College Academic Performance Research Articles

Study of Relationship Between Mindfulness Practice and Academic Achievement of Secondary Students

This study compares secondary students' mindfulness, psychopathological symptoms, and academic success. The research included 300 pupils. The Five Facet Mindfulness Questionnaire (FFMQ) examined mindfulness by observing, describing, acting with awareness, non-judging inner experience, and non-reactivity. Psychopathological symptoms and academic achievement were examined. Mindfulness is positively correlated with academic achievement, suggesting that higher mindfulness levels improve academic success. Mindfulness was also negatively connected with psychopathological symptoms, suggesting it may protect against mental illness. These data suggest that mindfulness therapies may improve university students' academic performance and mental health.

Performance of Students of Arts & Science Colleges and Engineering Colleges - A Comparative Study with Special Reference to Virudhunagar District

The goal of the current study is to evaluate employability and academic performance among college students majoring in science, engineering, and the arts, and to look into the relationship between the two. Sixty college students from Tamil Nadu Virudhunagar area made up the sample. The percentage, average, means, S.D., t-test, and ANOVA tests were used to analyse the data. To demonstrate the sample students' level of academic performance, the examination's total score (%) was calculated. The findings showed a substantial difference in the academic performance of graduates in engineering and arts and sciences. Future studies should use self-motivation measures to more fully understand the impact of ethnicity on study effort and academic performance in college.

Effectiveness of a Peer Mentoring on University Dropout and Academic Performance

Effectiveness of a Peer Mentoring on University Dropout and Academic Performance

Exploring the Impact of University Type and Facilities on Students’ Academic Achievement

Introduction: The study aimed to explore the relationship between university type (public and private) and students' academic achievement, as well as the association between university facilities and academic performance. Previous literature suggested potential differences in academic achievement based on university type and highlighted the significance of university facilities in influencing student outcomes. Methodology: The study examined research objectives using correlation and cross- sectional methods. All Karachi university students—152 (62 males and 90 female), 72 from public and 80 from private—were sampled. The data was analysed using descriptive and correlational statistics to determine how institution kinds affect academic success and how facilities affect student performance. Results/Findings: Different types of universities significantly affected academic accomplishment, revealing differences in student performance between public and private institutions. University amenities, including labs, audiovisual aids, first aid, and transportation, correlate with student achievement. Other facilities, including comfortable seats, writing boards, classroom ventilation, e-libraries, social events, and sports grounds, do not affect student performance. Future Direction: Future research and longitudinal investigations may be utilized to evaluate the enduring impacts of university infrastructure on students' achievements, thereby facilitating the formulation of focused strategies to bolster scholastic triumph.

Impact of university academic performance on financial returns to education in Chile

This article examines the relationship between graduates' academic performance and the financial returns of their university education in Chile. By Analyzing data from 784 students who graduated from 10 selected Chilean universities between 2010 and 2016, this study utilizes linear and quantile regression to estimate returns. The results indicate that returns range from 4.9% to 15.0%, depending on the specifications and estimation methods employed. While linear regression suggests no significant association between academic performance and returns, quantile regression reveals a positive impact for lower and medium salary ranges, reducing the income gap with higher earners. The results of this study can be helpful in achieving a better understanding of the factors that influence returns to education.

Virtual Learning as A Determinant of Students Academic Performance in University of Ilorin During COVID-19 Pandemic

This study examined the influence of Virtual Learning on the Academic Performance of students in University of Ilorin during COVID-19 pandemic. Descriptive research of the survey type was employed for the study. Random sampling techniques was used to select 200 undergraduates who formed the sample size for the study. The study revealed that: Google Classroom is the most utilized virtual learning platform in the sampled schools during COVID-19 pandemic, virtual learning positively influences students’ academic performance during COVID-19 pandemic, students faced challenges while using virtual learning platform for learning during COVID-19 pandemic, there was no significant difference between virtual learning and student’s academic performance during COVID-19 pandemic based on area of specialization and there was no significant difference between virtual learning and student’s academic performance during COVID-19 pandemic based on gender. The study concluded that virtual learning was broadly accepted during COVID-19 pandemic. It is recommended that universities should embrace and utilize more of virtual learning platforms.

Predictive model for assessing performance of students

The object of research is the process of developing a predictive model for assessing the performance of university students based on the results of current studies. The purpose of the study is to build a predictive model of students' session results depending on the estimated parameters of current performance. The main problems in this area were analyzed, and goals were set for their direct implementation, fragmented preliminary data processing to build a machine learning model. Various machine learning models were built and the qualitative indicators of each model were evaluated. After selecting the optimal model, a graphical user interface for the predictive model was created. A predictive model of university students academic performance was created, as well as a graphical interface for its use. The significant factors in predicting student performance have been identified.

Factors influencing students’ academic performance in universities: Mediated by knowledge sharing behavior

Recently, using Social Network Sites has been rising noticeably, especially among young people (18 years-34 years) who compose more than 50% of Facebook users. Accordingly, university students may find Facebook familiar and easier to share knowledge. This study attempts to investigate the impact of knowledge sharing using Facebook on student performance. This study examines the effect of Technology Self-Efficacy (TS), Information Self-efficacy (IS), Social Expectations (SE), Enjoyment (EN), Size of Social Network (SN), Personal Trust (PT), and Reciprocity (REC) as main factors on students’ academic performance as mediated by knowledge sharing behavior on Facebook in Jordanian University. Accordingly, a Covariance-based structural equation modeling (CB-SEM) using AMOS 22 was applied to test the model and posited hypotheses. A questionnaire-based survey was designed to collect the data based on a dataset of 450 university students from various five Jordanian universities. The results indicated that TS, IS, SE, EN, SN, PT, and REC positively and significantly affect students’ academic performance. Additionally, knowledge sharing on Facebook significantly as well as positively mediated the relationship between the proposed factors and students’ academic performance. This is one of the few studies which investigate the interrelationships among the examined factors, and the first to test the model on university students in Jordan. Practically, policymakers can depend on the results to create or modify the current learning environment by introducing the usage of social networks to help in increasing academic performance. Lastly, future research could study some other social network platforms looking at gender, educational level, or region.

Validating the Influence of School Learning Environment on Students’ Academic Performance in Selected Universities in Central Uganda

The global demand for higher education has been steadily increasing, leading to a rise in student numbers. This surge in enrollment has significant implications for students' learning environment, including factors such as class size and the availability of lecturers. The study was purposely to validate if the learning environment influences students’ academic performance in universities in Central Uganda. The study used 381 final-year undergraduates and 19 lecturers from Nkumba University and Kyambogo University, using a convergent parallel mixed methods research design. The study took both a subjective and objective epistemological stance. Data were collected using a five-point Likert scale structured questionnaire, interview guides, and findings corroborated with a documentary review. The correlation analysis revealed a positive and significant relationship between students’ learning environment and academic performance in the selected universities in Central Uganda (r=.457, p=.000<0.05), and regression analysis showed that all the constructs of students’ learning environment explain 26.7% of the variation in students’ academic performance (R²=0.267). Findings from the study may direct evidence-based policy reform in Uganda’s higher education. The limitations of the study included the selection of a small sample of only two universities which cannot be generalized to all universities in Uganda. The study recommends that policymakers and university management focus on improving the learning environment in universities in Central Uganda.

Analysis the Quality of Human Resources and the Effectiveness of Higher Education Management on Student Academic Performance at Universities in Samarinda, East Kalimantan

This study's primary focus is on how much a college in Samarinda, East Kalimantan, impacts students' academic achievement in relation to the calibre of its human resources and the efficiency of its administration. This quantitative study explores the impact of human resource quality and college management effectiveness on student academic performance in universities located in Samarinda, East Kalimantan, Indonesia. The research sample included 100 participants representing students, academic staff, and administrative personnel. Data were collected through surveys and academic records, and the analysis was conducted using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) path modeling. The results indicate that both "Higher Education Management" and "Quality of Human Resources" significantly predict "Student Academic Performance." Participants across stakeholder groups generally held positive perceptions of higher education management and human resource quality. The findings underscore the importance of effective management and quality human resources in enhancing student academic outcomes. This research contributes valuable insights for higher education institutions in Samarinda and policymakers aiming to improve the quality of higher education management and resource allocation. It also suggests potential directions for future research in the field.

Focusing resources to promote student well-being: associations of malleable psychosocial factors with college academic performance and distress and suicidality

Focusing resources to promote student well-being: associations of malleable psychosocial factors with college academic performance and distress and suicidality

THE PERCEPTION AMONG THE STUDENTS OF UNIVERSITI UTARA MALAYSIA TOWARDS THE IMPACT OF PART-TIME JOB ON ACADEMIC AND HEALTH PERFORMANCE

The study examines how local students' academic and health performance changes as a result of their part-time jobs. To accomplish this, the study surveyed the students of the School of Technology Management and Logistics (STML), Universiti Utara Malaysia (UUM), Sintok, Kedah. The majority of the students believe their study costs are higher than expected. This caused financial strain due to price increases globally and affected STML students and living expenses in university and impacted students' academic and health performance. Thus, this study aims to analyse the perception of part-time jobs' impact on student academic and health performance. The researcher focused on quantitative approaches throughout the study. Around 132 students answered the online questionnaire. The study found that there are both positive and negative impacts on student working and studying on their academic and health performance. All of the hypotheses have been confirmed and accepted. The study suggests that how well time is managed between work and study will determine whether the impact is positive or negative. Part-time jobs can be a new way for students to increase their income if the time can be managed well.

COMPUTER LITERACY AND ACADEMIC PERFORMANCE IN UNIVERSITIES OF SOUTHERN KHYBER PAKHTUNKHWA PAKISTAN

Computer literacy is ability to understand & utilize computer technologies. After COVID-19 pandemic the role of computer technologies immensely increased. Findings from the recent research suggest that computer literacy can positively affect the academic performance of students. However, most of such research has been conducted in the western countries with less studies in Pakistan, keeping this in view this study has examined dynamic linkages amid computer literacy and academic performance in universities of southern Khyber Pakhtunkhwa Pakistan. For this purpose, a web-based survey was conducted among the students in three universities. Data was analysed by descriptive and inferential statistics. Data analyses revealed a positive link between computer literacy and academic performance. Based on such findings this study suggests positive linking between the computer literacy and academic performance in Pakistan. The results offered valuable information in reaching the desired conclusion. In this connection, tt is thus recommended that further research is needed to fully comprehend the nature of the linkages amid computer literacy and academic performance in Pakistan.

College academic performance in science-related programs and senior high school strands: A basis for higher education admission policy

In compliance with RA 10931(the Universal Access to Quality Tertiary Education Act), the Commission on Higher Education (CHED) allows State Universities and Colleges (SUCs) in the Philippines to admit students regardless of their senior high school track and strand taken, through CMO 105, Series of 2017. This would cause future problems because the nature of these graduates' high school studies would be disregarded when evaluating applicants for a certain bachelor's degree. This study was conducted to determine if a specific Senior High School strand produces high-achieving students in science-related programs. Using a causal-comparative research design, it engaged sixty-one (61) undergraduate students enrolled in Two Philippine State Universities offer Science-related courses: Bachelor of Science in Biology, Bachelor of Science in Chemistry, and Bachelor of Science in Environmental Science. One-way ANOVA was done to find if there is a significant difference among the academic performance of the respondents grouped by their senior high school strands. Dunn’s Test for Multiple Comparisons was used as post-hoc analysis. The ANOVA test showed a significant difference between academic performance in science-related programs and senior high school strands p = 0.015, while no significance was found in sex and annual household income. Conducting post-hoc analysis using Dunn’s Test for Multiple Comparisons showed that STEM graduates have a statistically significant academic performance between ABM, GAS, HUMSS, Home Economics, and ICT graduates. The findings show significant implications in the admission of students in college, especially in science-related programs. Strands in senior high school must be considered and that short-bridging programs may be conducted for non-STEM graduates enrolled in science-related programs.

The Impact of University Culture on Academic Performance: Knowledge Management as a Mediating Variable

This study aims to determine the extent of the impact of the university culture on academic performance. and to measure the impact of the mediator Knowledge management in the relationship between them. The hypothetical scheme was developed based on a set of literature that contributed to building the four research hypotheses, the research was applied at the Southern Technical University using the questionnaire tool that was randomly distributed to a group of teachers numbering (121) teachers, (SPSS. V.22, AMOS. V.22) for the purpose of analyzing data in a statistical way and reaching reliable results, after adequate analysis of the data, the results showed that there is a positive impact of the university culture on the development of academic performance. In addition, the study also found a significant impact of the intermediate variable knowledge management on the relationship between university culture and academic performance, and based on the results reached, a set of recommendations have developed.

Maximizing tendency predicts university adjustment and academic performance.

Decision-making characteristics that contribute to university adjustment and academic performance have been important topics in the research on success in higher education. This study proposes a new perspective that maximizing tendency, as a decision-making style, influences adaptive outcomes in college life. Two studies were performed to investigate the positive effects of maximizing tendency on university adjustment and academic performance. In Study 1, we engaged in multistage data collection and surveyed 552 students in four universities. In over a span of 4 years, Study 2 was designed as a time-lagged survey with 309 students. The results revealed that maximizers among students have better university adjustment after their first year at school and achieve higher GPAs when they finished their bachelor's degree. Furthermore, eudaimonic well-being mediated the relationship between maximizing tendency and university adjustment (Study 1), whereas university adjustment mediated the relationship between maximizing tendency and college student's academic performance (Study 2). These consistent results imply that maximizing tendency as a predictor of university adjustment and academic performance, showing its long-term positive impacts on adaptability and wellbeing.

Impact Of Information and Communication Technology (ICT), Usage on Students’ Academic Performance in University of Nigeria Nsukka Enugu State

The main purpose of this study was to examine the impact of information and communication technology (ICT) usage of student’ academic performance with particular reference to the University of Nigeria Nsukka . A total population of 500 students was sampled using simple random technique. Data for this study were collected using a well-structured questionnaire. Data collected were analyzed using descriptive statistics such as simple table and percentages, while hypotheses formulated were tested using the Pearson Product Moment Correlation Analysis. The results showed that internet usage has led to significant improvement in the academic performance of student of the University of Nigeria Nsukka. The results also showed that e-learning has significant relationship with academic performance of students in the University of Nigeria Nsukka. However, the results showed that the use of Facebook by the students has no significant relationship with their academic performance. Based on the findings, the study recommends that the University authority should expand the current size of the ICT Centre in the campus and make it function efficiently. Also, the University of Nigeria Nsukka authority should provide affordable internet services to students.

University Coaching Experience and Academic Performance

The university education process has changed, involving new roles for the student body and the teaching staff. While teachers train for these new functions, it is not the case for students who are neither prepared for group work nor to construct their learning strategy. Coaching can be an essential success factor here. Having been applied in other educational areas, such as educational coaching, and in other non-educational ones, such as sports or business coaching, this original work proposes to evaluate the effectiveness of a university coaching programme in academic performance. Therefore, the aim is to measure the impact of an independent variable, a hybrid coaching programme, on a dependent variable, university academic performance. Trainee teachers in the Melilla Campus of the University of Granada in Spain participated in this coaching programme. The research followed a quasi-experimental design with experimental and control groups (n = 70 students, and n = 69 students, respectively) with repeated initial and final evaluation measurements (pre-treatment and post-treatment). The professor and the students conducted academic performance evaluations. The performance of the experimental group was increased compared to that of the control one, considering significant differences concerning the starting point both in the average marks provided by the professor for the practices and in those of the students. Other works about coaching have highlighted its advantages, although they are not exclusively focused on the academic area like this study. This study has limitations and needs further research. However, it concludes that the coaching applied to trainee teachers enhances their performance in practical group tasks.

SOM-SIS approach to auto summary of clustering results on university academic performance

The analysis of the performance of higher education academic quality in terms of student achievement, study period, and drop out rates is still an intensive study among researchers. Several clustering methods are often used to understand student and graduate groups, in influencing college performance. However, the conventional method has only arrived at the results of clustering, so it is difficult to interpret it as a support for academic decisions, especially in mapping the position of universities against other universities nationally. This article introduces a combination of techniques from self organizing map and technique for oorder preference by similarity to an ideal solution (SOM-SIS), an auto-summarizing technique from clustering results as well as mapping university academic performance. First, the academic performance indicators are grouped using the self organizing map (SOM) method and the results are concluded using the technique for order preference by similarity to an ideal solution (TOPSIS) approach. The SOM-SIS technique was tested using data from one of the universities in Indonesia. As a result, the SOM-SIS technique has a 100% compatibility rate with the higher education quality assurance system, through recommendations from three university experts.

Research on Factors that Influence College Academic Performance: A Structural Equation Modelling Approach

<p style="text-align: justify;">This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.</p>