Student Academic Results Research Articles

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.

Prediksi Dampak Pembelajaran Hybrid Learning Menggunakan Naive Bayes

This research use to predict the impact of hybrid learning on Medan State Polytechnic students. This algorithm was chosen because it has excellent performance in classification compared to other algorithms. Statistical and probabilistic methods are used in the operation of this algorithm to make predictions about what will happen in the future. Technology mastery, level of teacher-student interaction, and mastery of teaching materials are the variables used in this study. The sample data used came from students of the Software Engineering Technology Study Program of Medan State Polytechnic. The prediction results carried out manually with naïve bayes, with training data of 100 (one hundred) students and test data of 1 (one) student, produced a result of 0.012, which indicates an increase in student academic results. The test results were proven using the phyton programming language. The first test results, with 20% test data, resulted in an increase in academic results by 86% around 13 students with an accuracy value of 80%, and the second test, with 40% test data, resulted in an increase in academic results by 92% around 29 students with an accuracy value of 88%.

The impact of integrating bioscience and nursing subjects in a first-year nursing curriculum: A retrospective study

AimThe aim of this study is to explore the effects of integrating bioscience and nursing units on academic achievement and perception in the first-year nursing curriculum. BackgroundNursing students have historically found biosciences difficult and struggle to relate it to nursing practice. In response, nursing and non-nursing academics have employed different teaching modes and integration strategies to enhance learning. Despite these efforts, substantial gaps still persist concerning the integration of biosciences within nursing curriculum and the effect of integration on student academic achievement and student perception. DesignRetrospective descriptive. The setting was a large University in Victoria Australia with two undergraduate nursing campuses (metropolitan and non-metropolitan). MethodStudent academic records and online evaluation surveys that were completed from 2014 to 2019 were examined. Students self-reported their experiences of the unit using a five-point Likert scale and two open-ended questions. Descriptive and inferential statistics were used to analyse the data. Content analysis was used to analyse the two open-response survey items. ResultsFirst-year student records from 2014 to 2016 (pre-integration) and 2017–2019 (post-integration) were examined. Student mean age was 24.5 years (SD 7.2) and 20.9 years (SD 4.8) pre-integration and post-integration respectively. There was a statistically significant decrease in student attrition from pre-integration (n=536, 29.9%) to post-integration (n=358, 20.2%) (p <0.001), and a significant improvement in students’ mean academic scores post-integration in the first semester 61.9 (SD 15.9) and 67.0 (SD 14.9) respectively, confidence interval 3.9–6.2 (p <0.001). Student satisfaction with the units improved post-integration, from 77.8% to 85.8% (χ2 = 10.1076) (p=0.001). However, there was no significant difference in students’ perception of feeling overwhelmed, and their self-reported ability to link theory to practice. ConclusionIntegrating bioscience and clinical nursing practice units in the first-year curriculum can help decrease student attrition rates, improve student academic results and increase student satisfaction which may lead to an overall improvement in student learning experiences.

Hubungan Perhatian Orang Tua Terhadap Hasil Belajar Siswa Kelas IV Sekolah Dasar

In education, the attention of parents is one factor that is very important and influences the education of their children. However, many parents underestimate their children's education. There are still many students who do not get enough attention from their parents in their studies. This is one of the factors in children's academic achievement that is not optimal. To improve learning outcomes, students must be motivated both internally and externally. This study discusses the problem of how the relationship between parental attention and student learning outcomes in grade IV elementary school. This type of research is qualitative with a descriptive approach. The source of the research material is the parents of elementary school students and their academic results. Observations, questionnaires and interviews were used as methods in data collection. The results showed that 15 students with a percentage of 71.42% received parental attention in the very good category, 4 students with a percentage of 19.04% in the good category, and 2 students with a percentage of 9.52% in the category of little parental attention. The average student learning outcomes in the very good category were achieved by 13 students with a percentage of 61.90%, in the good category were 6 students with a percentage of 28.57%, the less and less good categories each received 1 student with a percentage of 4.76%. . Thus, parental attention has a relationship with student academic results.

Effectiveness of professional learning community programmes to improve school quality

The school is a professional learning community. This study aims to examine the effectiveness of professional learning communities (PLC) in improving the quality of schools. The method used in this research is a mixed method that is carried out in two stages. The correlational method was used to examine the correlation between school quality and the implementation of the PLC programme. Experimental methods are used to examine whether PLC can improve school quality. This study involved 3 secondary schools with an average age of 14–18 years. The results show that there is a high correlation between the level of school quality and the implementation of the PLC programme. In addition, the PLC programme has proven to be effective in improving the quality of schools in terms of teacher competence and student academic results in the fields of language and mathematics. This research provides an overview for stakeholders in schools regarding the importance of collaboration among staff. The implication of this research is that school heads can apply PLC programmes to improve the quality of their schools by prioritising collaborative learning between teaching staff and students. Keywords: Community of professional learning (PLC), school quality, teacher and students’ competence.

Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes: A study of Grade 10 students in Western Australia

ABSTRACT Many secondary schools sort students into ‘ability’-based classes, but research shows that streaming students by ability is inequitable and does not improve student academic results. There has been little qualitative research that considers students’ experiences of streaming, with none that compares students’ experiences in classes that are streamed against the same students’ experiences in other classes that are mixed-ability. The research in this paper explains student experiences of differences between their streamed and mixed-ability classrooms, including the perceived influence on their educational outcomes. The study is unique because the results project the voices of 25 Grade 10 secondary school students from three Western Australian public schools, 19 of whom had recently experienced transitions between streamed and mixed-ability grouping contexts. The findings offer new knowledge that begins to explain how different class grouping strategies are experienced differently by students. Contrasts made by the students in their teachers’ provision of learning opportunities, learning aspirations, and learning environments between streamed and mixed-ability classes are discussed. The findings highlight how educational outcomes were shaped by the schools’ grouping choices and the associated differences in teachers’ expectations and provision of opportunities to learn. The results are of interest to educators making decisions about ability-grouping practices.

PENINGKATAN PRESTASI BELAJAR MELALUI APLIKASI CANVA SELAMA PEMBELAJARAN DARING MASA PANDEMI COVID-19

This study aims to determine the implementation of online learning at SDN Krembangan Selatan III during the COVID-19 pandemic, to measure the ability of teachers to design and implement creative and innovative online learning according to student conditions during School from Home (SFH). In addition, this research was conducted to see the learning achievement of class VI students when participating in online learning. Teachers carry out digital-based learning using the Canva for education application in delivering learning materials to students. The features used in the delivery of the material is presentation. The presentation features display in the form of power points which can be recorded by showing the faces of the presenters (educators) in delivering material to students. Using descriptive qualitative research with the main focus of improving student learning outcomes. The results showed that the creativity of online learning has achieved the expected goals, especially after students used the Canva application, it becomes more innovative, and interested in participating in online learning. It also has impact on student academic achievement. The average value showed in the pre-test of 65.4 and post-test of 82.2. This showed that the student's academic results while using Canva are in a very good category. The use of the Canva application also affects the percentage who passed the grade, from 20% to 90%. Based on the results, it can be concluded that Canva for education can be an innovative digital learning media and can improve the learning achievement of sixth grade students at SDN Krembangan Selatan III Surabaya.

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

The COVID-19 pandemic has led to widespread school shutdowns, with many continuing distance education via online-learning platforms. We here estimate the causal effects of online education on student exam performance using administrative data from Chinese Middle Schools. Taking a difference-in-differences approach, we find that receiving online education during the COVID-19 lockdown improved student academic results by 0.22 of a standard deviation, relative to pupils without learning support from their school. Not all online education was equal: students who were given recorded online lessons from external higher-quality teachers had higher exam scores than those whose lessons were recorded by teachers from their own school. The educational benefits of distance learning were the same for rural and urban students, but the exam performance of students who used a computer for online education was better than those who used a smartphone. Last, while everyone except the very-best students performed better with online learning, it was low achievers who benefited from teacher quality.

Evaluation of student academic performance using e-learning with the association rules method and the importance of performance analysis

In managing the student study process, there is a pattern that occurs repeatedly every year. The recurring data will produce information in the form of student profiles, entry paths, student academic results, study period, average graduate-level and much other information as long as students take the process of teaching and learning activities. This research was conducted to predict student performance and e-learning satisfaction at the Computer Science department in Mulawarman University using the Association Rules method and Importance Performance Analysis. The sample in this study was 389 data of computer science graduate students. Based on the results of the research that has been done, it can be concluded that the graduation rate of computer science students of the Faculty of Computer Science and Information Technology, as follows; students who have graduated most have a GPA interval of 2.76 - 3.50 with male gender and take a study period of more than 6 years which has a support value of 0.321 and a confidence value of 0.628. Their perception of e-learning according to IPA coordinates community, collaboration, materials, social media, knowledge, synthesis, application, understanding, multimedia, evaluation, video, and news in quadrant II has a high level of importance with a relatively high level of performance and must be maintained.

Flipping the classroom: applying the circuit in Foundation Design

The assessment of the student's academic results is one of the most challenging tasks in education because it may be subjective, lack clarity and goals. In addition, many professors and institutions have a deficient comprehension of the assessments' purpose and have used the students' grades as a means to determine the reach of the educational objectives. Trying to address that question, the Circuit is an alternative form of assessment based on the interaction and cooperation between students that aims to verify the results of the learning process through ludic activities. This paper presents the results of applying the Circuit in Foundation Design, an undergraduate course of the 5th-year of Civil Engineering at the Universidade Estadual de Santa Cruz - UESC, in Ilhéus, Brazil, in 2017. The professor decided to use the Circuit in this course as an attempt to enable the students to interact and share what they have learned with their classmates. By doing so, the professor considered the concept of the Zone of Proximal Development, from Vygotsky, assessing the students’ ability to deal with problems with the help of their peers and learn with them. The method, although containing many rules, was easy to apply. The students, divided into groups of three, were expected to create two reports based on data for one Standard Penetration Test – SPT - and one Cone Penetration Test – CPT. Each member of the group played a different role on the activity: the "engineer" produced the report; the "technician" completed the missing data of the tests; the "manager" corrected the final reports. After completing the activity, each student gave feedback on its negative and positive aspects and this information was used to compose the results. From the results, the method showed to be effective because more than half the students pointed out that it developed their sense of responsibility and was innovative. Conversely, it may have failed with respect to the distribution of time, what may have affected the results of the groups. Therefore, the method proved to be promising, but it still demands some improvements for subsequent applications.

Academic resilience, new perspectives of interpreting learning in contexts of social vulnerability

Latin American countries share the persistent difference in student academic results according to social class. This essay refers to the relationship between the concept of resilience and learning in contexts of social vulnerability. It is argued that this concept helps to understand and analyze this phenomenon in depth, to contribute to identifying better learning opportunities for all. A key objective for developing education systems is thus, the promotion of academic resilience. Along with a review of the most recent definitions of resilience, an operative definition of the concept is developed to analyze the case of motivation and its relation to reading comprehension. The essay concludes with a discussion on how to foster resilience in schools.

Resiliencia académica, nuevas perspectivas de interpretación del aprendizaje en contextos de vulnerabilidad social

Latin American countries share the persistent difference in student academic results according to social class. This essay refers to the relationship between the concept of resilience and learning in contexts of social vulnerability. It is argued that this concept helps to understand and analyze this phenomenon in depth, to contribute to identifying better learning opportunities for all. A key objective for developing education systems is thus, the promotion of academic resilience. Along with a review of the most recent definitions of resilience, an operative definition of the concept is developed to analyze the case of motivation and its relation to reading comprehension. The essay concludes with a discussion on how to foster resilience in schools.

Distance Learning Engineering Students Languish Under Project-Based Learning, But Thrive in Case Studies and Practical Workshops

The International Engineering Alliance lists 12 important graduate attributes that students must demonstrate during their higher educational career. One of these important graduate attributes is the ability to solve problems, which can be demonstrated by the use of project-based learning, case studies, and practical workshops. The purpose of this paper is to highlight student academic results of practical work done in an electrical engineering qualification that feature these three pedagogies. These three pedagogies are used in an open-distance learning environment to assess engineering students in an electrical engineering qualification involving three separate electronic communication modules. A time-lag study using a nonexperimental descriptive design is employed. Results show that the most frequent student grade for practical workshop assignments was 80%, while the most frequent student grade for case study assignments was 70%. However, the most frequent student grade for project-based learning assignments was 50%. The results show that distance learning engineering students languish under project-based learning, while they thrive in case studies and practical workshops. Possible reasons are given for this, based on the challenges faced by students engaging with these three pedagogies.

Exploitation of Social Networking Sites and Its Impacts on Students’ Academic Results: A Quest for Correlation or Misspecification in Bangladesh

Social networking sites have become the inevitable part of everyone’s life. Large numbers of students in Bangladesh spend a lion share of daily time by wandering through online social networking sites. So it is imperative to mention the effects of using social networking sites on the society. This study aims to analyse whether the use of social networking sites can influence students’ academic results or not. To get the desired answer, a random sample, constituted with 1182 university students from Dhaka Metropolitan City, Bangladesh, was drawn and surveyed with self-administered questionnaire. This study significantly found that, students achieved average results in last two semesters were inversely influenced by their hours of regular involvement in different social networking sites (SNSs), and also by the use of different mobile messaging applications (MMAs). Based on the finding, this study concludes that, students’ involvement in different SNSs and MMAs in terms of hours should be closely monitored to mitigate the aforesaid inverse effects. DOI: http://dx.doi.org/10.3329/jbt.v9i1.22777 Journal of Business and Technology (Dhaka) Vol.9(1) 2014; 23-51

Introducing an online community into a clinical education setting: a pilot study of student and staff engagement and outcomes using blended learning

BackgroundThere are growing reasons to use both information and communication functions of learning technologies as part of clinical education, but the literature offers few accounts of such implementations or evaluations of their impact. This paper details the process of implementing a blend of online and face-to-face learning and teaching in a clinical education setting and it reports on the educational impact of this innovation.MethodsThis study designed an online community to complement a series of on-site workshops and monitored its use over a semester. Quantitative and qualitative data recording 43 final-year medical students' and 13 clinical educators' experiences with this blended approach to learning and teaching were analysed using access, adoption and quality criteria as measures of impact.ResultsThe introduction of the online community produced high student ratings of the quality of learning and teaching and it produced student academic results that were equivalent to those from face-to-face-only learning and teaching. Staff had mixed views about using blended learning.ConclusionsProjects such as this take skilled effort and time. Strong incentives are required to encourage clinical staff and students to use a new mode of communication. A more synchronous or multi-channel communication feedback system might stimulate increased adoption. Cultural change in clinical teaching is also required before clinical education can benefit more widely from initiatives such as this.

Problem-based learning versus lectures: Comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients

Problem-Based Learning (PBL) is a teaching-learning technique centred on the complete development of the student. It has been successfully implemented in several universities, notably in the health sciences. The process of creating the European Higher Education Area, initiated in Bologna, encourages European universities to use new methodologies in the teaching-learning process, including PBL. Our objectives were to analyze the results obtained by using PBL with fifth-year Dentistry students. Comparison of academic results between students receiving lectures and PBL participants, and assessment of differences between them in the time devoted to tasks by students and teachers. PBL participants obtained higher grades compared to those receiving lectures only (p<0.05). The two student groups devoted the same amount of time to this subject but the time distribution of tasks was very different, with PBL students spending more time on group work and analysis of the literature. The teachers devoted much more time to the PBL group. PBL is a teaching-learning methodology that improves student academic results. PBL diverts student time to more complex tasks but requires a greater commitment from the teachers.

The impact of institutional factors on student academic results: implications for ‘quality’ in universities

This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The study, initially, identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus towards quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief.