Academic Performance Of Students Research Articles

Extreme temperatures and school performance of the poor: Evidence from Mexico

As the risks associated with climate change intensify, understanding its impacts on human capital development is crucial. In this paper, we analyze the causal effects of temperature on the academic performance of students in Mexico, a middle-income country facing significant climate risks and socioeconomic challenges. Using panel data on over 5.5 million students, our results show that a 1 °C increase in annual average temperature leads to a 0.07 and 0.08 standard deviation decrease in Spanish and math test scores, respectively. Moreover, a one standard deviation (0.93 °C) increase in the long-term municipal temperature average is associated with 0.04 and 0.03 standard deviation declines in those scores. The effects are context-dependent - students in historically colder municipalities actually benefit from hotter temperatures, likely due to improved learning conditions in under-insulated schools and homes. However, the detrimental impacts appear consistent across urban, rural, and socioeconomically disadvantaged areas, underscoring the vulnerability of marginalized populations to the academic consequences of climate change. Overall, our findings highlight the urgency of addressing the educational dimensions of the global climate crisis through targeted interventions and adaptive policies, particularly in low-and middle-income countries.

A Study on Understanding the Mediation of Web 3.0 Technologies in The Teaching-Learning Process and its effect on the Student's Achievement

An abstract summarizes, in one paragraph (usually), the major aspects of the entire paper in the following This paper provides a thorough examination of the function of Web 3.0 technologies in facilitating the teaching-learning process and its influence on student academic performance. Web 3.0, distinguished by its focus on machine learning and artificial intelligence, has revolutionized the conventional education environment, providing novel opportunities for interactive and customized learning encounters. This research conducts a comprehensive analysis of current literature to explore the several methods by which Web 3.0 technologies, including semantic web, social networking, and virtual reality, are being incorporated into educational environments. Moreover, the paper investigates the impact of these technologies on student involvement, motivation, and academic achievement. The findings indicate that using Web 3.0 technologies in education has the capacity to improve student learning outcomes through the provision of individualized and interactive learning experiences. Nevertheless, it is imperative to tackle obstacles such as the digital divide and privacy issues in order to guarantee fair and equal access and utilization. This study provides recommendations for future research and practical consequences for educators and policymakers who want to utilize Web 3.0 technologies to improve teaching and learning processes

Enhancing academic performance prediction with temporal graph networks for massive open online courses

Educational big data significantly impacts education, and Massive Open Online Courses (MOOCs), a crucial learning approach, have evolved to be more intelligent with these technologies. Deep neural networks have significantly advanced the crucial task within MOOCs, predicting student academic performance. However, most deep learning-based methods usually ignore the temporal information and interaction behaviors during the learning activities, which can effectively enhance the model’s predictive accuracy. To tackle this, we formulate the learning processes of e-learning students as dynamic temporal graphs to encode the temporal information and interaction behaviors during their studying. We propose a novel academic performance prediction model (APP-TGN) based on temporal graph neural networks. Specifically, in APP-TGN, a dynamic graph is constructed from online learning activity logs. A temporal graph network with low-high filters learns potential academic performance variations encoded in dynamic graphs. Furthermore, a global sampling module is developed to mitigate the problem of false correlations in deep learning-based models. Finally, multi-head attention is utilized for predicting academic outcomes. Extensive experiments are conducted on a well-known public dataset. The experimental results indicate that APP-TGN significantly surpasses existing methods and demonstrates excellent potential in automated feedback and personalized learning.

A Research Paper on Social Media Effects

The topic of social media is interesting to talk about and is also related to learning about the human brain and how humans Interact on social media. However, social media is most important for learning purposes. This is Where everyone can share their daily tasks, activities, routines, etc on social media, also another use is that we can gain knowledge through these platforms for fulfilling our general knowledge. Social media is like a weapon that can be used for our profit or also misused it can be useful constructively or destructively depending on people’s psychology, nature, perspective, and ideology, Social media platforms have transcended their initial purpose of connecting individuals and have emerged as powerful tools for educational purposes. This research paper explores the educational potential of social media platforms, examining their effectiveness in enhancing learning experiences, facilitating collaboration among students and educators, and expanding access to educational resources. review of relevant literature and case studies, this paper highlights the benefits, challenges, and best practices associated with integrating social media into educational settings. By understanding the opportunities and limitations of social media in education, educators and policymakers can harness its potential to create more engaging and inclusive learning environments. Despite extensive research results, this paper can be useful in proposing an effective plan to enhance the academic performance of students by improving the use of social media sites, The use of social media has made rapid growth in the past decades. This growth makes it very popular for communication amongst university students, especially Tabuk University students. These social websites can be a good way to exchange information between students and even with their teachers. However, excessive social media can affect the student's academic performance and make this use in question. Results of this paper can be useful in proposing an effective plan to enhance students' academic performance by improving the use of social media sites. These social websites can be a good manner to exchange information between students and their teachers. However, excessive social media can affect the student's academic performance and make this use in question.

Study Habits and Academic Performance of Undergraduate Nursing Students: A Descriptive Study

Students' academic achievement is greatly influenced by their study habits. Academic Success and Study Habits are tied to and dependent upon one another. There are pupils with various degrees of academic achievement who come from various environments, communities, etc. The academic performance of students has been one of the main indicators used to evaluate the quality of education in schools, colleges, universities, and Institutions. It is a complex process that is influenced by several factors, such as study habits. The study aims to study the study habits and Academic performance of undergraduate Nursing students. Materials and Methods: A self-structured questionnaire schedule tool has been prepared to assess the effect of study habits and Academic performance. The tool was given to 100 students of all the 3rd year and 4th year B.Sc. Nursing students in a Google form. Result: In terms of analysis of study habits and academic performance and the Association between Study habits and academic performance, undergraduate Nursing students had above-average study habits, with a median and SD of 66 ± 9.82 and 8 ± 1.69 respectively. The test was done using a chi-square test. There is a statistically significant association between Study habits and academic performance. The p-value=0.000 Conclusion: The study habits of nursing students have a significant impact on their academic performance. The findings underscore the need for educational institutions to provide resources and guidance on developing strong study habits.

Technology-based learning effect on the learning outcomes of Indonesian students: a meta-analysis

The utilization of information technology in education offers learners access to a variety of learning resources that are not restricted. It is expected that this use will enhance the success of the learning process and the attainment of educational goals. The purpose of this study is to examine the impact of information technology-based learning on the academic performance of students in Indonesia. This research adopts a meta-analysis design and utilizes a selection process based on established criteria to gather studies from the Google Scholar and Scopus databases. The study adheres to the PRISMA protocol. There were 51 studies included, comprising 44 academic journals and seven proceedings. The analysis technique applied is a meta-analysis using the random effect size model. The results of this study indicate that the utilization of information technology in education has a significant impact on the learning achievement of Indonesian students. The analysis of 51 studies, including 44 scientific journals and seven proceedings, showed that the effect sizes of the studies varied from -0.80 to 5.85, indicating heterogeneity in the studies analyzed. The effect size model used in this meta-analysis was a random effect size model, with the summary effect value showing a large effect size with a value of 1.285, a p-value<0.001, and a confidence interval ranging from 1.012 to 1.559. Subgroup analysis also revealed a significant difference in the average effect size across different levels of education, including elementary, secondary, and tertiary education. The results of the study showed no evidence of publication bias.

Assessing the effectiveness of remedial strategies on senior one student's academic performance in mathematics and sciences

The study's primary objective was to evaluate the effectiveness of remedial strategies in enhancing the academic performance of senior one-level students in mathematics and sciences. Employing a qualitative approach, the research utilized a six-month observation period to assess the impact of remedial strategies implemented by twelve experienced mathematics and sciences teachers across three selected schools. The study focused on ensuring the validity and reliability of the evaluation methods, obtaining informed consent, and maintaining participant confidentiality. The observed remedial strategies included individualized instruction, small group tutoring, technology integration, hands-on learning activities, formative assessment and feedback, peer collaboration, parental involvement, and extended learning opportunities. The findings revealed that these strategies were pivotal in addressing students' various needs and raising a supportive learning environment conducive to academic success. Notably, there was a strong correlation between the successful implementation of remedial strategies and improved academic performance among senior one-level students in mathematics and sciences. The study recommended developing and implementing personalized learning plans for these students, emphasizing the importance of continuous professional development for teachers to optimize the utilization of identified remedial strategies.

Bibliometric insights into data mining in education research: A decade in review

This bibliometric study on data mining in education synonymous with big educational data utilizes VOSviewer and Harzing’s Publish and Perish to analyze the metadata of 1,439 journal articles found in Scopus from 2010 to 2022. As bibliometric analyses in this field are lacking, this study aims to provide a comprehensive outlook on the current developments and impact of research in this field. This study employs descriptive and trends analysis, co-authorship analysis, co-citation analysis, co-occurrences of keywords, terms map analysis, and analysis of the impact and performance of publications. It also partially replicates a similar study conducted by Wang et al. (2022), who used the Web of Science (WoS) database. The study is reported in an article entitled ‘Big data and data mining in education: A bibliometrics study from 2010 to 2022’. Results show that data mining in education is a growing research field. There is also a significant difference between the publications in Scopus and WoS. The study found several research areas and topics, such as student academic performance prediction, e-learning, machine learning, and innovative data mining techniques, to be the core basis for collaborating and continuing current research in this field. These results highlight the importance of continuing research on data mining in education, guiding future research in tackling educational challenges.

How and When Resilience can Boost Student Academic Performance: A Weekly Diary Study on the Roles of Self-Regulation Behaviors, Grit, and Social Support

Resilience has been found to have positive impacts on college students’ well-being and mental health. However, we still lack knowledge on how and under what conditions resilience can help to facilitate college students’ academic performance. Based on the conservation of resources theory, this study investigated how resilience could be positively linked to college students’ academic performance through increasing self-regulation behaviors, and to what extent this indirect effect could be strengthened by individual grit and social support. Using 74 Chinese college students with a four-week longitudinal survey (296 observations in total), we confirmed our hypotheses. The results of multilevel moderated mediation showed that weekly self-regulation behaviors mediated the positive relationship between weekly resilience and college students’ weekly academic performance and that this positive indirect effect became stronger for those who had a higher level of grit and perceived a higher level of social support. Further, we found that weekly resilience was also positively related to the next week’s self-regulation behaviors, which in turn, increased next week’s academic performance. Social support can strengthen such a carry-over impact of resilience on next week’s self-regulation behaviors (but not for grit). To conclude, our study uncovered the short-term fluctuations of resilience and its impacts on students’ study outcomes. We highlight the important roles of personal resources (grit) and social resources (social support) that can leverage the positive effects of resilience on students’ weekly basis.

Ghosts and Ghosting in Digital Communications

Ghosting, professionally and personally, occurs when there is an abrupt end to communication between 2 individuals without any explanation or when an individual does not follow through on commitments to others associated with their communication. The increase in the available communication channels and speed at which messages can now be transmitted between individuals is resulting in a greater incidence of ghosting or perceived ghosting in our colleges/schools of pharmacy. The impact of ghosting is the disruption of effective communication and communication strategies that are essential to the development of positive and thriving cultures and subcultures in our institutions. The causes of ghosting (real or perceived) in our pharmacy academy could be attributed to increased workload and speed of communication, increased workload and productivity expectations, and increased workload and information volume. The consequences of ghosting in our colleges/schools can result in decreased psychological safety in our cultures, adversely impacting individual well-being, resiliency, grit, and satisfaction and adversely impacting student academic performance and success. There are simple steps that individuals and institutions can implement to minimize ghosting or the perception of ghosting that may occur with online communication channels used by our faculty, staff, students, and outside individuals.

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

AbstractThe current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

Why Principal Positive Leadership Is Important: It’s Mediating Effect on the Relation between the School Context and Student Academic Achievement

“Deficit remediation” as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the “strengths development” paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school’s autonomy in operation.

The Perceptions of Tourism Students Towards Blended Learning: A Case From a Comprehensive University in South Africa

This paper explores tourism students’ perceptions of blended learning (BL) and examines the correlations between BL statements, student academic performance (AP), and the level of satisfaction with blended courses (BCs). A questionnaire survey was used to collect data from 166 randomly selected tourism students in a comprehensive University in South Africa. For data analysis, IBM SPSS Statistics 29.0 (IBM Corporation, 2022) software was used. The results indicate that most tourism students had positive perceptions of BL based on their degrees of AP and satisfaction with the BC. Most tourism students claim that they are not comfortable completing assignments and taking assessments online. The results further reveal that students they are frequently disappointed with the assessment approach of online discussions. The study recommends that the university studied conduct a variety of reform programmes geared at strengthening tourism lecturers’ BL abilities (such as upgrading online assessment methodologies and lecture design). To encourage learning involvement, tourism lecturers could improve students’ perceptions of the BL platform in their instructional design. This will gradually improve tourism students’ low perceptions of BL, as identified in this study.

Assessment of Scholarly Attainment in Student Academic Performance

This study delves into the intricate relationship between scholarly attainment and student academic performance within modern educational environments. Drawing upon a robust analysis of existing literature and empirical data, the research seeks to establish a nuanced and comprehensive understanding of the multifaceted factors that contribute to students' scholarly achievements. The study adopts a mixed-method approach, strategically blending quantitative analyses with qualitative inquiries to explore various dimensions of scholarly attainment, including but not limited to critical thinking abilities, research skills, and proficiency in academic writing. By employing this comprehensive methodology, the research aims to unravel the intricacies of how different educational practices and interventions impact students' scholarly development. Through meticulous examination and interpretation of data, the study endeavours to uncover patterns, trends, and correlations that shed light on the dynamics between scholarly attainment and academic performance. The overarching goal of this research is to offer valuable insights and actionable recommendations for educators, policymakers, and stakeholders in the field of education. These insights can inform the design and implementation of innovative teaching methodologies, curriculum enhancements, and support systems that foster holistic academic growth among students. Ultimately, the study aims to contribute to the cultivation of a culture of scholarly excellence within educational institutions, promoting continuous improvement and advancement in educational outcomes. Key Words: Scholarly Attainment, Academic Performance, Educational Settings

Exploring the Simultaneous Impact of Parental Support, School Environment, Teacher Morale, and Student Learning Motivation on Student Academic Performance

This study aimed to describe the simultaneous impact of parental support, school environment, teacher morale, and student learning motivation on student academic performance within the context of elementary schools of Buleleng Sub-district, Bali, Indonesia. Employing a quantitative survey research design, data related to parental support, school environment, teacher morale, and student learning motivation were gathered from 199 elementary school students through meticulously designed survey questionnaires. The focus encompassed understanding the simultaneous impact of these four independent variables on student academic performance, evaluated through the analysis of academic transcripts obtained from the surveyed students. The findings reveal a compelling simultaneous positive impact of all the independent variables on student academic performance. Parental support emerged as a pivotal factor, illustrating its significance in fostering a conducive learning environment. The study further highlights the influential role of the school environment in shaping student academic outcomes, emphasizing the importance of a nurturing educational setting. Additionally, the morale of teachers surfaced as a contributing element, demonstrating its correlation with enhanced student performance. Moreover, student learning motivation emerged as a critical determinant, showcasing its direct link to academic achievement. The implications of these findings underscore the need for a holistic approach to education, emphasizing collaboration among parents, teachers, and educational institutions to optimize student learning environments and support mechanisms. The outcomes of this study contribute to the existing body of knowledge, offering a comprehensive understanding of the multifaceted dynamics that impact student academic success. 

Exposure to Environmental Pollution in Schools of Puchuncaví, Chile: Characterization of Heavy Metals, Health Risk Assessment, and Effects on Children’s Academic Performance

In Chile, Puchuncaví and Quintero face substantial environmental pollution challenges. Industrial and vehicular emissions expose schoolchildren to elevated levels of pollutants, decreasing sustainability and posing risks to both their health and educational advancement. The aim of this study is to determine the distribution of heavy metals (Li, Be, V, Cr, Mn, Co, Ni, Zn, As, Se, Sr, Mo, Cd, Sb, Tl, Pb, and Cu) in the dust in and around the schools in these cities. We also evaluate the associated carcinogenic and non-carcinogenic risks, as well as whether their concentrations affect the academic performance (AP) of the students. The chemical composition of the collected dust samples is analyzed using positive matrix factorization, and two interpretable factors related to two sources of contamination (industrial and traffic + crustal) are determined. The health risk is assessed using a model including inhalation, dermal contact, and ingestion, and the influence of metal concentration on the AP of students is determined using an econometric model. The metal concentration is found to be related to the distance to the pollution source, and differences are observed between indoor and outdoor samples. The carcinogenic risk is low, while the non-carcinogenic risk is high in Greda School. The levels of heavy metals inside and outside the schools are found to influence AP. In these cities, children are exposed to high levels of environmental pollution, which may pose a risk to their health and impact their AP.

Classes of the Kazakh National Sports Togyzkumalak Game - a Factor in the Study of Educational and Cognitive Purposes of Students

Issues related to the study of educational and cognitive motives among primary school students at secondary schools during the classes of the Kazakh national sports Togyzkumalak game are considered. The result of the work is an increase in cognitive activity and academic performance of students.

Associations between Mental Health, Academic Performance, and Sleep Quality in Physical Therapy Students: A Cross-Sectional Study

Background: Sleep quality significantly impacts both mental and physical health and is a critical factor in academic performance among young adults. Emerging evidence suggests a complex interaction between sleep patterns, mental health status, and educational outcomes in this demographic. Objective: This study aimed to investigate the correlations between sleep disturbance, academic performance, and mental health within a population of young adults. Methods: A cross-sectional observational study was conducted with 236 participants from the Doctor of Physical Therapy program at Shifa Tameer-e-Millat University, Islamabad, during the Spring semester of 2019. Data were collected via the Pittsburgh Sleep Quality Index (PSQI), the Morningness-Eveningness Questionnaire (MEQ), and the Depression Anxiety Stress Scale (DASS), with academic performance measured by GPA. Statistical analysis was performed using Pearson's correlation coefficient in SPSS version 25. Results: A significant negative correlation was found between depression and GPA (r = -0.139; p = 0.033*), while stress and academic performance showed a positive but non-significant correlation. Sleep quality correlated positively with both depression (r = 0.183; p = 0.005**) and anxiety (r = 0.147; p = 0.024*). However, no significant correlation was found between sleep patterns and any of the mental health variables. Conclusion: The findings demonstrate a clear negative impact of depression on academic achievement in young adults and suggest that poor sleep quality may be associated with higher levels of depression and anxiety. These results emphasize the importance of addressing sleep and mental health issues to improve academic outcomes.

Student academic performance prediction enhancement using t-SIDSBO and Triple Voter Network

Student academic performance prediction enhancement using t-SIDSBO and Triple Voter Network

Growth mindset, Grit, and Academic Self-efficacy as determinants of Academic Performance in Peruvian university students

Currently, the study of non-cognitive variables and their effect on the academic performance of students has gained relevance. In view of that, the purpose of the present study was to analyze through structural equation modeling to what extent growth mindset, self-efficacy, and grit have direct effects on student performance. For this, an explanatory design of latent variables was followed, in which 305 university students participated, including men (41.8%) and women (58.2%), who reported an average age of 22.8 (SD = 3.5), all included due to convenience. To measure the independent variables, the ITIS (growth mindset), Grit-S (tenacity) and EPAESA (academic self-efficacy) were applied, while for the measurement of the dependent variable, the grades of the students of the two last semesters were used. Among the main findings, it is reported that growth mindset, grit, and self-efficacy have direct and significant effects on the academic performance of students. In conclusion, this set of non‑cognitive variables successfully explains the academic performance of the study participants.