middle, and lower ranks. Third, in creative and personality activities, low-ranking students, who are usually ignored in math classes, also became interested in the class, showing an improvement in the level of academic achievement.&#x0D; Conclusions In conclusion, the research class taught as creative and personality activities had significant differences in academic achievement and mathematical attitudes compared to the comparative class.

Effects of Audio-Visual Media on Academic Achievement of Senior Secondary Schools Islamic Studies Students in Kwara State, Nigeria

The Nigeria government provide audio visual media for their teachers for the effective teaching and learning process of the all subjects. Academic achievement is the performance of students in the subjects they study in the school. This determines the pupils’ status in the class. This gives children an opportunity to develop their talents, improve their grades and prepare for future academic challenges. The above fact calls for investigation on the effects of audio-visual media on academic achievement of senior secondary schools’ Islamic Studies students in Kwara State, Nigeria. This study adopted a quasi-experimental research design. the specific research design used was pretest and posttest, non-equivalent control group design. The population for this study was one hundred and fifty-seven (157) Islamic studies students in Ilorin South, Kwara State, Nigeria. Simple randomly sampling technique was using to select 50 SS II Islamic Studies students in senior secondary school in Ilorin South, Kwara State, Nigeria. This study also used 25 students for experimental group and 25 students for control group. Questionnaire was used for data analysis. Hypotheses were tested using t-test statistical package at an alpha level of 0.05. The finding of the study revealed that there was a significant difference in the academic achievement of private and public senior secondary school students taught Islamic studies using audio-visual media and those taught using chart. The result also revealed that there was no significant difference in academic achievement of male and female students taught Islamic studies using audio-visual media and those taught using chart. Also, there was no significant difference in academic achievement of rural and urban senior secondary school students taught Islamic studies using audio-visual media and those taught using chart This study concluded that audio-visual media has a significant effect on academic achievement of senior secondary school Islamic Studies students. The study recommended that infrastructure of the schools should be designed in such a way that of audio-visual aids could be used successfully.

The Relationship between the Level of Physical Activity and the Academic Achievement in High School Students

The aim of our research is to investigate the relationship between physical activity level and academic achievement in high school students. 12 of 13 Anatolian High Schools in Balikesir Central Districts were included in our research. A total of 334 (Female n = 190, Male n = 144) students selected from the 9th, 10th, 11th and 12th grades from these schools by random sampling method participated in the study. While the International Physical Activity Evaluation Questionnaire was used to determine the physical activity levels of the students, the academic achievement scores of the students were obtained from the e-school system of the Ministry of National Education. Descriptive statistics of the data obtained from the research were used to determine correlations between variables, Manova and Anova to determine whether there was a difference between variables, Post-Hoc Tests and Independent Sample “t” tests were used to determine the source of the differences between the variables. The significance level (p &lt; 0.05) was taken. There was a negative correlation (p &lt; 0.05) between students’ academic achievement levels and physical activity levels. While there were significant differences in academic achievement according to gender and grade level, significant differences were found in physical activity only in terms of gender (p &lt; 0.05). As a result, it was determined that academic achievement was negatively affected by physical activity, female students and 12th grade students had better academic success, while male students were more active. Considering the health benefits of physical activity as well as the importance of academic success for students to settle in a university, these two concepts should be considered together, and new plans should be developed.

Is There Any Relationship between Physical Activity Levels and Academic Achievement? A Cross-Cultural Study among Spanish and Chilean Adolescents.

The current scientific literature has shown significant disparity in results when physical activity is linked to academic achievement among adolescents. Thus, the main objectives of this study were (1) to analyze the relationship among students' academic achievement, intention to be physically active, and physical activity levels depending on the country (Spain or Chile), as well as to analyze these relationships based on students' socio-economic status, type of school, school year, gender, and body mass index; and (2) to analyze the differences between all these variables depending on the students' country and gender. In total, 3052 adolescents participated in the research (14.58 ± 1.39 years): 734 Chilean students (336 males and 398 females) and 2318 Spanish students (1180 males and 1138 females). Various questionnaires were used to measure the study variables. The results revealed significant relationships between academic achievement and the rest of the variables in Spanish adolescents, but in the Chilean population, academic achievement was significantly related only to socio-economic status and the type of school. Moreover, Spanish students obtained higher scores, especially the males, except for academic achievement, which was higher in females. There were also significant differences in academic achievement, intention to be physically active, physical activity levels, and socio-economic status depending on the country, with all scores being higher in Spain. Given the results, the country seems to be an important factor when comparing academic achievement and physical activity levels, besides other demographic variables.