Grade Point Average Of Students Research Articles

Nursing Students' Academic Performance using the Online Teaching Methods: The Experience from Jordan

Objectives: As a result of the COVID-19 pandemic, all courses shifted to online teaching. This paper aimed to estimate the impact of online vs. face-to-face course delivery on students' Grade Point Average (GPA) and to find if there is any difference in students' GPA based on selected sociodemographic characteristics. Methods: A cross-sectional design was used. A total of 3445 students enrolled in all faculties were included. Paired t-test, independent t, and ANOVA were used to answer research questions. Results: The online GPA was significantly higher than face-to-face GPAs among the total study population. The online GPAs for female students, students in middle years, and those from mainly theoretical fields or faculties were significantly higher than face-to-face GPAs. Conclusion: This study found that online instruction improved the academic performance of some students at certain phases. Online teaching benefited female students, colleges offering largely theoretical knowledge (law, Islamic studies, social studies), and middle-year students. Health and medical faculties were less suited for entirely online instruction. This study proposes online teaching as a valid and effective teaching method equivalent to face-to-face teaching methods under specific criteria: Entirely in theoretical disciplines or as part of programs as standing modules in practical fields, Female and middle-years students, especially those taking theoretical courses. The study also recommends that online teaching is a valid possibility amid extreme weather, health, natural, or political situations. Finally, online teaching should be implemented continuously to prepare staff and students for the application of online teaching during emergencies.

Determination of Correlation Among 9-Hole Peg Test Scores and Preclinical Performances of Second-Year Students of a Faculty of Dentistry

Purpose: This study aims to evaluate the relationship between the scores obtained by the 9-hole peg manual dexterity test of the second-year students of the Faculty of Dentistry at Süleyman Demirel University and the grade point averages that they received from the preclinical practical course tasks. Material and Methods: The study involved 121 dentistry students (46 males and 75 females). A 9-hole peg test (BASELINE Evaluation Instruments, LOT: 120536) was applied to each student twice for dominant and non-dominant hands, and the obtained average scores were recorded in seconds. At the beginning of the education period, Black II. cavity preparation assignments were given for model teeth numbered 15, 26, and 46. The assessment and evaluation criteria of the students' weekly preclinical practice tasks were shared before each assignment, and the same instructor evaluated the tasks given to the students for three weeks. The relationship between 9-hole peg test scores and preclinical course grades was analyzed with Pearson correlation analysis and the change in 9-hole peg test compared to grade point average with one-way ANOVA. Results: Both the 9-hole peg test scores and grade point averages of female students participating in the study were significantly higher than male students (p<0.05). It was determined that there was a negative and high-level correlation between the nine-hole peg test scores and grade point averages (p<0.05, r:-0.712). Conclusion: Although the nine-hole peg test is not used to assess student skills and predict success, it can validate and calibrate educators' grades.

Effect of Effective Reading on Students’ Academic Performance in Tertiary Institution: A Case Study of Computer Science Department Federal Polytechnic, Ekowe Bayelsa State, Nigeria

Academic performance is the measurement of students’ achievement across various academic subjects. Teachers and perhaps educationists measure academic achievements using classroom performance, graduation grades and results from standardized tests. In this paper, we carried out some statistical analysis to determine if the Grade Point Average (GPA) of students’ academic performance in Computer Science department 2020/2021 National Diploma (ND) one academic session, do depend on the number of hours students spend over the weekends reading their books using simple linear regression analysis and correlation analysis at 5 percent level of significance. The findings of the study shows that there is a linear relationship between the two variables y(GPA) and the number of x(hours) the students spent reading for their examinations, and it also indicates a strong significant difference on the effect of effective reading of students’ academic performance in tertiary institutions.

Analysis of the Factors Affecting Student Performance Using a Neuro-Fuzzy Approach

Predicting students’ academic performance and the factors that significantly influence it can improve students’ completion and graduation rates, as well as reduce attrition rates. In this study, we examine the factors influencing student academic achievement. A fuzzy-neural approach is adopted to build a model that predicts and explains variations in course grades among students, based on course category, student course attendance rate, gender, high-school grade, school type, grade point average (GPA), and course delivery mode as input predictors. The neuro-fuzzy system was used because of its ability to implicitly capture the functional form between the dependent variable and input predictors. Our results indicate that the most significant predictors of course grades are student GPA, followed by course category. Using sensitivity analysis, student attendance was determined to be the most significant factor explaining the variations in course grades, followed by GPA, with course delivery mode ranked third. Our findings also indicate that a hybrid course delivery mode has positively impacted course grades as opposed to online or face-to-face course delivery alone.

The Relationship between Reading Attitude and Student Grade Point Average

The Relationship between Reading Attitude and Student Grade Point Average

Sınavsız Üniversiteye Giriş: Lise Başarı Puanı ve Sınıf içi Başarı Sırasına Dayalı Rastgele Seçim Yöntemi

Today, in order for a student to enter a university, he/she must go through many admission stages. The exam hollowed out the education and expelled the non-cognitive and human values that were not measured by the exam. Exams that completely swallowed the students' 6-18 age period caused disaster in the education system, contrary to their purpose of existence. It has already been observed that standardized exams do not predict university success. The high school Grade Point Average (GPA) is much more related to a student's academic achievement in the university. However, the inconsistency of high school GPAs between schools restricts their direct use of it at the university entrance. Our suggestion is to make random selection based on high school GPA. A lottery coefficient will be given to each student by using the student's high school GPA, class GPA, and class ranking. Thus, students will enter random selection with a lottery coefficient based on school success. Those with high success will have a higher coefficient and those with low success will have a lower coefficient. We hope that the random selection method will provide students with opportunities for their non-cognitive development and contribute to social peace.

The Effect of Sleep Time and Learning Duration on Student’s Achievement

The study was conducted to determine the relationship between study time and sleep time with the Grade Point Average (GPA). Data collection used as many as 103 respondents with a student background majoring in Industrial Engineering at Bina Nusantara University. The results of descriptive statistics show that the average respondent uses 1 to 2 hours of study time per day. The results of descriptive data processing show that the average respondent uses 5 to 7 hours of sleep per day. Inferential statistical results with a correlation test show that there is a correlation between learning activities and sleep with the GPA of Industrial Engineering students at BINUS University. The reliability test showed that there was a correlation between the frequency of sleepiness and the concentration level of students with the acquisition of a Cronbach Alpha score of 0.7277. The reliability test shows that there is a correlation between hours of sleep and the frequency of using the alarm with a Cronbach Alpha value of 0.6363. The reliability test shows that there is a correlation between GPA and the duration of student self-study with a Cronbach Alpha value of 0.6575.

Effect of Entry Requirement and Secondary School Type on Cumulative Grade Point Average of Students in Taraba State University, Nigeria

This paper considered the effect of student's entry requirements, Secondary school type and Cumulative Grade Point Average of the 2014/2015 final year students of the four faculties of the Taraba State University. Primary data was collected through the use of a questionnaire from the respondents of the selected programmes from each faculty. Correlation Analysis was carried out on the students', CGPA's at lower levels, UTME score, SSCE results and Secondary school type. It was discovered that only CGPA at the end of 300 level has significant relationship with CGPA at the current level while the stepwise regression analysis shows that only CGPA at 300 level is the best predictors of students' graduation CGPA all other variables are not significant and regression analysis was used to established models for predicting graduation CGPA. Based on the findings of the study, it can therefore be concluded that entry requirements have no effect in determining the performance of students while at the university. That only CGPA at 300 level has an effect in determining students’ performance. The study therefore recommends, among others, that since UTME scores are poor predictors of student academic performance, Taraba State University should be conducting a POST-UTME examination before giving admissions to students.

Exploring academic performance: An examination of athletic reclassification from FCS to FBS

ABSTRACT We examined the changes in academic qualifications of incoming freshmen to the general student population and the Academic Progress Rate (APR) of football student-athletes at universities who transition within National Collegiate Athletic Association Division I, from the Football Championship Subdivision (FCS) to the Football Bowl Subdivision (FBS). Eight institutions that made the transition between 2012 and 2017 were included to see the changes in applications received, grade point averages (GPA) of the entire incoming class, and football team APR. Data analysis consisted of pre-and post-reclassification tests in 4-year and 8-year windows to explore the duration of changes. The results showed there was a significant increase in GPA of incoming students and a significant decrease in APR of football student-athletes. The findings suggest that the transition is positively correlated with the quality of students entering the general student population, while conversely having a negative correlation with football student-athlete academic progress metrics.

Cognitive consequences of iodine deficiency in adolescence: evidence from salt iodization in Denmark*

AbstractOver the past three decades, many countries have introduced iodized salt policies to eradicate iodine deficiency. Iodine deficiency in utero is detrimental to cognitive ability, but little is known about the consequences of iodine deficiencies after birth. This paper examines the impact of iodine deficiency in adolescence on school performance. I exploit the introduction of iodized salt in Denmark during 1998–2001 as a natural experiment. Combining administrative records on high school grades over a 30‐year period with geographic variation in initial iodine deficiency, I find that salt iodization increases the grade point average of students by 6–9 percent of a standard deviation.

Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students

The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (rs= .467, p= .014), teaching presence (rs= .448, p= .019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p< .05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.

Relationship between Parenting Styles, Television Viewing Habits and Academic Performance of Students in Ga-East Municipality, Ghana

This study examined the relationship between parenting styles, television viewing habits, and academic performance of second year students in Ghanaian junior high schools in the Ga-East Municipality. The study was a cross-sectional correlational study using 310 samples drawn from a population of 1700 students. Using a five-point Likert’s scale, Buri's Parental Authority Questionnaire (α =.619) measured parenting style in this study. Students Grade Point Average (GPA) in four subjects (English, Mathematics, Integrated Science and Social Studies) represented academic performance scores, while self-constructed TV viewing instrument (α = .71) was used to gather data on students’ television viewing habit. ANOVA, t-test, and multiple regression were used to test four hypotheses. Results indicated that authoritarian and permissive parenting styles correlated negatively with academic performance while authoritative parenting style affected students’ performance positively. The study also discovered that time spent watching TV significantly and negatively influenced academic performance of students. Again, time spent viewing television, did not differ significantly on the basis of age. The study concluded that authoritative parenting style is significant for a better academic grade, and that age is not a factor in regards to time students spent watching TV programmes. Based on the outcome of the study, it was recommended that the Municipal Counsellor should organise career guidance programmes for the students to encourage them to be more focused on their studies and also to reduce their TV viewing time. In addition, parents must be encouraged to regulate the TV viewing habits of their children.

Social media usage and its association with students' performance and attitude in Saudi Arabia

PurposeThe purpose of this study was to investigate the level of social media use among students, and the way in which it affects their performance and attitude when used in the classroom in Saudi Arabia. The study explores students' attitudes to using social media to perform activities in the classroom and in their future careers.Design/methodology/approachA convergent mixed methods design was adopted, administering an online survey to a sample of 622 university students and conducting interviews with 20 students.FindingsThe results revealed that the relationship between the level of a student's social media usage and GPA (Grade Point Average) was negatively correlated. Moreover, the students with a high level of social media usage generally reported a highly positive attitude towards using social media in classroom activities. Finally, the students' level of social media usage was found to predict their attitude towards performing classroom activities using social media.Research limitations/implicationsThis study has implications for both theory and practice. For example, the findings confirm the ways in which social media are deployed, according to uses and gratification theory. In particular, social media are used by Imam Abdulrahman Bin Faisal University students for escapism, social integration and interaction, establishing personal identity, and meeting affective and cognitive needs. Meanwhile, the theoretical implications of this study are that new dimensions and social media terms can be added to the assumptions of uses and gratification theory. For example, virtual tolerance corresponds to escapism, virtual communication corresponds to integration and social interaction, virtual problems can be matched with personal identity and affective needs, and virtual information corresponds to cognitive needs.Practical implicationsOn a practical level, the results could be useful for students, teachers, educational policymakers and society. The results would show students how high social media usage could have a negative impact on their performance. Therefore, they should control their usage by managing their time, for example, via time management apps, if necessary. In particular, students could use social media in their learning and to develop their skills. A positive attitude among students, with regard to using social media in classroom activities, should correspondingly increase teachers' use of social media in the teaching process. This implies the expected benefits for teachers of using social media to teach and communicate with students. In addition, policymakers need to use social media as a means of reaching those population segments who display high social media usage, and who are unlikely to use traditional media to connect with those who formulate policy.Social implicationsIt is important to consider that high levels of social media use have a tendency to affect users' health, causing neck and back pain and psychological issues, for example, stress and depression. This points to a pressing need for society's institutions to raise public awareness of the disadvantages of high social media usage.Originality/valueThis study could serve as a useful source of information for faculty members seeking to integrate social media into their curricula. It could also encourage students to activate social media in their learning and communication with teachers and peers, while at the same time reducing their non-academic social media usage. This study provides a scale for measuring students' social media usage and attitudes to undertaking classroom activities via social media in the Saudi context. The scale is validated through adaptation of the scales developed by Sahin (2018) and Kitchakarn (2016).

Association of admissions factors with student performance in preclinical operative dentistry.

Admission to dental school is based on various factors including academic achievements in undergraduate coursework and the Dental Admission Test (DAT) scores. Students' success in an operative course requires fundamental knowledge, hand skills, spatial awareness, and self-assessment ability. The goal of this study is to evaluate how admissions factors, such as Grade Point Average (GPA) and DAT, including the Perceptual Ability Test (PAT), relate to students' academic and preclinical performance and self-assessment skills in preclinical operative dentistry. A total of 239 students were included from seven class years (2016-2022). Third-year dental students participated in a preclinical operative dentistry course. At the end of the course, they took the final multiple-choice exam and performed four competency examination procedures: Class II amalgam preparation and restoration and Class III resin-composite preparation and restoration. Calibrated faculty graded students' work independently and students also self-assessed their performance using the same rubrics as faculty. Linear regressions were performed to estimate the association between the admission factors with the mean faculty scores (measuring preclinical performance), student-faculty (S-F) gap scores (evaluating self-assessment skills), and their final didactic exam scores. Overall, students' self-assessment was higher compared to faculty score. Linear regression analysis demonstrated positive correlations between the PAT and students' preclinical performance as well as between the DAT and their didactic exam scores. In general, S-F gap score decreased as PAT score increased, and it was statistically significant lower for the Class III preparation, indicating a better self-assessment skill. No correlations were observed between student performance and GPA scores. The findings from the association between student performance and admission factors may play an important role in the dental school admissions process and assist students who may benefit from early faculty intervention and support.

Organized civic and non-civic activities as predictors of academic GPA in high school students

Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, M age = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.

The Effect of Self-Determination Activities on Communication and Interaction Skills and Academic Success (Grade Point Average) of Students at Risk of Emotional-Behavioral Disorders: A Randomized Controlled Trial

Background: Students with emotional and behavioral disorders (EBD) have lower academic efficiency than students with other disabilities and exhibit high levels of problematic behaviors and low levels of social functioning. This research aims to investigate the impact of self-determination activities on communication skills and scholastic achievement of students at risk of emotional-behavioral disorders. Methods: The study was conducted through a randomized controlled trial during the academic year 2018-2019. The samples included 54 female students (14 to 16 years) at risk of emotional-behavioral disorders from secondary schools in Tehran, Iran. The sampling was conducted through a random cluster method. The applied tools encompass Youth Self-report and Assessment of Communication and Interaction Skills. Academic success was measured by students' grade point average (GPA) in two terms. The intervention was held in 8 sessions of 90 minutes, once a week, after the first term of academic of students for the intervention group and the control group did not receive any intervention during this period. The data were analyzed by SPSS-22, MANCOVA, T-test, and Chi-Square tests. Results: The results of the multivariate analysis of covariance analysis showed self-determination has an impact on communication skills (physicality, information exchange and relations) of students at risk of emotional-behavioral disorders (p<0.05). Comparing the difference between the averages of the two students' means, it was found that there was a significant difference in the two groups after the intervention (p<0.001). Also, after the intervention, there was no significant difference between the two groups but the GPA of students in the intervention group increased from 13.19 to 15.61. Conclusion: The findings suggested self-determination is effective for academic success and communication skills of students at risk of emotional-behavioral disorders and can be used in educational programs for these students.

Lessons Learned from Clinical and Translational Science Faculty and Student Survey as COVID-19 Pandemic Continues to Shift Education Online

IntroductionAs the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings.MethodsAll faculty and learners involved in nine Clinical and Translational Science courses in spring 2020 were invited to participate in a web-based questionnaire. Quantitative analysis was performed on closed-ended items, including 5-point Likert-scale questions used to assess the range of views. Qualitative free-text responses were independently analyzed for repetitive themes and summarized. Additionally, comparisons of faculty and course evaluations and student grade point averages (GPAs) from the in-person courses and their subsequent virtual course offerings were considered.ResultsSurvey results indicated several positive impacts with moving courses into the virtual environment, including increased accessibility as well as more student-centered education. Learners joining from sites outside of the originating campus were especially grateful for the virtual classroom because they felt newly integrated within classes. Faculty and course evaluations, as well as student GPAs, remained consistent.ConclusionNew COVID-19 variants continue to shift education online, and innovative ideas are required to further improve future virtual course offerings. Increased engagement is warranted, both from faculty to incorporate activities designed specifically for a virtual classroom, and from students to increase participation by activating their microphones and webcams. Greater opportunities for global involvement and connectedness arise. Finally, this project advocates for adequate eLearning staffing to support quality online education as the need for pedagogical and technical provision continues.

Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic

Learning engagement varies in different modes of instructions. With such consideration, the authors of this article conducted comparative analyses on student learning outcomes measured by their final mean grade point averages (GPAs) during three timeperiods (before, at the onset of, and during pandemic) when inperson, online, and hybrid instructions were delivered. The records of 600 middle school students in a school district from a western state, across three academic years, were used as the sample (2018-2019 before pandemic when they were in sixth grade with in-person instruction, 2019-2020 at the onset of the COVID-19 pandemic in seventh grade with online instruction, and 2020-2021 during pandemic in eighth grade with both online and hybrid instructions). Results showed that no difference was found (from paired t-test) in student final GPAs when they transferred from in-person instruction before pandemic to online instruction at the onset of pandemic, but differences were found (a) between in-person instruction and hybrid instruction (from one-way repeated ANOVA), and (b) between online instruction and hybrid instruction (from both one-way repeated ANOVA and an independent samples t-test) at and during pandemic. Recommendations for practice and future research focusing on students’ needs were presented.

Burnout syndrome and its determinants among medical, dental, and nursing undergraduate students: a cross-sectional analytical study from Saudi Arabia

Background: Medical colleges are known to be stressful environments that, if left unchecked, could result in burnout and stress, which might last throughout the training and beyond. This study aimed to determine the prevalence and risk of burnout among s tudents in medicine, dentistry, and nursing colleges in Saudi Arabia. Methods: A cross-sectional study using an online self-administered questionnaire was sent to all (n = 1,000) students in the medical, nursing, and dentistry colleges of Vision College in Riyadh, Saudi Arabia. Burnout was assessed using the previously validated Maslach Burnout Inventory-Student Survey. Results: The study sample included 718 students, resulting in a 71.8% response rate. Females represented 57.2% of the study sample, and the average age was 23.1 ± 2.57 years. Emotional exhaustion (EE), cynicism (CY), and reduced personal efficacy (PE) was found in 62.5%, 72.8%, and 65% of the participants, respectively. Overall, burnout was present in more than half of the participants (57.2%). The risk of EE, PE, and CY was significantly higher in nursing, medicine, and dentistry students, respectively. Exercise frequency showed a statistically significant positive association with decreased risk of EE/CY/ and PE. grade point average (GPA) was the strongest predictor of EE and reduced PE. Conclusion: This study showed high burnout rates among students. Low GPA students in this study showed a higher overall burnout. Exercise frequency and sleeping showed a statistically significant positive association with a decreased risk of burnout.

Is college students’ trajectory associated with academic performance?

Many higher-education institutions have endeavored to understand students' characteristics in order to improve the quality of education. To this end, demographic information and questionnaire surveys have been used, and more recently, digital information from learning management systems and other sources has emerged for students' profiling. This study adopted a novel approach using semantic trajectory data created from smart card logs of campus buildings and class attendance records to investigate the relationship between students' trajectory patterns and academic performance. More than 4000 freshmen were observed per semester at the Songdo International Campus, Yonsei University, in South Korea during four semesters in 2016 and 2017. Dynamic time warping was newly adopted to calculate the similarities among student trajectories, and the similarities of students' trajectories were grouped by hierarchical clustering. Average grade point averages (GPAs) of the groups were evaluated and compared by major and gender. The results showed that the average GPAs were statistically different from each other in general, which confirmed the hypothesis that a student's trajectory differentiates a student's GPA. Furthermore, GPA was positively associated with students' degree of activeness in movement — the more accesses to campus facilities, the better the GPA. Besides, the differences in the average GPAs of the male groups were clearer than was the case for females, and the trajectory of the second semester better characterized an individual student. The study shows that a semantic trajectory pattern generated from location logs is a new and influential factor that can be utilized to understand students' characteristics in higher education and to predict their academic performances.