Academic Progress Of Students Research Articles

Didactic Innovation in Mathematics Using Technologies

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.

Prevalence of Toxic Teaching in High Schools and its Impact on Psycho-Social Well Being, and Academic Progression of Students

Prevalence of Toxic Teaching in High Schools and its Impact on Psycho-Social Well Being, and Academic Progression of Students

What do adults know about public education?

Adults’ beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from “personal experience,” better information has the potential to improve U.S. education.

A Qualitative Study on How Saudi English Language Teachers' Pedagogical Competences Impact Their Students' Academic Achievement. Journal of Research in Language and Translation, 4(1), 20–37. https://jrlt.ksu.edu.sa/en/node/2936

Pedagogical competence refers to a teacher's ability to effectively manage teaching and learning aspects of education. This includes subject knowledge, instructional methods, technology integration, lesson planning, classroom management, student evaluation, and facilitating learner growth. A competent teacher significantly influences students' academic advancement by creating a conducive learning environment. Professional competency involves effective teaching methods, well-structured lesson plans, and delivering instruction. A teacher's professional competency directly affects a student's academic progress, and there is a clear relationship between a teacher's competence and a student's achievement. This study utilized a qualitative case study research method to investigate the perspectives and concepts within a natural setting (Hesse-Biber & Leavy, 2010). The study involved English Language Teachers in six public schools in Shaqra City, Saudi Arabia during the academic year 2023. The findings suggest that English language teachers have the necessary skills to influence student outcomes. They effectively identify students' educational needs, create an optimal learning environment, and motivate engagement in various dimensions. Despite obstacles from education policies, parents, society, and limited resources, teachers continue to make efforts to improve student academic achievements.

Database design for course selection and course grading system

In the context of global education, universities and institutions emphasize the importance of proficient academic information management systems. As traditional approaches to course data management become obsolete, there is a growing need to leverage digital transformation for academic management. This paper proposes a novel course database design that centralizes information about subjects, courses, staff, students, buildings, and grades. The database is designed to facilitate the overall academic progress of students by ensuring efficient record keeping, retrieval and updating. The architecture simplifies administrative tasks, underscores the importance of databases in modern educational institutions by providing in-depth student data to support personalized learning, enhance communication among stakeholders, and aid academic research. The conclusion of the experimental test is that a database designer should always ensure they pay attention to avoiding data redundancy and ensuring data diversity when processing data.

Earning Analytics Dashboards for Advisors – A Systematic Literature Review

Learning Analytics Dashboard for Advisors is designed to provide data-driven insights and visualizations to support advisors in their decision-making regarding student academic progress, engagement, targeted support, and overall success. This study explores the current state of the art in learning analytics dashboards, focusing on specific requirements for advisors. By examining existing literature and case studies, this research investigates the key features and functionalities essential for an effective learning analytics dashboard tailored to advisor needs. This study also aims to provide a comprehensive understanding of the landscape of learning analytics dashboards for advisors, offering insights into the advancements, opportunities, and challenges in their development by synthesizing the current trends from a total of 21 research papers used for analysis. The findings will contribute to the design and implementation of new features in learning analytics dashboards that empower advisors to provide proactive and individualized support, ultimately fostering student retention and academic success.

A Study on the Correlation between Intelligence and Spatial Orientation in Children Who Practice Chess at School

The game of chess requires many hours of training in order to achieve the title of FIDE Master. The complex nature of the game requires higher cognitive skills and implicitly helps their development. We selected 2 third grade classes that have a total number of 67 pupils. They were assessed initially and finally to measure the intelligence quotient (I.Q.) and the level of spatial orientation. For testing the I.Q., we used the Raven Progressive Matrix and for the level of spatial orientation, the Bender-Santucci test. To check if the progress is statistically significant, we used paired samples t-test and calculated Cohen's d to quantify how large the difference between the two tests is. We performed a simple linear regression between intelligence and spatial orientation to see if the intelligence quotient is a predictor of the level of spatial orientation. We discover an upward regression line between I.Q. and spatial orientation. In conclusion, the level of spatial orientation can be improved through chess and this will positively influence the student's academic progress.

Study of the Impacts of Educational Technology on Academic Progress of Students in Bamian Boys’ Center High School

The aim of this research was to study the impact of educational technology on the academic progress of Bamyan boys’ high school students in 1401 (2022). This research was applied in terms of purpose and a descriptive survey in terms of nature. Societal statistics of this research were the whole of 83 teachers at Bamian Boys’ High School. So, from the societal statistics, we used simple random sampling with confidence levels of 95% and 5% error for 70 people selected according to Morgan’s table and 64 of them answered the questionnaires. For data collection, a questionnaire measuring the attitude towards the use of technology in education (including 50 questions) was specially prepared for teachers and fixed to check their academic progress. SPSS 24 statistical software was used in data analysis. The research outcome indicates factors like the teacher’s understanding and the benefits of implementing educational technology and equipment’s effects on the academic progress of school students. The result means that a spiritual relationship exists between educational technology and the academic progress of students.

Designing and evaluating a big data analytics approach for predicting students’ success factors

Reducing student attrition in tertiary education plays a significant role in the core mission and financial well-being of an educational institution. The availability of big data source from the Learning Management System (LMS) can be analysed to help with the attrition issues. This study aims to use an integrated Design Science Research (DSR) methodology to develop and evaluate a novel Big Data Analytical Solution (BDAS) as an educational decision support artefact. The BDAS as DSR artefact utilises Artificial Intelligence (AI) approaches to predict potential students at risk. Identifying students at risk helps to take timely intervention in the learning process to improve student academic progress for increasing their retention rate. To evaluate the performance of the predictive model, we compare the accuracy of the collection of representational AI algorithms in the literature. The study utilized an integrated DSR methodology founded on the similarities of DSR and design based research (DBR) to design and develop the proposed BDAS employing an specific evaluation framework that works on real data scenarios. The BDAS does not only aimto replace any existing practice but also support educators to implement a variety of pedagogical practices for improving students’ academic performance.

PERANCANGAN SISTEM INFORMASI DATA NILAI SISWA DI SMAN 2 PADANG BOLAK SUMATERA UTARA MENGGUNAKAN METODE PROTOTYPING

This study aims to design and implement an information system for student grade data at SMAN 2 Padang Bolak, North Sumatra. The method used is classroom action research using a prototyping model. The increase in the number of students and the complexity of managing data on student scores has made schools need an information system that is able to manage data more efficiently and effectively. The results showed that the designed student grade data information system could improve efficiency in managing student grade data and make it easier for schools to see student academic progress. The benefits of this research are to assist schools in managing student grade data more easily and effectively and to improve the quality of education at SMAN 2 Padang Bolak, North Sumatra. In conclusion, this study succeeded in designing and implementing a student grade data information system at SMAN 2 Padang Bolak, North Sumatra using the prototyping method which is capable of increasing the efficiency and effectiveness of managing student grade data. It is hoped that the results of this research can make a positive contribution to the school and community in the field of education.

Integrating Computational Thinking and The Polya’s Model In Minecraft: The Effects on Learners’ Fractions Achievement

There are few empirical research on the influence of incorporating computational thinking and Polya's Model in digital games on the academic achievement of students and the best ways for implementing this integration. Therefore, this quasi-experimental pretest and posttest non-equivalent group design research was aimed at determining the effect of integrating computational thinking and Polya’s model in Minecraft on students' fraction proficiency. Fifty-seven students from two intact classes were involved as the participants. The control group had 28 students, while the experimental group had 29 students. The findings revealed that the fraction achievement of the experimental group students increased as compared to students in the control group. It may be determined that studying fractions in Minecraft through the integration of computational thinking and Polya’s model had the best influence on student's academic progress. Thus, teachers should be able to incorporate it into other materials for learning mathematics.

Predicting Student Success in Co-remediated General Education Mathematics Courses at a Large Urban Public University

Placement and support of students in first-year mathematics courses at institutions of higher education has long been a consequential issue. In a bid to address it, many systems and institutions of higher learning have elected to implement a co-remediation framework in place of pre-remediation, due in large part to the prohibitive cost of the latter, both in terms of financial resource, as well as student academic progress. Accompanying this evolution has been the expansion of the introductory mathematics curriculum beyond algebra to include statistics and quantitative reasoning. The present study discusses three distinct introductory mathematics courses at a large urban public M.S. granting institution in the U.S., with the goal of identifying the characteristics that correlate with success in each. Conditional probability and non-completion rate analyses were implemented to compare student performance in each course. Predictive models were then trained and validated, building insight concerning the differential relationships of demographic and academic covariates with course completion.

Academic performance differences between Spanish and indigenous speakers in Ecuador

ABSTRACT The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students.

Concern, Conflict, and Chaos: Nebraska Educator Experiences during the Pandemic

During the spring of 2020, Nebraska's 983 public schools sat vacant, and Nebraska's 329,290 Pre-Kindergarten to Grade 12 students were learning in environments other than school. Educators were expected to pivot quickly from traditional classroom instruction to remote experiences. Understanding the effects of the pandemic on educators is necessary to effectively meet their needs and the needs of students. The purpose of this study was to identify and describe the experiences of Nebraska's urban and rural PreK–Grade 12 educators during the early stages of the COVID-19 pandemic. In surveys collected in July 2020, participants (i.e., superintendents, principals, and teachers) completed both fixed-response items and one open-ended question that assessed experiences during the initial pandemic-related school closings. The results indicate educators identified lack of family help and inability to engage students as a top concern about student academic progress. Educators reported dramatic increases in stress during school closures. Many reported coping only somewhat well or worse. Educators also reported personal challenges with remote instruction, including mental health issues and blurred work- and home-life boundaries. Significant differences were found between rural and urban educators, as well as between elementary and secondary educators. Direct quotes from participants vividly describe their lived experiences.

Studying and enhancing the methods for distance teaching of computer science in Kazakh secondary school students during the pandemic

Introduction. In 2020, the first two weeks of the enforced transformation of all the levels of school education, which was initiated as one of the measures against the Coronavirus disease (COVID-19), revealed a range of issues hampering the appropriate distance education. The absence of the methodological basis for conducting online classes in the Kazakh pedagogical community defined the need to study and enhance forms and technologies that would be efficient to use to interact with students during the transition of the national education system to distance education.Aim. The aim of this research lies in defining efficient methods for distance teaching of computer science in the Kazakh secondary school students in terms of ensuring the maintenance of the quality of knowledge and the academic progress of students at the sufficient level corresponding to that of the traditional in-person education.Methodology and research methods. A total of five educators and 320 students of three Kazakh schools took part in the study. At the moment of the experiment, the students were aged 12 to 18 years old. The participants were divided into seven groups according to the educational level (5th–11th forms) in order to make it more convenient to trace qualitative changes in the academic progress depending on the selected method for distance teaching of computer science. The authors conducted three control evaluations of the quality of knowledge in each of the 320 participants. The t-test for unpaired samples for every group was conducted to prove the statistical certainty of the calculated average reference values, which were required to confirm the viability of the conducted research. The analysis of the data obtained at the concluding stage of the experiment allowed to compare them with the reference values calculated at the preliminary stage of the research in question. For the comparison, The authors applied the Mann–Whitney U test for independent samples.Results. The preliminary analysis of the quality of knowledge related to the discipline of computer science in the participants revealed generally high and average level of both acquisition of theoretical information and development of the subject-related skills, which was registered based of the results of in-person education. The leading experience of the specialists composing the authors’ initiative research group allowed developing a structural scheme for an online lesson. The lessons applying this scheme were conducted up to the end of the academic quarter. By conducting the Mann–Whitney U test, we discovered that the obtained average values of the quality of teaching computer science to the participants statistically increased (I group – Uemp = 6.49 (p ≤ 0.05), II group – Uemp = 7.46 (p ≤ 0.05), III group – Uemp = 6.05 (p ≤ 0.01), IV group – Uemp = 6.71 (p ≤ 0.05), V group – Uemp = 6.91 (p ≤ 0.01), VI group – Uemp = 6.65 (p ≤ 0.05), VII group – Uemp = 6.21 (p ≤ 0.05)). Despite temporary fall in the efficiency of teaching computer science registered during the transition to the distance model, it was managed to achieve the level of academic progress and acquisition of knowledge corresponding to that of in-person education.Scientific novelty. TThe significance of the collected and analysed data was statistically proved. The data confirmed the efficiency of the use of defined and adapted approaches and teaching techniques, which were able to compensate the absence of traditional in-person lessons, while preventing the fall in the academic progress and the quality of knowledge in students.Practical significance. The obtained results evidence the success of the arrangements aimed at the enhancement of the methods for distance teaching of computer science in the Kazakh secondary school students during the transition to distance education enforced due to the pandemic.

The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement. These differences may be further exacerbated by summer learning loss (SLL), in which student academic progress stagnates or declines during the summer months. Providing summertime academic interventions, specifically in reading, has been one proposed solution for mitigating SLL. The present exploratory study examined the impact of a comprehensive approach to summer literacy intervention that included evidence-based reading instruction in foundational reading skills (phonemic awareness, phonics, fluency) and more advanced disciplinary literacy skills on student reading-related outcomes for rising 1st-3rd grade students. on student reading-related outcomes for rising first, second, and third graders from an under-resourced, urban school. The majority of students who participated in the programming were from historically marginalized populations and low-income families and included students with diverse literacy needs. with 70% of students qualifying for free or reduced-price lunch, and included students with diverse literacy skills, students with developmental disabilities, and emergent bilingual learners. Students were assessed pre-post using norm-referenced assessments of phonemic segmentation, nonsense word reading, and oral reading fluency as well as curriculum embedded Mastery Tests. Results indicated that students made significant growth or maintained measured reading skills. Results indicated that rising first grade students made significant growth pre-post on measures of phonemic segmentation fluency, nonsense word reading, and Mastery Tests. Rising 2nd grade students demonstrated significant growth on Mastery Tests measures and maintained on other measures. Rising 3rd grade students demonstrated significant growth on aspects of nonsense word reading and maintained on other measures. Findings from this study indicate that a summer literacy intervention designed to address both foundational and disciplinary literacy skills may improve reading-related outcomes for students from economically and culturally diverse backgrounds.

The effectiveness of mindfulness training on academic adjustment, academic anxiety and academic hope of students

Background and Aim: One of the most common problems that coaches and teachers face in schools and educational environments in relation to students is the issue of adaptation and how to adapt students. Middle school period is the transition period to university level and adaptation in this period plays an essential role in the activities and academic progress of students. Therefore, the main goal of the current research was to increase the level of academic adaptation and academic hope and reduce students' academic anxiety by using mindfulness training. Methods : The current research was a semi-experimental design with a pre-test-post-test and a control group. The statistical population of this research included all female students of Bushehr city in the academic year of 2022-2023. In order to select the sample in the first stage, after obtaining the necessary permission from Bushehr Education and choosing a high school, with the available sampling method, 50 students were selected from among the applicants to participate in the training sessions, and from this number, according to the criteria entering and exiting the research as well as other reasons (such as the opinion of administrators, teachers, and counselors regarding the student's academic incompatibility and emphasis on the presence of these students in the meetings, non-cooperation of the participants) out of this number, 40 people remained who were randomly divided into two groups experimental and control groups were placed. The experimental and control groups responded to the research tool questionnaires in three stages: pre-test, post-test and follow-up. The experimental group received 8 45-minute sessions of training. Follow-up answered Sinha and Singh's AISS (1993) academic adjustment questionnaire and Pekrun et al.'s AEQ (2002) academic emotions questionnaire Results: The results of multivariate covariance analysis showed that mindfulness training has a significant effect on increasing academic adaptation and educational hope and reducing students' academic anxiety. Conclusion: It is concluded that having mindfulness in educational situations causes positive changes in education and educational environments at an optimal level. In relation to these results, it can be said that the training program has been effective because in this program, the participants' awareness and attention without judgment were improved and they faced challenges with self-acceptance and reduced reactivity. By considering this model, school counselors can affect the academic adaptation and educational hope and reduce the academic anxiety of students.

Investigating Breakfast Consumption by Female Students of Herat University

Background: One of the factors that has a strong and undeniable relationship with the learning and academic progress of students is proper nutrition, including eating breakfast. Consuming a suitable and nutritious breakfast provides enough energy and protein during the students' presence in the class and helps their concentration and learning power a lot. Materials and Methods: This research was conducted with the aim of investigating the amount of breakfast consumed by female students of Herat University in the spring of 1401, and the data was collected by a standard questionnaire including two parts of demographic characteristics and specialized questions about the status of breakfast consumption. Using Cochran's formula software to select the sample size in the known population. Based on that 384 students from different faculties were randomly selected by stratified sampling methods and questionnaires were distributed, and the data were analyzed using Excel software. Findings: The results of the research showed that the majority of female students of Herat University (67.97%) said that they did not eat breakfast every day, and only 32.03% of the students ate breakfast every day, which was very low, As the majority of students stated that unawailability of breakfast, waking up late, and the lack of variety of breakfast were the reasons for not consuming it. They also mentioned that bread and tea, dairy products, sweets and other items are used as their breakfast respectively. Conclusion: According to the findings of this research, most of the students of Herat University did not eat breakfast even though it is considered as an important meal, so there is a need to raise the level of students' knowledge about the importance of this valuable meal.

To Compare the Effect of Competitive and Non-Competitive Environment On Academic Performance in Medical Students

Objectives: To compare the effect of competitive and non-competitive environment on academic progress of students, to assess the effect of competitive environment on motivation levels, anxiety levels and learning strategies of students. Methods: This is a cross-sectional study. In this, we assigned target to all the students in one exam (Module 2 Pathology) to create competitive environment. For a non-competitive environment, no target was assigned and students gave their exam (Module 1 Pathology) without any target. The results were taken by informed consent of students. The whole procedure was explained efficiently to the students. To keep the results accurate students were unaware about the non-competitive environment. Results: We found that students performed academically better in competitive environment rather than in non-competitive environment. Positive correlation was found between competitive environment and exam results. We also found positive correlation between motivation and learning strategy and compared them between boys and girls. We also found correlation between sleep hours, study hours and academic progress in competitive environment. Conclusion: Competitive environment in institutes is good for better and improved academic performance. However, it effects the motivation level, anxiety level and learning strategy of students. Keywords: competitive environment, non-competitive environment, academic progress, motivation levels, anxiety levels, learning strategy. How to cite: Nawaz S, Naveed N, Nazar B, Chaudhry MHA, Kazi AN. To Compare the Effect of Competitive and Non-Competitive Environment On Academic Performance in Medical Students. Esculapio - JSIMS 2022;18(04):248-252

The Association Between Learning Styles, Time Management Skills and Pharmacology Academic Performance Among First Year Medical Students in Universiti Putra Malaysia (UPM) During the COVID-19 Pandemic

Introduction: The scientific understanding gained from pharmacology investigations is used to support a wide range of medical therapies. As a result, pharmacology is essential in medicine. As a result of the coronavirus epidemic, several colleges throughout the world have resorted to online pharmacology learning, which has an indirect impact on student academic progress. Aside from learning styles, a student’s time management abilities are another essential aspect that affects their academic success. Methods: This is a cross-sectional study that employed a questionnaire to assess first-year medical students from Universiti Putra Malaysia’s Faculty of Medicine and Health Sciences’ learning style and time management skills. A series of pharmacological questions involving short answer questions was also given to the students to assess their pharmacology performance. Results: There was a significant weak negative correlation between superficial learning style and pharmacology performance (r=-0.272, p<.05). There was also a significant weak correlation between deep learning style and long range planning (r=0.256, p<.05) and including short range planning (r=0.263, p<0.5). Lastly, significant weak negative correlation on pharmacology performance and long range planning was seen (r=0.256, p<.05). However, there was no significant correlation between time management and pharmacology performance. Conclusion: Students that use a superficial learning style struggle in school, yet deep learning styles in both short and long term planning do not always increase pharmacology performance. A good time management skills does not guarantee a good pharmacology performance either. Other relevant factors, like as socio-demographic characteristics, that may contribute to this outcome, particularly during this epidemic, should be investigated further.