Student Performance In Higher Education Research Articles

Computer Allied Intelligence in the Education Resource-Sharing Based inContract Deep Learning

A resource-sharing platform is an online space where individuals or organizations can exchange or access various resources, such as knowledge, skills, tools, or assets. These platforms facilitate collaboration and cooperation among users by providing a centralized hub for sharing resources efficiently. In university higher education, a resource-sharing platform serves as a vital tool for students, faculty, and staff to optimize access to a wide array of educational resources. These platforms enable the sharing of academic materials, such as textbooks, lecture notes, and research papers, fostering collaborative learning environments. This paper proposed the proposed method of Distributed Consensus Blockchain Deep Learning (dCBDL) for a resource-sharing deep learning platform in higher education aims to revolutionize collaborative learning and resource utilization. Initially, the dCBDL model uses a blockchain network that serves as the underlying infrastructure for the platform. This blockchain will store transaction records, verify the authenticity of shared resources, and ensure data integrity and immutability. The proposed model uses smart contracts and decentralized storage with a consensus mechanism for data processing in higher education. Finally, the proposed dCBDL model uses the deep learning model for the classification and assessment of student performance in higher education. The proposed model achieves a classification accuracy of 98% which is significantly higher than the conventional techniques such as blockchain architecture and SVM and LSTM classifiers.

Modelling physical ergonomics and student performance in higher education: the mediating effect of student motivation

PurposeThe study aims to explore factors that influence students’ academic performance in the context of physical ergonomics and assess the mediating effect of motivation between lighting, noise, temperature, chair design and students’ performance from the student’s perspective.Design/methodology/approachThe research was categorised as a correlational study and employed non-contrived and cross-sectional methods to achieve its objectives. The target population was university students aged 18 years old and above enrolled in Malaysia’s higher education institutions. Due to the inaccessibility of the sample frame, convenience sampling, a type of non-probability sampling, was utilised. Data collection was conducted through an online survey primarily distributed among student groups.FindingsThe study’s findings reveal that only two exogenous variables, lighting and noise, directly influence students' performance. Additionally, motivation is a potent and significant factor in shaping students' performance. Motivation is also identified as a mediator in the complex relationship between lighting, noise, temperature and student performance. Surprisingly, although temperature does not directly influence student performance, it indirectly influences performance through motivation.Originality/valueThis study is an original exploration into the intricate factors shaping students' academic performance within the domain of physical ergonomics from a student perspective. The research uniquely investigates the mediating impact of motivation on the relationships between lighting, noise, temperature, seating arrangements and academic outcomes. The findings will contribute novel insights to the existing body of knowledge, offering a distinct perspective on the complex dynamics that influence student learning experiences and performance in educational settings.

Grit and Self-Identity: A Contextual Inquiry Into Academic Performance

Grit and Self-Identity: A Contextual Inquiry Into Academic Performance

Alternative Grit Models: Explorations Into the Psychometric Properties of Grit-S and Academic Performance

Grit, the passion for achieving long-term goals, has been conceived as a two-dimensional construct (Consistency of interest and Perseverance of effort). The construct is well known for its easy measurement and its relationship with performance, including academic performance. However, there have been different criticisms, such as the overlap of grit with other personality characteristics, the variability in the psychometric structure of the Grit-O and Grit-S tests, and the fact that some work reports a weak influence of grit on academic performance. Within this framework, this study contrasts different psychometric structures of the Grit-S scale and its relationship with the academic performance of higher education students. So, with this purpose, a dichotomous model of high and low grit, a K-medias clustering model, and three structural equation models have been tested. The results indicate that (a) there is a statistically significant relationship between grit —mainly determined by the consistency dimension— and academic performance, although it decreases when controlling for contextual variables, and (b) Consistency mediates the relationship between Perseverance and academic performance. The instability of grit to predict performance is discussed, and the thesis of a two-sub-dimensional structure is supported.

Relationship between Digital Learning, Digital Literacy and Academic Performance of Higher Education Students: Moderated Mediation Role of Critical Thinking

In today's rapidly evolving educational landscape, digital technologies have become increasingly prevalent, transforming how students access and engage with information. This study explores the relationships among digital learning, digital literacy, and academic performance in higher education, focusing on the moderating and mediating role of critical thinking. The adoption of digital learning platforms, such as online courses and virtual classrooms, has expanded educational access and flexibility. However, concerns regarding their effectiveness persist. Digital literacy, encompassing the ability to navigate digital tools and critically evaluate information, is crucial in this context. This research investigates how students' digital literacy levels influence their academic achievement and examines the mediating role of critical thinking in this relationship. Critical thinking is hypothesized to mediate the effects of digital literacy on academic performance and the impact of digital learning on critical thinking skills. Additionally, the study assesses whether critical thinking moderates the prime relationship between digital learning and academic performance. This descriptive, cross-sectional study employs structured questionnaires to gather primary data from 384 students enrolled in undergraduate, postgraduate, professional, and research programs at private universities in Bangalore, India. The findings indicate that the academic program significantly influences students' perceptions of digital literacy, digital learning, critical thinking, and academic performance, while demographic factors do not. Digital learning alone has a slight negative effect on academic performance, but digital literacy acts as a positive mediator, mitigating this impact. However, critical thinking does not significantly moderate the relationship between digital learning and academic performance.

Higher Education students' perceptions towards Information Literacy

Integrating information literacy into learning improves student performance and, for that reason, academic librarians can play a significant role by collaborating in the design and training programs in these areas. In Macao, there is no known study on the information literacy performance of higher education students, so we seek to diagnose this area. For that purpose, a survey was applied to higher education students to assess students' perception of information literacy and their self-characterization regarding the use of resources and the type of skills needed for academic work. A semi-structured interview was also carried out with teachers about the same reality. Students perceive themselves to have a low level of confidence in the performance of their academic tasks, which affects their fulfilment. Faculty are aligned with this diagnosis, revealing the students’ weaknesses in the information search and presentation. Overall, information needs are evident among students as also is the use of preferred information resources in pursuit of their studies. The training aimed at students in search, retrieval, analysis, and use of information seems to be essential, which is why the construction of a tailormade training program in Information Literacy is anticipated.

Association Between Self-Advocacy and Academic Performance of Higher Education Students with Disabilities: A Meta-Analysis

Self-advocacy is one of the personal factors essential for students with disabilities in college obtaining satisfactory achievements. This meta-analysis proves the strength of the relationship between self-advocacy and one of the success parameters of students with disabilities, namely academic achievement. It followed the guidelines from PRISMA. A literature search was conducted in four databases: Scopus, Web of Science, Psychnet, and Proquest, and 328 articles were obtained. Finally, six articles remained for further analysis. Based on the analysis using the DerSimonian and Laird (DL) estimator model, the estimated effect size was 0.29 (p<0.001; 95% CI=0.20 – 0.38). Although the results of the meta-analysis show a significant positive correlation between variables, there are things that need to be considered in terms of heterogeneity and the risk of publication bias.

The influence of aerobics on the physical condition of higher education students

The studying at higher education institutions places high demands on the health status of students, which is caused by many factors and is assessed by experts as unsatisfactory.
 The systematic nervous and mental overstrain and mental fatigue cause deterioration of health, functional state of systems; decrease in physical fitness and performance of higher education students.
 The aerobics classes are an effective way to improve health and increase efficiency in higher education students.
 Aerobics is a set of general developmental physical exercises that includes body movements combined with breathing exercises and is performed to musical accompaniment. It is one of the modern trends in health-improving physical culture.
 The purpose of the study: to reveal the impact of aerobics on the state of health, functional state of systems, level of physical fitness and performance in the applicants of the higher education.
 Methods of the study: theoretical analysis and generalisation of scientific and methodological literature.
 Results of the study. The influence of systematic aerobics training on the physical condition of the applicants of the higher education is studied.
 Conclusions. The systematic aerobics classes have a positive effect on the physical condition of the applicants of the higher education, namely: they contribute to the improvement of health, functional state of all systems; increase the level of physical fitness and performance. The aerobic exercise is effective and safe for health, provided that you follow the guidelines for its proper use. Велика кількість видів аеробіки дає можливість здобувачам вищої освіти обрати той, що відповідатиме їх стану здоров’я, статі, вікові, фізичній підготовленості, інтересам та метою занять. The large number of types of aerobics allows applicants of the higher education to choose the one that suits their health, gender, age, physical fitness, interests and purpose of training.
 Prospects for further research: to study the impact of aerobics on the physical condition of the applicants of the higher education in physical education classes.

Academic Performance of Higher Education Students Through Online Learning

The objective of this study is to investigate the relationship between academic success and personal development in students, as measured by their grades. The study aims to evaluate the effectiveness of policies in higher education institutions that promote both academic achievement and personal growth. The analytical method used is confirmatory factor analysis. The result of this study shows that students' personal development has no impact on the determination of online learning policies. Hence online learning policy determination cannot affect the assessment of online learning outcomes. Nonetheless, student’s personal development undertaken can influence the assessment of online learning outcomes, and implementing online learning policies can mediate the effect of personal development on online learning outcomes assessment. Therefore, a student's future achievement should be determined only by the academic performance that does not have to depend on local government policy.

Prediction Model based on Continuous Data for Student Performance using Principal Component Analysis and Support Vector Machine

Predicting student performance in higher education based on students’ self-efficacy and learning behaviour data is challenging, because the data is changing with time. The potential of using continuous data which is collected weekly needs to be investigated to identify the effectiveness in making predictions of low-performing students. Therefore, this paper presents the analysis of continuous data using the Principal Component Analysis (PCA) and Support Vector Machine (SVM) for predicting student performance. Firstly, we proposed three patterns of the Principal Component (PC) scores to predict the trends of behaviour within a semester. Secondly, we present an analysis of using different combinations of time frames in predicting the performance using the SVM. The obtained results show that three behaviour patterns have been extracted from the Hotelling’s T² values calculated using the PC scores which were fluctuating, ascending, and descending. The use of different time frames using SVM shows different accuracy results in prediction. The use of continuous data indicates that certain data can be predicted at the early stage using multiple time frames.

The impact of using a blended learning Choice Model method on student performance in higher education during COVID-19

The purpose of this study was to empirically investigate the effectiveness of the Blended Learning Choice Model on student academic performance. In response to the requirements necessitated by the COVID-19 pandemic, an adaptive blended learning method was developed. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a digital marketing course at a private undergraduate liberal arts college located in the northeastern United States. The Choice Model of instruction was used for two sections of the digital marketing course during the fall 2020 and spring 2021 semesters. During the fall 2021 semester, the two sections returned to 100% in-person instruction. This research compared the academic performance of students by their choice of delivery instruction method, synchronous remote or classroom, in two sections during the fall 2020 and spring 2021 semesters. For each semester and section, the overall grade point average (GPA) of each student was compared to the GPA earned in the digital marketing course. Students were assigned to one of two groups depending on their selected choice of a remote synchronous delivery method or in-person classroom instruction. A two-sample t-test was performed to compare the grades of students in the remote section to the in-person section. The combined results of the fall 2020 and spring 2021 semesters indicated that students enrolled in the course via remote delivery demonstrated significantly lower GPA compared to students with in-person instruction.

Inclusive Active Methodologies in Spanish Higher Education during the Pandemic

The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels.

Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

Covid-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the Covid-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.

Media for History Learning In the Digital Era

Background: In the information age and today's digital age, educators play an important role in shaping good character. Educators have excellent opportunities to develop professional competencies that can be enhanced, one of which is the ability to technically and creatively create innovative learning designs that facilitate educators' ability to optimize students' abilities. Contribution: The contribution of this research is to raise awareness among educators in the digital arena of what is required to develop innovative and creative History learning media. Other matters related to educators' confidence in leveraging technology in History learning also need to be optimized. Method: Synthesis method. Researcher synthesized information naturally to help others see connections between things. Results: The t-test result indicated that the post-test scores were significantly higher for the experimental group (M = 41.71, SD = 2.14) than for the control group (M = 20.41, SD = 4.3), t = 4.130, p < .001. In other words, there was a significant difference in the mean post-test results between the experimental and control groups. As such, Edmodo can positively impact the academic performance of higher education students. When being applied to the experimental and control methods, the ratio was 2.62, which was greater than the reference value (1.2). This showed that Edmodo effectively improved students' study skills and knowledge. Conclusion: The impact of this result can be explained by the fact that Edmodo increased the use of collaborative e-learning in the experimental group to keep students informed. A good website provides students with high-quality information, creativity, participatory activities and collaboration in a category called Social Networking and Communication. The application of digital literacy by utilizing media in History learning can be done by utilizing the existing facilities at Edmodo

A practical approach to overcoming biases in comparing student performance in higher education

In times of rankings and performance benchmarks, data on average marks of higher education students are very common internationally and are often used as quality indicators in practice. We discuss the principles behind the distribution of average marks of students. These principles need to be taken into account when calculating the percentile of (the average mark of) a student. An informative percentile is obtained only if the average mark is compared to a distribution of averages that have been calculated based on the same number of credit points obtained by the student. We provide an empirical example from a university in Germany, which shows that percentile information can differ considerably when based upon different samples. Our findings indicate that the approach proposed in this study may not only be the most efficient approach for ranking students to be implemented into university practice, but may also contribute to a much more objective and credible grade reporting system for student performance.

The relationship of sport with academic performance of higher education students

The general objective of the article was to relate the sport with the academic performance of the students of the Bachelor of Science, Education and Humanities and of the Faculty of Engineering of the Autonomous University of Coahuila. It was a quantitative, cross-sectional and correlational study. 80 subjects answered the survey, by means of a non-probabilistic sample for convenience. The central hypothesis was: There is a relationship between sport and academic performance. The working hypotheses: H1. There are significant differences between gender and the variables to be contrasted. H2. There are significant differences between the faculties and the variables to be contrasted. Statistical analyzes were performed: frequencies and percentages, comparative, correlation and exploratory factorial. The contribution of the study lies in the fact that when the student body practices sports, it increases their concentration, it makes it easier for them to integrate with their peers, improves their academic performance, their studies, allows them to prioritize their classes, which generates good evaluations. It can be said that, to the extent that the student community performs physical training, they improve their academic results and face situations positively as well as their emotions.

Incidence of Pedagogical Leadership in Students’ Performance in Higher Education

AbstractSince the creation of the European Higher Education Area (EHEA) in 1999, the development of new teaching models, in which the student takes responsibility for their learning, has been favored. In this educational context, pedagogical leadership, understood as that oriented to the improvement of student achievement and performance, is presented as a response capable of promoting and improving both the quality of higher education and the teaching–learning processes. This study is intended to analyze the incidence of pedagogical leadership in higher education institutions from the most current scientific literature. Pedagogical leadership can be defined as a leadership that will have an influence on the student’s performance. For this, a systematic review was carried out in the Web of Science and Scopus databases. Seventeen of the 288 articles reviewed were accepted. Therefore, the representation in the scientific literature of leadership aimed at improving student performance in higher education is still limited and incipient. As main contributions, the need to incorporate this leadership model in higher education institutions is highlighted, as an element of change and improvement of quality in them, as well as to evaluate the results obtained after its incorporation in higher education.

Model Development in Predicting Academic Performance of Students Based on Self-Efficacy Using K-Means Clustering

Many prediction models have been developed using data mining tools in order to predict the performance of the students at the early stage. The academic performance of higher education students commonly was predicted based on their results in the end of the previous semester or during the semester like test score or mid-term exam. However, there is lack of models that emphasize the use of data related to student’s behaviour for predicting the academic performance. Therefore, the aim of this study is to investigate the use of self-efficacy behaviour data to predict the academic performance of students using principal component analysis (PCA) and k-means clustering (KMC). This study focuses on the first part of the prediction which is model development. In the model development phase, the number of variables were reduced from 20 into two by using PCA. The scores for the first two principal components were clustered by using KMC. The results show that the scores can be clustered into three main clusters to differentiate the student’s self-efficacy behaviour. Next research will investigate the underlying causes of the clusters in order to predict the risky students.

Breaching Learners' Social Distancing through Social Media during the COVID-19 Pandemic.

Higher education has been shifted toward blended learning during the COVID-19 pandemic. An increase in social media usage intensity and reduced face-to-face interaction due to the COVID-19 pandemic urged instructional communication researchers to revisit the dynamics of learners’ group development in terms of their socialization and academic performance during the COVID-19 crisis. This research aimed to determine the mediating role of social media sociability between face-to-face socialization and academic performance of higher education students in blended learning environments during the COVID-19 pandemic. It was also the aim of the study to determine the moderating effect of social media usage intensity on social media sociability. A cross-sectional survey was conducted with the students (n = 340) enrolled in science teacher education departments of universities in Pakistan. Partial least squares structural equation modeling (PLS-SEM) was used for multivariate analysis. Results revealed that face-to-face socialization gave an essential start to develop a learning group. However, when face-to-face socialization was reduced due to the COVID-19 pandemic, it was mediated by social media usage in blended learning environments to increase their socialization and academic performance during the crisis. The findings of the study are useful for higher education institutions to adopt social media strategies for students’ socialization during the crisis.

ОЛИЙ ТАЪЛИМ МУАССАСАЛАРИДА ТАЛАБАЛАР ЎҚУВ ЮТУҚЛАРИНИ БАҲОЛАШ МЕХАНИЗМЛАРИ

Ушбу мақолада олий таълим муассасаларида ўқитиш самарадорлиги ва таълим сифатини ошириш, масофавий таълим шароитида талабаларни баҳолаш хусусида фикр юритилади. В статье рассматриваются эффективность преподавания и качество образования в высшей школе, оценка студентов в контексте дистанционного обучения. The article examines the effectiveness of teaching and the quality of education in higher education, the assessment of students in the context of distance learning.