Student Success Research Articles

Undergraduate Senior Nursing Students' Perceptions of Beneficial Prebriefing Practices.

Examining nursing students' perceptions of prebriefing and what components are most effective in preparation for simulation may help standardize prebriefing and enhance learning experiences. This qualitative descriptive study explored the perceptions of prebriefing, prework assignments, and what methods of prebriefing increased self-confidence when undergraduate nursing students participated in simulation. An inductive approach to content analysis was used to interpret the data. Two themes that emerged from the data were preparation is essential to simulation success and preparation is essential to future success. Additionally, five subthemes were identified: understanding content in advance, logistical clarity, well-prepared students are invested, increased self-confidence, and pride in education and learning. Prebriefing is essential to simulation and undergraduate nursing student success. Although prebriefing practices vary between educators, undergraduate nursing students valued prework and expressed a preference for written assignments. Overall, students perceived prework as increasing their self-confidence during simulation. [J Nurs Educ. 2024;63(10):693-697.].

Association of Accelerometer-Measured Physical Activity With College Student Success and Retention.

This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background. Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases. Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA. The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist.

Improving Undergraduate Nursing Testing Practice by Developing a Peer-Review Methodology.

Nursing tests are considered a high-stakes method of evaluating students' mastery of learned concepts and a means to prepare students for the licensing examination. After observing a downward trend in nursing program graduates' NCLEX-RN pass rates, an increase in test question issues, and anticipating the NCLEX-RN changes to the NGN format in 2023, the department sought to increase test quality. Using shared governance, faculty mentorship, and evidence-based test practices, a testing methodology and process was created by implementing a test review committee. Implementation of the test review committee demonstrated a significant improvement in the quality of tests administered, facilitated improved faculty test development, and increased student preparedness for the 2023 NGN examination by demonstrating a 100% pass rate. Although implementing the test review committee and changing test practice required continued faculty support and mentorship, the outcome produced a standardized quality testing process that demonstrated student success. [J Nurs Educ. 2024;63(10):679-685.].

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

Enhancing Student Performance through Fuzzy MCDM: Evaluating Family Concern, Study Environment, and other Key Factors

Abstract: In this study, the Fuzzy Analytic Hierarchy Process (FAHP) was utilized to evaluate factors affecting student wellbeing and performance. The criteria assessed included C1 - Family Concern, C2 - Environment of Study, C3 - Resources, C4 - Time Management, and C5 - Lecturer Concern. A survey was administered to students at United College of Arts and Science in Coimbatore, Tamil Nadu, India, to gather numerical data. Pairwise comparison matrices were created based on the survey responses to assess the relative importance of each criterion. The FAHP analysis revealed that Family Concern (C1) has the greatest impact on student outcomes, highlighting the crucial role of family support in student success and well-being. The findings suggest that educators and parents should prioritize addressing family-related issues and consider implementing additional supportive measures, such as yoga and sports activities, to further improve student performance and overall wellbeing

The Effect of Nutrition, Physical Activity, and Sleep Pattern on Success in Medical Students

The Effect of Nutrition, Physical Activity, and Sleep Pattern on Success in Medical Students

Lecturers’ perspectives on enhancing student proficiency through academic integrity in logic and writing strategies

Developing critical thinking and effective communication skills through argumentative essays is crucial to the success of university students. This study aims to identify the most engaging strategies used in teaching writing argumentative essays for university students. In spite of this, identifying the most engaging strategies to teach this skill remains a challenge. To this end, three focus group discussions were conducted with 30 English-language lecturers and professors in Amman, Jordan. Additionally, an online survey was distributed among 30 English-language lecturers and professors in Amman, Jordan, and 50 students to rank the identified strategies. Semi-structured interviews were also conducted with English language professors and students. The rankings’ mean scores and frequency counts were calculated for each strategy. The findings of this study indicate similarities and differences between the two groups’ preferences for prewriting and post-writing strategies. Both groups agreed on the importance of prewriting and post-writing strategies in writing instruction. Nevertheless, lecturers favored brainstorming and outlining as a prewriting strategy and teacher feedback as a post-writing strategy. At the same time, students preferred the read-write model as a prewriting strategy and peer review as a post-writing strategy. These findings have significant implications for both educators and students. Using the read-write model and peer review as part of the curriculum can enhance engagement and learning outcomes by incorporating students’ preferences into teaching methods. Exposure to various strategies helps students identify the most effective approaches for themselves, fostering adaptability and proficiency in writing argumentative essays.

EVALUATING THE DENTAL LEARNING ENVIRONMENT: A STUDENT-CENTRIC PRESPECTIVE ACROSS PRECLINICAL AND CLINICAL YEARS USING DUNDEE READY EDUCATION ENVIRONMENT MEASURE (DREEM) TOOL

Objectives: The learning environment has a profound role in students learning and success. It also has an integral role in the development of the curriculum. The aim of this study to evaluate the learning environment and compare dental students' perception of the learning environment of pre-clinical and clinical years. Materials and Methods: This cross-sectional study was conducted from October 2023 to April 2024. A total of 170 both male and female BDS students from all four years at the Bacha Khan College of Denistry were included in the study. A stratified random Sampling Method was used. Students migrated from other colleges in the middle of the sessions and students currently working as interns or house officers were excluded from the study. Dundee Ready Education Environment Measure (DREEM), a 50-item questionnaire that uses a 5-point Likert scale (4 = strongly agree to 0 = strongly disagree) was used to measure strength of agreement with statements on five domains of learning. Learning (L), Teaching (T), Academic self-perception (ASP), Atmosphere (A) and Social self-perception (SSP). Frequency distributions and descriptive statistics were tabulated in IBM SPSS (version 21). Mean scores for each dimension of learning were used for analysis. Comparative analysis was done using independent sample t test. Results: The DREEM questionnaire was completed by 147 students, 78 1st and 2nd year students (preclinical training phase) while 69 3rd and 4th year students. 34.6% of the participants were male and 66.6% were female. The mean age of the participants was 21.4 years (SD=1.72). Tukey's post hoc analysis within the participants revealed a significantly lower DREEM score of the Final year compared with the 1st year (p < .003), and 3rd year (p< 0.031). The items within each domain with the biggest signifi cant differences (p ≤ 0.05) was between Pre-Clinical Training Phase and Clinical training. Conclusion: This study examined the educational setting in our institution. The students of Bacha Khan College of Dentistry showed a predominantly satisfaction with their educational environment. The primary results indicated that students in the early stages of their studies, namely those in their pre-clinical years had positive opinions across all aspects of their learning environment. Overall, the findings from the study highlight the importance of understanding how students perceive their educational environment throughout diff erent stages of their dental training. By delving deeper into these differences and correlations, educators and administrators can make informed decisions to enhance the curriculum and ultimately improve the learning experience for students. This implies that a more tailored and effective approach to dental education could lead to better outcomes and preparedness for future dental professionals.

Implementation of the Internet marketing concept in an institution of higher education

The authors of the paper analyze the advantages and challenges associated with the use of Internet marketing in higher education institutions and offer recommendations on the effective use of these technologies to improve the image of the institution and increase the flow of students. It is shown that the Internet marketing is a powerful tool for higher education institutions, one that, when used effectively, can significantly improve both the student experience and institutional outcomes. The paper examines the role of student satisfaction as a key indicator for the development of effective marketing strategies of a higher educational institution. The authors emphasize the relationship between the level of student satisfaction and success in attracting new applicants. An analysis of various aspects of student satisfaction with the site is carried out. By examining students' interactions with the school's website, the authors identify critical factors that influence satisfaction, assessed using the Customer Satisfaction Index (CSI) methodology. The study results indicate that utilizing this method is helpful in identifying which website attributes have the greatest influence on user satisfaction and experience. Additionally, the paper discusses practical recommendations for continuously monitoring and increasing student satisfaction, which contributes to the long-term development of higher education institutions and strengthening their position on the educational market. By ensuring that their digital platforms are technically sound and that the content remains accessible and relevant, universities can create a more supportive online environment for their students. It is proven that the digital experience provided by the institution’s website plays a pivotal role in shaping the opinions of prospective students. Accordingly, the authors recommend that higher education institutions prioritize the development of user-friendly, mobile-optimized websites, as these elements significantly contribute to positive user experiences and, by extension, higher satisfaction rates.

Leveraging AI to Transform Online Higher Education: Focusing on Personalized Learning, Assessment, and Student Engagement

The proliferation of online higher education has underscored the need for innovative approaches to enhance student learning, engagement, and success. This paper explores the transformative potential of artificial intelligence (AI) in revolutionizing online education. By focusing on personalized learning, AI-driven assessment, and student engagement, this research investigates how AI technologies can create tailored educational experiences, optimize learning outcomes, and foster a dynamic online learning environment. The study delves into the implementation of AI-powered tools, such as intelligent tutoring systems, adaptive learning platforms, and predictive analytics, to address individual student needs, provide timely feedback, and promote active participation. Through a comprehensive analysis of the existing literature and emerging trends, this paper aims to identify key challenges, opportunities, and best practices for leveraging AI to optimize online higher education, ultimately contributing to improved student satisfaction, retention, and academic achievement.

Predictive Model for Identification and Analysis of Factors Impacting Students Academic Performance Using Machine Learning Algorithms

Background: Education is a vital component of both societal and individual growth. To create effective learning environments, it is essential to understand the factors that influence student achievement. However, the application of machine learning algorithms can drive positive change, providing higher education institutions with effective solutions to their challenges. Aim: This research develops a predictive model to identify and analyze the factors affecting student academic performance, aiming to provide institutional administrators and lecturers with a better understanding of the key factors impacting student success. Method: A comprehensive dataset was collected from undergraduate students at Modibbo Adama University (MAU), Yola, comprising student-related, home-related, lecturer-related, and institution-related factors. Model development was carried out using Python in Google Colab, a cloud-based Jupyter notebook environment. Classification algorithms such as K-Nearest Neighbors (KNN), Decision Tree (DT), Gradient Boosting Method (GBM), and Random Forest (RF) were applied to predict student academic performance. Four evaluation metrics namely; accuracy, precision, recall, and f1-score were used to analyze the models. Results: The Random Forest model outperformed the other machine learning models, achieving an overall accuracy of 95%. For predicting low-performing students, the model achieved a precision of 0.9677, recall of 0.9474, and f1-score of 0.9574. For high-performing students, the precision was 0.9324, recall was 0.9583, and f1-score was 0.9452. These strong performance metrics across both low and high performing student groups demonstrate the effectiveness of the Random Forest model in accurately predicting student academic performance based on the factors considered in the study. Feature importance analysis identified lecture attendance, sponsor support, quality of facilities, and lecturer clarification as the most influential factors on student performance. Other features, such as accommodation, employment status, and program preference, were found to have a low impact. These findings emphasize the importance of considering a comprehensive set of student, lecturer, institution, and home-related factors to sustain a conducive learning environment and enhance educational practices.

A Randomized Controlled Trial of the City Year Whole School Whole Child Model's Tier 2 Services in Five Urban School Districts

The paper reports results from an evaluation of City Year's Whole School Whole Child (WSWC) model's Tier 2 services in 22 middle schools in five urban school districts before the COVID-19 pandemic. Student Success Coaches provide universal holistic services and Tier 2 services to students based on assignment to one or more “focus lists” of students recommended based on one or more early indicators that are associated with whether students will stay in school and graduate from high school. The effects of Tier 2 services on student math and ELA achievement, attendance, social-emotional skills, and suspensions were evaluated using a two-year, individual randomized controlled trial (RCT). The sample included 1,755 Grade 6 students randomly assigned to receive Tier 2 services or to the control group. There were no significant effects of Tier 2 services on student outcomes. Limitations of the study, including disruptions due to COVID-19 and the challenges of implementing an RCT as a method for studying a complex intervention, are discussed.

Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia

The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success.

Self-Esteem, Academic Engagement and Fatigue among Undergraduates: Assessing the Role of School Support

The academic success or failure of students is influenced by various factors, including psychological elements like self-esteem, academic engagement, and academic fatigue. There is anecdotal evidence to suggest that the support from schools plays a crucial role in shaping these psychological aspects in students. The proposed study examined this contention through quantitative survey research using 314 university students selected using purposive and simple random sampling techniques from two Nigerian public universities. Google Forms were used to survey the sampled respondents' views on the role of school support in self-esteem, academic engagement, and academic fatigue using the "School Support and Undergraduates' Self-esteem, Academic Engagement, and Fatigue Questionnaire." The data obtained for the study were analysed using descriptive statistics (frequency counts and percentages), correlation, and regression analysis at a 5% significance level. The results indicate that high school support for undergraduates positively predicts their self-esteem, academic engagement, and academic fatigue. These findings underscore the effectiveness of diverse school support mechanisms, particularly within the university context, in fostering a positive and productive academic environment for undergraduates. Such support enhances students' self-esteem and academic engagement while significantly reducing academic fatigue. Consequently, expanding the availability and accessibility of university support services would promote self-esteem and academic engagement while alleviating levels of fatigue among undergraduates. This study holds practical importance for the Nigerian university system and other institutions across Sub-Saharan Africa, highlighting the critical role of school support in improving students’ academic outcomes. Recommendations are provided.

Assessment of the Relationship Between Music Students' Self‐Efficacy, Academic Performance and Their Artificial Intelligence Readiness

ABSTRACTIn recent years, the intersection of self‐efficacy and technological readiness has become increasingly relevant in educational research, particularly within specialised fields like music education. Understanding how these factors interplay can offer valuable insights into enhancing educational practices and fostering academic achievement among music students. This study investigates the relationship between music students' self‐efficacy, academic performance and artificial intelligence (AI) readiness within the context of Chinese Music education. Adopting a random sampling method, the researchers distributed questionnaires to 1082 Chinese music students to assess their self‐efficacy, academic performance and AI readiness. Utilising SPSS (version 27) and AMOS (version 24) for data analysis, the researchers explored the statistical relationships among these variables. The findings indicate that a significant 63% of variations in students' academic performance can be explained by the combined influence of self‐efficacy and AI readiness. This highlights a strong relationship between these factors and students' overall success in their professional pursuits. Specifically, students' self‐efficacy uniquely predicts 52% of changes in academic performance, emphasising the importance of self‐belief in academic achievement, whereas their AI readiness uniquely predicts 60% of changes in academic performance, showcasing the critical role of technological fluency in driving academic success. These results provide valuable insights into the interconnected dynamics of self‐efficacy, academic performance and AI readiness among Chinese music students. The study underscores the significance of confidence, technological proficiency and their impact on students' educational trajectories, offering implications for enhancing educational practices and fostering student success in the context of music education.

Prize‐Based Learning in an Introductory Computer Course—A Case Study

ABSTRACTIntroduction to Computer Science is traditionally the first course that all computer science and software engineering majors take. The course introduces many problem‐solving techniques which can be challenging for many freshman students. In order to mitigate some of the issues of this course, we, at the Higher Education Institute, introduced a new prerequisite course, Introduction to Programming Logic, which is a required course for all students who have not taken any previous computer science course. In the Summer Session of 2022, we included prize‐based learning in one of the sections of the course. Prize‐based learning is similar to both problem‐based learning and project‐based learning in many aspects, including the principle of student‐centred learning. However, it differs with respect to the motivation for student success. This approach utilises the students' ambition to win, to encourage students to work harder and learn more both inside as well as outside the classroom.

Mind matters: decoding mental health in medical students

This review synthesises current research on the prevalence and determinants of depressive and anxiety symptoms among medical students. It highlights significant mental health challenges faced by this group, emphasising the influence of various factors such as academic pressures, personality traits, and reluctance to seek professional help. The analysis also delves into the roles of gender and geographical variation, revealing how these factors contribute to differing rates of mental health issues among medical students globally. The findings reveal a concerning prevalence of depression and anxiety, with variation observed across different regions and genders, indicating the influence of cultural and societal norms on mental health. This review underscores the urgent need for enhanced mental health support and intervention strategies within medical education systems. The importance of incorporating psychological support programmes and mental health education into curricula is highlighted. By addressing these issues, there is a potential to significantly improve the well-being and academic success of medical students, ultimately contributing to their overall mental health and resilience in their future professional lives. The paper advocates for a multifaceted approach in tackling these challenges, suggesting that medical institutions should not only focus on academic excellence but also prioritise the mental health of their students, ensuring a more supportive and nurturing educational environment.

Quantitative Reasoning Competencies for Student Success in Introductory Biology

Quantitative Reasoning Competencies for Student Success in Introductory Biology

Thriving, not just surviving: Using positive psychology to build psychological wellbeing in pre-tertiary students

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.

Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the context of Intelligent Computer-Assisted Language Assessment (ICALA). This study aimed to bridge the existing information gap by examining the impact of technology literacies and acceptance on the AER, AR, WTC, and AE levels among Uzbek university students enrolled in virtual English as a foreign language (EFL) programs with online evaluation. Quasi-experimental research was carried out with 67 university students pursuing a degree in Applied linguistics to assess the potential underlying connections. Throughout the semester, students in the experimental group were provided with instructional feedback to foster technology literacies and acceptance through a private group on Telegram. This feedback assisted them in acquiring pertinent information to improve the application of technology in language learning and assessment. Based on the results, students in EG fared better than their counterparts in the control group in terms of AER, AR, WTC, and AE in ICALA. The data indicates that in the ICALA setting, EFL learners experience unpleasant emotions, a lack of resilience, unenjoyment, and an unwillingness to communicate due to a lack of knowledge in the application of technology. The implications of the study are examined in further detail.