Academic Success Of Students Research Articles

“It Was Kind of Like Everything Was Hitting Rock Bottom All at Once”: The Impacts of Gender-Based Violence on Undergraduate Student Academic Success

Gender-based violence (GBV) is a multilayered problem with well-established health and social consequences. Unique to undergraduate students are the impacts of GBV on their academics. Despite this reality, little is known about how students navigate their academic lives after experiencing GBV. The purpose of this cross-sectional, qualitative study was to explore how GBV impacted undergraduate students’ academics both immediately and over time. Seventeen undergraduate students were interviewed and identified both immediate (i.e., increased difficulty concentrating on schoolwork, avoidance of schoolwork/classes/campus, decreased academic achievement) and long-term (i.e., lower academic standing, crossroads and decisions, reclaiming academic careers) academic consequences of GBV. A timeline of academic impacts emerged providing insight into the trajectory and extent of the consequences that the continuum of violence has on students’ academics. As the crisis of GBV persists on university campuses, it is imperative that academic policies be revised to mitigate the consequences of violence on students’ academics.

ИСКУССТВЕННЫЙ ИНТЕЛЛЕКТ В ДИСТАНЦИОННОМ ОБУЧЕНИИ: НОВЫЕ ПОДХОДЫ И ИНСТРУМЕНТЫ

This article discusses new approaches and tools based on artificial intelligence that can be effectively used in teaching. In particular, the analysis will be carried out on adaptive learning, intelligent knowledge assessment systems, virtual assistants and chatbots, as well as the use of analytical data to predict student academic success. Particular attention is paid to how these technologies can improve the quality of the educational process, improve interaction between students and teachers, and provide a more personalized experience. The article also discusses the challenges and problems associated with the implementation of AI in the educational process, including data protection issues, ethical aspects of the use of AI, as well as issues of technology availability in different regions.

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Purpose The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program. Design/methodology/approach A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada. Findings Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success. Research limitations/implications While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution. Practical implications A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended. Social implications Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs. Originality/value A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

Estimating Students' Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach.

Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students' academic performance. This study aimed to estimate the students' academic success in the preclinical stage of undergraduate medical education using admission tests. This cross-sectional study was conducted on 1,193 students' records from the 2014 to 2019 cohorts. The students' admission data comprised the cohort, sex, admission track, psychological test, and academic tests. The academic success was based on the student's end-year academic evaluation. Data were analyzed using contingency and Kendall's tau b tests with IBM® SPSS® Statistics version 16.0 for Windows. Most of the 1,193 preclinical medical students' records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (p<0.001), psychology test (p=0.005), and academic test (p<0.001). The analyses showed no significant correlation between academic success and sex (p=0.324), and admission track (p=0.128). This study indicated that cohort and psychology tests could estimate the student's academic success at the preclinical stage of undergraduate medical education. The admission criteria related to the academic tests during the admission process should be re-evaluated, so that the academic tests could select the best students among the applicants.

Impact of Technologies &amp; Co-Curricular Activities on Students’ Academic Achievement at the Undergraduate Level

This study examined the impact of technologies and co-curricular activities on students’ academic achievement at the Undergraduate Level. Data on approximately 200 enrolled college and university students from the undergraduate level male and female Class of 2018 who participated in this research study in Karachi, Pakistan. Universities can measure student success through their highest GPA in their exams, whereas colleges measure students’ performance through the highest percentage to measure student academic success. While evidence exists that co-curricular activities benefit student achievement, the relationship between such participation and student learning, as measured by GPA, has not been quantified. This study sought to understand how technologies and co-curricular activities affect students’ academic performance. The findings depict significant positive relationship between co-curricular activities and students’ academic performances and also showed weak impact of technologies on students’ academic performances. Colleges and Universities may contribute to increased student learning through co-curricular activities. To improve student learning, universities should introduce, understand, and implement technologies and co-curricular activities to enhance their students’ knowledge, skills, and abilities.

Academic success of students with low socioeconomic status: Explanation and evaluation of a model with a mixed-methods approach

Academic success of students with low socioeconomic status: Explanation and evaluation of a model with a mixed-methods approach

The influence of emotional intelligence on student academic success

The influence of emotional intelligence on student academic success

The Effect of Integrative Curriculum Implementation and Character Education on Academic Success of Islamic Boarding School Students in East Java

This study investigates the impact of integrative curriculum implementation and character education on the academic success of students in Islamic boarding schools in East Java. Utilizing a quantitative research design, the study gathered data from a sample of 150 students, employing a Likert scale ranging from 1 to 5 to measure responses. The analysis was conducted using SPSS version 25 to determine the relationship between the variables. Findings reveal a significant positive effect of both integrative curriculum and character education on academic performance. Integrative curriculum implementation (r = 0.64, p &lt; 0.01) and character education (r = 0.58, p &lt; 0.01) were both positively correlated with academic success. Multiple regression analysis showed that these variables together explained 52% of the variance in academic success. The results underscore the importance of a holistic educational approach that combines academic and character development to enhance student outcomes. These insights offer valuable implications for educators and policymakers aiming to improve educational strategies in Islamic boarding schools.

Contribution to School Design through Assessment of Corridor Conditions in Foundation Schools in Erbil, Iraq

School buildings are essential in catering to children’s psychological and educational needs. They enable children to learn, teach, play, and interact with peers. The corridor space within a school’s structure is also significant, serving multiple purposes. The community in Erbil, Iraq, has expressed concerns about the economic challenges of constructing and designing new school buildings. Therefore, this research aimed to identify unused spaces in these corridors to ensure usability and flexibility while reducing the cost of building construction. A comprehensive approach was taken to achieve this, employing both qualitative and quantitative analysis techniques. The qualitative analysis was conducted through surveys and documentation to provide an intense understanding of the issues. This research employed two distinct quantitative methods: first, the study used the Revit engineering software to compare the circulation ratio of pre-existing buildings with that recommended by the BB 103 guidelines, and second, student feedback was collected through a questionnaire to provide a holistic view of the situation. This study found that the built-up corridor area in the L-shaped school accounted for 34% of the total area, 11.5 percentage points more than the BB 103 guideline. Meanwhile, the built-up corridor area in the O-shaped school was 20.5 percentage points higher than the recommendation. According to the student feedback, the extra corridor space in the selected schools is not being efficiently utilized. Therefore, the proposed redesigns for the L-shaped and O-shaped schools focus on eliminating traditional corridors and integrating outdoor spaces to create functional areas, enhancing natural lighting and ventilation. These redesigned concepts ensure cost-effective, adaptable, and engaging educational spaces that support the well-being and academic success of students. This paper recommends that school designers and architects re-evaluate existing school designs with a focus on reducing corridor spaces and prioritizing outdoor learning areas. By adopting these strategies, schools can improve space utilization, foster healthier and more efficient learning environments, and promote sustainability.

Student Academic Success Prediction Using Learning Management Multimedia Data With Convoluted Features and Ensemble Model

Student Academic Success Prediction Using Learning Management Multimedia Data With Convoluted Features and Ensemble Model

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Analysis of Factors that Influence the Effectiveness of Academic Mentoring Programs on Student Academic Success Mediated by Academic Culture Variables (Study at the Faculty of Economics, Mayjen Sungkono University, Mojokerto)

Analysis of Factors that Influence the Effectiveness of Academic Mentoring Programs on Student Academic Success Mediated by Academic Culture Variables (Study at the Faculty of Economics, Mayjen Sungkono University, Mojokerto)

Artificial intelligence to predict pre-clinical dental student academic performance based on pre-university results: A preliminary study.

Admission into dental school involves selecting applicants for successful completion of the course. This study aimed to predict the academic performance of Kulliyyah of Dentistry, International Islamic University Malaysia pre-clinical dental students based on admission results using artificial intelligence machine learning (ML) models, and Pearsoncorrelation coefficient (PCC). ML algorithms logistic regression (LR), decision tree (DT), random forest (RF), and support vector machine (SVM) models were applied. Academic performance prediction in pre-clinical years was made using three input parameters: age during admission, pre-university Cumulative Grade Point Average (CGPA), and total matriculation semester. PCC was deployed to identify the correlation between pre-university CGPA and dental school grades. The proposed models' classification accuracy ranged from 29% to 57%, ranked from highest to lowest as follows: RF, SVM, DT, and LR. Pre-university CGPA was shown to be predictive of dental students' academic performance; however, alone they did not yield optimal outcomes. RF was the most precise algorithm for predicting grades A, B, and C, followed by LR, DT, and SVM. In forecasting failure, LR predicted three grades with the highest recall, SVM predicted two grades, and DT predicted one. RF performance was insignificant. The findings demonstrated the application of ML algorithms and PCC to predict dental students' academic performance. However, it was limited by several factors. Each algorithm has unique performance qualities, and trade-offs between different performance metrics may be necessary. No definitive model stood out as the best algorithm for predicting student academic success in this study.

Investigating how parental participation shapes the educational attainment of Indian children

Although greater participation from parents is preferred, it does not always translate into better outcomes. Examining the link between parental involvement in the home and academic achievement is the goal of this study. Data were collected from 337 students at Chandigarh University (CU) in India. The researcher gathered the primary dataset from two nations during the academic year. How this study develops the concept of feature aggregation significantly increased the age group of students' prediction accuracy. Compared to students from more distant or indirect profiles of family participation, students from households with aggressive parenting approaches frequently underperformed. Even after the impacts of context or background variables have been considered, parental participation patterns continue to affect learning outcomes at the level of each kid and the school. Schools should consider parental engagement when creating family knowledge and teaching programs since it is crucial for student success. At schools with more open family ideologies, there is less intra school diversity in student academic success.

The Impact of Parental Involvement in Online Learning on Student Academic Success

Online learning is learning conducted through the internet. Online learning is also commonly referred to as e-learning, online learning, distance learning, virtual learning, and so on. Based on the explanation of online learning, parental involvement is also needed when students implement online learning. This study was conducted with the aim to find out how parental involvement can help students be more involved in online learning. In addition, it also aims to find out how parental involvement can impact on students’ academic success. The method used in this research is quantitative method. This method is a way of collecting numerical data that can be tested. Data is collected through the distribution of questionnaires addressed to students. Furthermore, the data that has been collected from the distribution of the questionnaire, will be accessible in Excel format which can then be processed with SPSS. From this study conducted, the researcher was able to obtain the results of the study on the impact of parental involvement in online learning on students’ academic success showed that parental involvement has a positive and significant influence on students’ academic achievement. In addition, parental involvement can help students in increasing students’ motivation to learn, improve students’ cognitive and psychomotor abilities, and help students face challenges in online learning. Based on the results of this study, it can be concluded that the impact of parental involvement in online learning on students’ academic success has a significant effect on students’ academic success. Parents play an active role in helping their children study at home, providing students with mobile phones and internet quota, and monitoring their academic progress. In addition, they provide supervision, incentives, and guidance which are very important for online learning.

The effect of the educational level of parents on the student’s success in academic achievement

Since 2003, we have been providing consultations in the fields of childhood and education, offering guidance to both children and parents to improve academic performance and elevate educational standards. In recent years, I have seized the opportunity to study a topic that has caught my attention: the influence of parental educational level on a student's academic success. It's crucial to recognize that the family serves as the primary driver in nurturing a child and ensuring their academic advancement through collaborative efforts with other educational institutions, including schools, as highlighted in this study.

Mastery of Listening and Reading Vocabulary Levels in Relation to CEFR: Insights into Student Admissions and English as a Medium of Instruction

Prior to enrolling in an English as a medium of instruction (EMI) institution, students must show an English proficiency level through meeting a benchmark on a standard English proficiency test, which is typically aligned with the Common European Framework of Reference for Languages (CEFR). Along with overall English proficiency, aural/written vocabulary level mastery could also predict students’ success at EMI institutions, as students need adequate English vocabulary knowledge to comprehend lectures and course readings. However, aural/written vocabulary level mastery has yet to be clearly benchmarked to CEFR levels. Therefore, this study aimed to investigate the correlations between students’ aural/written vocabulary level mastery and their CEFR levels. Forty undergraduate students in a Macau EMI university were recruited to take one English proficiency test and two vocabulary level tests (i.e., Listening Vocabulary Levels Test (LVLT) and the Updated Vocabulary Levels Test (UVLT)). Correlation analyses were conducted to explore the relationship between students’ CEFR levels and their mastery of listening and reading vocabulary levels. A positive correlation was found between students’ CEFR levels and their mastery of receptive aural vocabulary levels (ρ = 0.409, p = 0.009). Furthermore, a statistically significant positive correlation was found between students’ CEFR levels and their mastery of receptive written vocabulary levels (ρ = 0.559, p &lt; 0.001). Although positive correlations were observed, no clear pattern was identified regarding the relationship between students’ CEFR levels and their mastery of aural/written vocabulary levels. Regression analyses were further conducted to determine the extent to which the combination of receptive aural and written vocabulary knowledge predicts the CEFR levels. The results indicated that the regression model that included only UVLT scores better predicted the CEFR levels. Given the positive correlations observed between students’ CEFR levels and their mastery of vocabulary levels, this study’s findings suggest the inclusion of aural/written vocabulary levels as additional indicators for ensuring student academic success in EMI institutions. Implications for EMI universities on student admissions, classroom teaching, and provision of additional English courses were provided.

The Effects of Parental Involvement on Student Academic Success

Parental involvement in education has been recognized as a crucial factor in student academic success. This paper examines the impact of parental involvement on student outcomes, including academic achievement, attitudes towards learning, and socioemotional development. It explores various forms of parental involvement, such as communication with teachers, participation in school activities, and support with homework, and analyzes their effects on student performance. Drawing on empirical research and theoretical frameworks, the paper highlights the benefits of parental involvement for students across different grade levels and socio-economic backgrounds. It discusses the positive influence of parental engagement on students' motivation, self-esteem, and sense of belonging, as well as its role in fostering positive parent-child relationships and family cohesion. strategies for promoting parental involvement in education, including parent education programs, outreach initiatives, and collaborative partnerships between schools and families. It emphasizes the importance of creating a supportive and inclusive school environment that values and encourages parental participation.

Nexus between Work-Family life Balance and Health of Professional Women: A Case study of The Women University Multan

This study examined the impact of technologies and co-curricular activities on students’ academic achievement at the under graduate level. The data collection includes 200 enrolled college and university undergraduate students, male and female, class of 2018 who participated in this research study in Karachi, Pakistan. Universities can measure student success through the grade point average (GPA) attained in their exams, whereas colleges measure students’ performance through the highest percentage, which determines student academic success. While evidence exists that extracurricular activities benefit student achievement, the relationship between such participation and student learning, as measured by GPA, has not been quantified. This study sought to understand how technologies and co-curricular activities affect students’ academic performance. The findings depict a significant positive relationship between co-curricular activities and students’ academic performances. Furthermore, the results showed a weak impact of technologies on students’ academic performances. Colleges and universities may contribute to increased student learning through co-curricular activities. To improve student learning, universities should introduce, understand, and implement technologies and co-curricular activities to enhance their students’ knowledge, skills, and abilities.

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

This study investigates the impact of peer pressure on students' academic performance, aiming to elucidate the multifaceted nature of peer influences within educational settings. Peer pressure can be categorized into various types, but Moldes et al. (2019) identify four main categories: social belongingness, curiosity, the cultural-parenting orientation of parents, and education. In this study descriptive correlation was used. The study was conducted at Dai Nam University. The results show the relationship between the anticipated level of peer pressure concerning social belongingness, curiosity, the cultural-parenting orientation of parents, and education. The findings of this study indicate a significant relationship between peer pressure and academic performance, with both positive and negative influences observed. These findings contribute to the broader understanding of the social dynamics in educational contexts and offer practical implications for educators, policymakers, and parents in enhancing student academic success.