Academic Performance Of Students Research Articles

How the support that students receive during online learning influences their academic performance

AbstractIn recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.

Transforming Education: The Evolving Role of Artificial Intelligence in The Students Academic Performance

As technology continues to advance, its integration into various aspects of education has become inevitable. This article delves into the transformative impact of Artificial Intelligence (AI) on students' academic performance. AI's role in education has shifted from a mere supplementary tool to a fundamental component reshaping teaching and learning paradigms. This paper explores how AI-powered educational technologies, such as adaptive learning platforms, intelligent tutoring systems, and automated assessment tools, are revolutionizing traditional educational practices. It examines the benefits AI brings to students, educators, and educational institutions, including personalized learning experiences, enhanced student engagement, and efficient assessment mechanisms. Furthermore, the article discusses the potential challenges and ethical considerations associated with AI integration in education, such as data privacy concerns, algorithmic biases, and the digital divide. By analyzing recent research findings and real-world implementations, this paper provides insights into the evolving landscape of education empowered by AI and underscores the importance of responsible AI adoption to optimize students' academic outcomes in the digital era.

Understanding the Impact of Mental Health on Academic Performance in Students Using Random Forest and Stochastic Fractal Search with Guided Whale Optimization Algorithm

Understanding the Impact of Mental Health on Academic Performance in Students Using Random Forest and Stochastic Fractal Search with Guided Whale Optimization Algorithm

The Effect of Attention Training on Academic Performance in Students with Dysgraphia

This study explores the impact of attention training on the academic performance of students diagnosed with dysgraphia. Dysgraphia, a specific learning disability, affects writing abilities, which can hinder academic success. By integrating attention training programs, this research aims to determine if such interventions can improve the academic outcomes for these students. The study employs a quasi-experimental design with a control group and an experimental group receiving the attention training intervention. Pre- and post-intervention assessments of academic performance and attention levels are analyzed to evaluate the effectiveness of the training.

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.

IJCM_343A: Mindful Beginnings: Evaluating the Effects of Mindfulness-Based Stress Reduction on Mental Health and Academic Performance in First-Year Medical Students- A Randomized Controlled Trial

Background: The demanding nature of medical education poses unique challenges to the mental health and academic performance of first-year medical students. The transition into the rigorous medical curriculum, coupled with the high-stakes environment of healthcare, often leads to increased stress levels and potential negative impacts on well-being. Mindfulness-Based Stress Reduction (MBSR) has emerged as a promising intervention to address these challenges. Objective: To evaluate the effect of Mindfulness-Based Stress Reduction on the Mental health and Academic performance of first-year medical students in a teaching medical institute by randomized controlled trial (RCT) Methodology: An RCT was conducted from May 2023 to July 2023, involving first-year medical students in a self-financing medical college. A total of 227 students participated, randomly assigned to either the intervention group, which underwent an eight-week MBSR program incorporating mindfulness meditation and stress reduction techniques, or the control group, receiving conventional medical education without mindfulness training. Data collection for both pre-and post-tests utilized a comprehensive questionnaire-based interview, incorporating validated instruments such as the Perceived Stress Scale (PSS), the Pittsburgh Sleep Quality Index (PSQI), and The Epworth Sleepiness Scale (ESS). The collected data will be analyzed using SPSS version 26. Descriptive and Inferential statistics will be applied to compare outcomes between the intervention and control groups, with statistical significance set at p < 0.05. Results: A total of 227 students participated, with 110 in the control arm and 117 in the intervention arm. Further data analysis is currently in progress and will be presented during the upcoming presentation. Conclusion: Stress is prevalent in medical students and has adverse effects on students mental health. Mindfulness practice has wide-ranging positive effects and would be beneficial as a stress reduction and preventative mental health intervention.

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.

IJCM_336A: Academic burnout and coping: A questionnaire based cross-sectional study among undergraduate students of a medical college in western Uttar Pradesh

Background: Academic burnout is a significant concern in undergraduate medical students due to the demanding nature of their coursework, clinical responsibilities, and the pressure to excel in their studies. Medical students, in particular, are believed to be more stressed and burnt out than their non-medical peers. Academic burnout can affect medical students academic performance and psychological well-being. Coping strategies are essential for students to manage stress and attempts are being made to control and mitigate the same. Objective: 1) To assess the prevalence of academic burnout among undergraduate medical students; 2) To find out coping mechanisms adopted by the students. Methodology: This is a cross-sectional anonymous survey, medical students were recruited from four professional MBBS groups. Based on prevailing prevalence of burnout (16.84%), sample size calculation was done, which came out to be 216; which was rounded off to 220. The 220 completed questionnaires were collected and included in analysis. The Maslach Burnout Inventory-Student Survey (MBI-SS) and Brief COPE questionnaire were used. Sociodemographic profile was assessed by semi-structured proforma. Results: High emotional exhaustion was present in nearly 35% of the students while low professional efficacy over 65% of them reported. However, majority of them practiced active coping. The data is still being analysed for final findings. Conclusion: As concluded, majority of the students reported high academic burnout and low professional efficacy. For coping, most of them adapted active coping while substance use was less commonly used.

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.

Juvenile Delinquency and Its Effects on Students Mental Health and Academic Performance in Nigeria

Juvenile delinquency is a significant problem in all societies around the world, including Nigeria, where it has implications for student mental health and academic performance. This study investigates the relationship between juvenile delinquency and its impact on the mental health and academic performance of students in Nigeria. The study was designed to identify the prevalent forms of juvenile delinquency, the underlying factors contributing to these behaviours, and the effects on student's mental health and educational outcomes. A cross-sectional research design was adopted and a sample of 250 students from ten public secondary schools in Mushin Local Government Area of Lagos State was chosen for the study. The findings reveal a significant relationship between juvenile delinquency and student mental health, with higher rates of stress, anxiety, and depression among affected students. Additionally, the findings revealed a significant impact of juvenile delinquency on academic performance, as it negatively influenced students' ability to learn, concentrate, and achieve educational goals. The prevalence of juvenile delinquency was also found to vary across different socio-economic backgrounds. The study concluded with recommendations for the implementation of comprehensive intervention strategies, including counselling services, community-based programs, and policy changes, to address the needs of students affected by juvenile delinquency in Nigeria.

Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program

Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.

Effects of University Teachers' Professional Ethics on their Students' Achievements

This study investigates the impact of university teachers' professional ethics on the academic achievements of their students. Employing a descriptive research design and utilizing survey methods, the study focuses on graduation-level education at the University of Okara, Punjab. The population of the study encompasses students enrolled at the University of Okara, necessitating the use of convenient sampling techniques due to its size. Eight departments, including Botany, Chemistry, Education, English, Information Technology, Management Sciences, Mathematics, and Zoology, were selected for data collection. A self-developed Professional Ethics Rating Scale (PERS) was employed to measure the ethical conduct of teachers. The scale's validity was confirmed through expert opinion, and its reliability coefficient was determined to be 0.79. The study revealed a significant relationship between teacher ethics and student achievement. The findings underscore the importance of ethical conduct among university teachers and its profound influence on student academic performance.

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

The 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.

Impact of the digital education environment on student academic performance in higher education institutions

Impact of the digital education environment on student academic performance in higher education institutions

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

Inventory of School Supports-Parent Report (ISS-PR): Development and Validation with Military-Connected Families

Tools that assess school supports for highly mobile, military-connected students are lacking. This study describes the development and preliminary validation of the Inventory of School Supports-Parent Report (ISS-PR). Participants were 433 parents (74% female; 62.5% White, 12% Black, 6.5% Asian, 5.5% Pacific Islander, 4% Native American, and 9.5% bi/multiracial; 19% Latinx) of students (grades 3–5) from families with an active-duty military parent. Parents completed the ISS-PR and rated: (a) how welcoming schools were toward military-connected families; (b) parent-teacher relationship quality; and (c) satisfaction with their child’s school. We created three proportional index composite scores: a 26-item school supports score, a 13-item parent-focused supports score, and a 13-item child-focused supports score. Results supported the ISS-PR’s psychometric properties: summary scores were positively linked to parent-teacher relationship quality, school welcoming, and parent satisfaction with the school. We also found evidence for test-retest reliability for parents completing the inventory with students who had either moved schools or remained in their previous schools. Future studies could use the ISS-PR to assess whether parents’ perceptions of the availability and importance of school supports for military-connected families are related to other constructs such as overall school climate, student academic performance, and socioemotional functioning. Schools could use the inventory to determine which supports could potentially have the greatest impact for military-connected families and to what extent parents are aware of the supports schools offer.