Student Success Research Articles

Effects of Foreign Language Learning Mobile Applications on the Success of Fourth-Grade Students

The purpose of this research is to investigate the effect of mobile applications on fourth grade English language learners' academic achievement. This explanatory sequential mixed methods research includes quantitative and qualitative research methods. Quantitative data were collected from 208 students and qualitative data were collected from 24 teachers, students, and parents. The results of this research show a significant positive relationship between the frequency of app use and academic performance in English class. Findings from qualitative interviews with students, parents, and teachers shed light on the ways in which these applications facilitate vocabulary acquisition, pronunciation improvement, exam preparation, and exposure to illustrative cases. The findings underscore the importance of incorporating technology into language learning to enhance skills and achieve better outcomes, and encourage further research into the effectiveness of language learning applications in different settings.

Period Poverty: How School Nurses Can Support Menstrual Health and Hygiene

Lack of access to menstrual products, menstrual hygiene, and education, also known as period poverty, is a widespread issue and disproportionately impacts low-income, rural, Black, Latinx, Indigenous, and People of Color. Period poverty along with period symptoms, such as heavy and painful periods, contribute to school absenteeism impacting school connectedness and student success. The purpose of this article is to bring awareness to period poverty and encourage school nurses to intervene in individual schools, communities, and far-reaching policy spaces utilizing their expertise to secure resources. School nurses can assist in implementing interventions throughout the school year to increase student engagement, success, and overall menstrual health wellness. Through added engagement of stakeholders such as student groups, school staff and administrators, and community organizations, school nurses can help shift the narrative from a position of oppression around menstrual health to a position of empowerment.

Virtual pharmacy as a component of the electronic educational environment at the Department of Pharmacology in order to increase the clarity and efficiency of assimilation of educational material (the role of increasing the clarity of educational material in the electronic information educational environment to improve the education resultat the Department of Pharmacology of the First Pavlov State Medical University of

Aim. To study the effectiveness of a virtual pharmacy as an element of an electronic information educational environment at the Department of Pharmacology.Material and methods. A total of 250 3rd year students of the Faculty of General Medicine and 196 2nd year students of the Faculty of Dentistry of the First Pavlov State Medical University of St. Petersburg. To achieve these goals, structured interviews, focus groups, and subsequent analysis were used. The performance of third-year students at the Faculty of General Medicine was assessed before and after the introduction of digital tools for visualizing material using elements of a virtual pharmacy.Results. A survey of students found high interest in using visual methods and, in particular, a virtual pharmacy. Clinical and pharmacological tasks using a virtual pharmacy significantly facilitated the acquisition of pharmacological knowledge and were rated positively by the majority of students. An analysis of the academic success of students who with a virtual pharmacy resource found that the average score increased and they began to pass the tests on the first try. When collecting data, Google forms were used, which, due to anonymity, made it possible to receive detailed proposals from students for improving the virtual pharmacy and teaching methods using the electronic information educational environment.Conclusion. The study showed that the virtual pharmacy method has established itself as an effective pedagogical tool that has made it possible to increase the visibility of difficult educational material and the efficiency of learning new knowledge.

Experiences of Program Heads in Supervising Teachers: A Phenomenological Study

The supervision of teachers is essential for ensuring effective teaching methods, ongoing professional growth, and student success. This study explored the experiences of program heads in supervising teachers. It was conducted in a local college in Tangub City, Misamis Occidental. The phenomenological design was used in the study. Eleven program heads served as the participants selected through the purposive sampling technique. The Interview Guide was used as the research instrument. Moustakas’ transcendental phenomenology of data analysis was utilized to analyze the data gathered. Results revealed the following main themes: the critical role of supervision in advancing teacher development and educational excellence, mutual learning and growth, the role of program heads in teacher supervision, overcoming challenges in teacher supervision, and effective communication strategies. Supervision improves teaching and learning quality, which supports professional development. The complex nature of supervisory roles requires adaptive strategies and strong support networks. It is recommended for program heads and teachers to establish open communication to help address the challenges encountered during supervision.

Exploring Academic Identity, Degree Commitment, and Life Purpose in First-Time Full-Time College Students: A Six-Year Degree Attainment Study (2017–2023)

This study examined the role of academic identity, degree commitment, and sense of purpose, self-reported at the start of university, in students’ progress toward obtaining a degree over 6 years. First-time, full-time freshman students ( N = 421, response rate of 21.1%) at a public university in the southwestern United States, designated as a Hispanic Serving Institution and an Asian American and Native American Pacific Islander Serving Institution, completed self-reported measures in Fall 2017. Their degree attainment, retention, and grade point average (GPA) were tracked until Spring 2023. Findings showed that academic identity significantly predicted 4-year degree attainment and cumulative GPA in the first 3 years. Degree commitment significantly predicted degree attainment within 4 and 5 years, retention into the third through sixth years, and cumulative GPA in the first 3 years. Altruistic purpose significantly predicted second-year retention and cumulative GPA at the end of the first year. These findings highlight the need for programs that support college student retention and success by strengthening their academic identity, degree commitment, and sense of purpose, especially altruistic purpose.

Enhancing the Introductory Statistics Course: Comparing Student Learning and Performance in Traditional and Web-Enhanced Traditional Courses

A redesign of a traditional introductory statistics course was performed with the intent of increasing student success in the course without the extreme burden of implementing a flipped course. A study was then conducted to compare the new format (web-enhanced traditional) to the traditional format taught by the same professor with the same assignments, quizzes, and exams during the same semester. Students selected their own sections of the course to take but were not aware of the different class formats when they enrolled. Students in both course formats were similar demographically, with similar math ACT scores. It was found that students who participated in the web-enhanced traditional course were more successful in completing the course and performed better on course assessments than those students who participated in the traditional introductory statistics course. Supplementary materials for this article are available online.

The Role of Participatory Management in Improving Teacher Performance and Student Achievement

This study explores the role of participatory management in fostering collaborative school cultures and its impact on improving teacher performance and student achievement. Collaborative school cultures, characterized by shared decision-making and collective responsibility, are essential for creating environments conducive to professional growth and enhanced learning outcomes. Participatory management, which emphasizes the involvement of teachers and staff in decision-making processes, is a key mechanism for cultivating such cultures. This research examines how participatory management practices influence teacher motivation, job satisfaction, and professional development, ultimately contributing to improved performance in the classroom. Furthermore, it investigates the connection between collaborative cultures and student achievement, exploring how teacher collaboration, professional learning communities, and joint problem-solving enhance instructional quality and student outcomes. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations in a sample of schools implementing participatory management strategies. The findings reveal that schools with strong collaborative cultures experience higher levels of teacher engagement, professional commitment, and instructional innovation, which positively impact student academic performance. This study underscores the importance of participatory management as a strategic approach to building collaborative school cultures that support both teacher and student success. The implications of these findings suggest that educational leaders should prioritize inclusive decision-making practices and foster environments where teachers can collaborate, share expertise, and work towards common educational goals. The study concludes with recommendations for policymakers and school administrators to adopt participatory management frameworks as a means to improve overall school performance and create sustainable, high-achieving learning communities.

The Crucial Role of Teacher Support in Enhancing Willingness to Communicate, Professional, Communicative and Lexical Competences

Effective communication skills are essential in education as they significantly enhance student learning experiences and outcomes. This article explores the role of Willingness to Communicate (WTC) and communicative competence in language learning, emphasizing the importance of teacher support in fostering these competencies. Key factors influencing WTC, such as self-communicative competence, communication apprehension, and individual psychological traits, are discussed. The article highlights the pivotal role of teacher involvement, immediacy, and autonomy support in promoting student engagement, self-efficacy, and language proficiency. Furthermore, the development of lexical competence and the use of innovative teaching approaches, such as flipped classrooms and collaborative learning activities, are examined as effective strategies for improving communication skills. The article underscores the importance of creating supportive classroom environments that reduce communication anxiety and promote active participation. Ultimately, the integration of robust teacher support practices and ongoing professional development is critical for enhancing communicative competence and ensuring long-term academic and professional success for students.

The Future of Doctoral Training in Nonprofit Studies: New Students and New Challenges

The past decade has witnessed important shifts affecting the training of doctoral students studying nonprofits. The student body has become larger and more diverse as more students gain access to graduate school, more universities introduce doctoral programs, and the increasing use of the PhD or the Doctorate in Public Administration (DPA) as a professional qualification drives practitioners to seek these degrees. At the same time, academic hiring has not kept pace with the number of graduates, while non-academic employers are increasingly interested in hiring PhDs and DPAs. How should educators respond to these challenges? Combining market data with our experiences as teachers and pracademics from several different disciplines, we offer a roadmap for the evolution of doctoral training. We argue that doctoral programs must focus on meeting employer needs ahead of boosting recruitment. This includes focusing on training students for practitioner jobs and moving away from defining student success as an academic job offer. Programs must embrace the diversity of their students and attend to the needs of the whole student by developing peer support structures, encouraging faculty mentorship, adopting new teaching practices, including interdisciplinary perspectives, and creating resources that orient students to both doctoral study and post-graduation employment.

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

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

Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States

This study employs a narrative research methodology to explore the instructional modifications and teaching practices utilized by Filipino Special Education (SPED) teachers in the United States to meet the demands of 21st-century learning. Through in-depth, semi-structured interviews with ten purposely selected SPED educators, key themes emerged, including technology integration, differentiated instruction, cultural sensitivity, individualized education plans (IEPs), family and community involvement, and the creation of sensory-friendly environments. Participants highlighted the importance of leveraging technology for personalized learning, implementing varied instructional strategies to accommodate diverse learning styles, and incorporating culturally relevant materials to foster inclusivity. Regular IEP reviews and active family engagement were identified as critical for enhancing student motivation and success. Additionally, creating sensory-friendly classroom environments was emphasized as essential for supporting students' sensory processing needs. The findings indicate that these multifaceted strategies not only promote academic achievement but also enhance social-emotional development and inclusivity among students with special needs. Recommendations include ongoing professional development for educators, increased parental involvement in the IEP process, and systematic reviews of instructional strategies. This research contributes to a deeper understanding of how Filipino SPED teachers adapt their practices in diverse contexts, ultimately informing educational policies and teacher preparation programs aimed at fostering equitable learning environments.

The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students

AbstractPrevious research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.

Enhancing Geometry Achievement in Pre-Service Mathematics Teachers: The Impact of a Scaffolded Flipped Classroom Using a Learning Management System

This study investigates the effectiveness of a flipped classroom approach integrated with scaffolding through a Learning Management System (LMS) in enhancing the geometry achievement of pre-service mathematics teachers. The study utilized an experimental post-test-only control group design involving 63 randomly selected pre-service mathematics teachers. The experimental group received instruction through a flipped classroom model supplemented with scaffolding and LMS support, while the control group experienced traditional teaching methods enhanced by scaffolding and LMS. Quantitative data were collected via a geometry essay test and analyzed using descriptive and inferential statistics, including t-tests. The results revealed that the experimental group significantly outperformed the control group in geometry achievement. Additionally, qualitative data from thematic analysis of semi-structured interviews indicated that the flipped classroom approach fostered improved comprehension, peer interaction, and active discussion, despite challenges such as varying levels of motivation and scheduling conflicts. The scaffolding provided was found to be an effective strategy in clarifying complex topics and enhancing student success. This study underscores the potential of integrating a flipped classroom with scaffolding and LMS to improve geometry achievement and overall instructional quality.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Community College Writing Center Visitation and Outcomes: A RAD Approach to Assessing Writing Center Use and Student Success

Community College Writing Center Visitation and Outcomes: A RAD Approach to Assessing Writing Center Use and Student Success

Descriptive study showing the effect of small differences in entry scores on retention and success in six courses in nursing

BackgroundUndergraduate enrolments and completions in nursing are declining at the same time as requirements for registered nurses in the workforce is increasing. One way to increase enrolments is to lower entry requirements into nursing programs. This study determined the effect of a small lowering of entry scores on the retention and success rates. The study was undertaken at Griffith University, where identical bioscience and clinical courses run at three campuses, one with a lower- than normal-entry score and two with the normal-entry requirements.MethodsA comparison of the 62–148 students enrolled in the courses at the lower- than normal- (lesser) entry requiring campus with the 197–288 students enrolled in the courses in one normal-entry requiring campuses. For individual courses (4 bioscience and 2 clinical courses) retention rates were measured and compared between campuses/cohorts. For completing students, we measured success as (i) Academic outcomes; overall marks and marks for the exam and coursework and (ii) Failure rates in the examination and coursework. Data analysis was by Student’s t-test and Odds ratio.ResultsFor all courses, there were few significant differences in measures of retention and success between the lower- and normal-entry campuses, and all differences were small.Comparing the campuses; (a) For all courses, progression rates were similar. (b) For completing students, passing rates were similar in the bioscience courses, but higher in the normal- than lower-entry campus for the clinical courses. (c) In the bioscience courses, the overall marks were similar, but in the clinical courses, the overall mark was slightly higher in the normal- than lower-entry campus. (d) The overall failure rates were similar for the biosciences, but higher for the lower- than normal-entry cohort in the clinical courses. (e) The failure rates in exams were similar between cohorts in all courses.ConclusionsThis study shows that small changes in entry requirements for a nursing program had minimal effects on retention. The differences in entry requirements also did not affect the success of students in the bioscience courses. Decreasing entry requirement for nursing programs may be a way to increase nursing graduates.

Evaluating Digital Competency among Pharmacy Students: A Study of Selected Pharmacy Institutes in India

This study investigated digital competence among pharmacy students. A survey of 1430 pharmacy students across 25 institutes in India revealed broad agreement on the importance of digital literacy, but with challenges varying on student demographics. The study’s reliability (Cronback’s alpha=0.838) ensures consistent data. Interestingly, challenges positively impact the perceived importance of digital literacy (beta=0.364), suggesting that students who engage with digital resources value it more. Finally, the model fit (RMSEA=0.061, CFI=0.950) indicates that the model accurately reflects the data. The main challenges identified were Lack of awareness and technical assistance, with a moderate positive correlation between perceived importance and faced difficulties. By encouraging digital literacy through targeted interventions and effective time management practices, pharmacy education cannot only prepare students for success in a digitalized healthcare landscape but also pave the way for a more digitally competent future generation of pharmacists.

Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments

BackgroundRemote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM).MethodThis study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs.ResultsThe results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***).ConclusionThis study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

Complicating the Role of Relationships in Reducing Student Absenteeism

Abstract A strong connection between schools and families is vital for student success and well-being. Previous studies on school–family relationships found that open communication between parties may aid in supporting students’ needs and ability to attend school. In this paper, authors analyze how leveraging relationships to gain an increased understanding of a family’s attendance barriers is more beneficial than relationships built on accountability. From interviews with 38 caregivers, 29 students, and 40 staff members in an urban school district with high rates of chronic absenteeism, authors found that efforts to build relationships with families focused on accountability and caregiver education about their children’s attendance and the importance of attending school. Families sometimes perceived these efforts as superficial and ineffective. Authors discuss how school districts and key school personnel, such as social workers, can intentionally use the power of relationships to identify student and family needs and connect them with resources.

Assessing the Psychometric Properties of Quality Experience in Undergraduate Research Using Item Response Theory

AbstractUndergraduate research, recognized as one of the High-Impact Practices (HIPs), has demonstrated a positive association with diverse student learning outcomes. Understanding the pivotal quality factors essential for its efficacy is important for enhancing student success. This study evaluates the psychometric properties of survey items employed to gauge the quality of undergraduate research, including alignment with Kuh and O’Donnell’s (2013) eight HIP characteristics, alongside assessments of reliability, validity, and generalizability across demographic groups. The study assesses the validity and reliability of these measures at both the scale and item levels using data from the National Survey of Student Engagement’s (NSSE) HIP Quality Topical Module. The methodological approaches employed include Exploratory Factor Analysis, Parallel Analysis, Item Response Theory, and Differential Item Functioning (DIF). Our findings uncover a misalignment between NSSE’s HIP Quality module items and HIP characteristics, leading to the identification of seven subscales instead of eight. Nevertheless, four subscales—Reflective and Integrative Learning, Real-World Applications, Interactions with Others, and High-Performance Expectations—emerge as valid indicators of undergraduate research experiences. While specific items yield valuable insights at the item level, refinement is recommended for others. Despite the identification of two items exhibiting DIF, their negligible effect sizes suggest that major revisions are unwarranted solely on DIF grounds. This study offers recommendations for item refinement, including the incorporation of new items, wording updates, and tailored utilization of assessment tools within educational institutions. These recommendations are intended to empower educators and researchers to effectively capture the quality dimensions of students’ undergraduate research experiences, thereby fostering their academic success.