College Grades Research Articles

Effet de l’enseignement à distance pour les étudiants du français aux universités en Jordanie

Objectives: The study conducted in Jordan aimed to evaluate the impact of distance learning on French students in Jordanian universities. The views of both teachers and students were gathered through questionnaires that addressed various topics related to distance learning. Methods: Questionnaires were distributed to 160 first- and second-year French students and their teachers. The topics covered in the questionnaires included the pedagogical materials offered in French, university grades, the effectiveness of distance learning, and preparation for this mode of education. Results: The results showed that the transition to distance learning significantly impacted French students in Jordan. Students reported difficulties with the pedagogical materials offered in French and a decrease in their university grades. However, they also appreciated the flexibility offered by distance learning. Teachers also acknowledged the difficulties, particularly in terms of contact and interaction with students. Conclusions: The study highlights the importance of improving the pedagogical materials offered in French to students and encouraging increased online interaction between teachers and students. Universities should better prepare teachers and students for distance learning to meet the needs and aspirations of students. The results of this study could be used to improve distance learning and help students better adapt to this method of learning.

COVID-19 and Grade Inflation: Analysis of Undergraduate GPAs During the Pandemic

The COVID-19 pandemic required adaptation to a new learning environment creating challenges for students and instructors. A reduction in student-teacher contact and the lack of supervision should have led to a decline in students’ academic performance. Nonetheless, studies report increases in grades during the pandemic. Yet, limited information is available regarding the persistence of this impact. This study utilizes a hierarchical mixed effect model to estimate the impact of the COVID-19 pandemic on university grades. Using unique class-level data containing chronological variables and institutional, instructor, and student characteristics, spanning Fall 2010 to Spring 2021 of 7,852 undergraduate classes, it is shown class average grade point averages (GPAs) in the College of Agriculture at Texas A&M University increased for the three semesters most impacted by COVID-19. Average class GPAs increased by 0.22 points in Spring 2020 because of COVID-19 and then approximately 0.18 points in the subsequent next two semesters. The negative effect of class size decreased during COVID-19, implying online classes have different size effects than traditional classes. Additionally, the positive effect of SAT scores on grades decreased. One implication of this study is that COVID-19 may not only have a direct, significant, impact on GPAs but may also indirectly affect GPAs through altering the effects of variables on GPAs. The causal mechanisms by which the changes occurred are an area for further research. JEL Codes: I21, I29

The Degree of Availability of University Life Skills among Students of Educational Technology Courses at Al al-Bayt University from their Point of View

This study aimed to identify the degree of availability of university life skills among students of educational technology courses at Al al-Bayt University from their point of view. The study population consisted of all students of educational technology courses in the first semester of the academic year (2022/2023), while the study sample was a stratified random sample, whose number was (515) male and female students. To achieve the objectives of the study, the descriptive approach was used, by using a questionnaire as a tool for the study, and it consisted of six domains with a total of (54) paragraphs. The results of the study showed that the degree of availability of university life skills among students of educational technology courses at Al al-Bayt University was moderate, and also showed that there were no statistically significant differences at the significance level (α≤0.05) in the life skills acquired by students of educational technology courses due to the gender variable, and that there are statistically significant differences at the significance level (α≤0.05) in the life skills acquired by students of educational technology courses due to (year of study and university grade).

Followership, Stress, Empowerment, and Organizational Commitment in Leaders of Korean Martial Arts Athlete

Purpose: Korean judo and taekwondo are traditional martial arts disciplines with strong track records at the Olympic and World Championships. Korean judo athletes have proven their international competitiveness by winning many medals for their technique and skill, while taekwondo has also won many medals and gained global recognition. South Korea's martial arts disciplines are grounded in tradition and philosophy, and continue to develop and advance through research and investment. Therefore, we wanted to explore the characteristics of martial arts practice through a survey of university student martial arts athlete in South Korea.
 Method: This study analyzed the general characteristics of the subjects, differences between variables, and correlations through frequency analysis, reliability verification, one-way ANOVA, Chi-square, Factor Analysis, Correlation Analysis, and Simple Linear Regression Analysis of Korean martial arts athletes' questionnaires. , and the influence were explored and analyzed.
 Results: As a result of analyzing followership, stress, empowerment, and organizational commitment of Korean martial arts athletes, the Judo team had a statistically significantly higher followership in all items than the Taekwondo team, and the Judo team had statistically higher stress and empowerment in certain items than the Taekwondo team. was found to be significantly higher. Martial arts events and training starting point were not related to the leader's followership, and martial arts events and university grades were found to be correlated. As a result of the factor analysis, 1-2 sub-factors of followership, stress, empowerment, and organizational commitment were derived. As a result of the correlation analysis, leader followership was significantly correlated with organizational commitment and empowerment, and stress was significantly correlated with organizational commitment and empowerment. As a result of the simple linear regression analysis, it was found that the leader's followership affects organizational commitment and empowerment, and stress has a partial effect on organizational commitment.
 Conclusion: Compared to the Taekwondo team, the Korean Judo team showed higher levels of followership in all categories, and in some items, stress and empowerment were also higher, which can be explained by differences in martial arts training methods or leadership styles. Martial arts training starting point were not related to the leader's followership, but were found to be related to the university grade. From these results, it can be seen that martial arts and university grades should be considered when forming a team. In the martial arts training team, the leader's followership has a significant effect on organizational commitment and empowerment, and it can be said that stress is also related to organizational commitment. Therefore, the leader must properly adjust the followership style and consider stress management and organizational commitment.

Less Evaluative Measures of Personality in Job Applicant Contexts: The Effect on Socially Desirable Responding and Criterion Validity

Researchers have long sought to mitigate the detrimental effects of socially desirable responding on personality assessments in high-stakes contexts. This study investigated the effect of reducing the social desirability of personality items on response distortion and criterion validity in a job applicant context. Using a 2 × 2 repeated measures design, participants (n = 584) completed standard (International Personality Item Pool) and less evaluative (Less Evaluative Five Factor Inventory) measures of Big Five personality in a low-stakes context and then several weeks later in a simulated job applicant context. Self-report criteria with objective answers, including university grades, were also obtained. In general, the less evaluative measure showed less response distortion than the standard measure on some metrics, but not on others. Declines in criterion validity in the applicant context were smaller for the less evaluative measure. In the applicant context, however, validities were similar across the two measures. Correlations across contexts for corresponding traits (e.g., low-stakes extraversion with high-stakes extraversion) were also similar for both measures. In summary, reducing socially desirable item content might slightly reduce the substantive content required to predict criteria in low-stakes contexts, but this effect appears to be partly offset by reduced response distortion for less evaluative measures in applicant contexts.

Updating the Learner's Culture: A Literary Philosophy, Miller's Death of a Salesman Is an Example

The study aims to consider the literary philosophy behind theprocess of acquiring a standard of knowledge and culture through literatureand specifically tragedies. It tries to show with details the merits of dealingwith literary classes in the process of teaching English at college grade. Thestudy presents Miller's Death of a Salesman as an example to improve andupdate the learner's knowledge and culture. The mechanism of teaching dramawill not be discussed as it may deviate the reader towards other criteria that arenot sought by the study because the purpose is purely literature.

Investigation of The Performance Anxiety of Music Teacher Candidates in Context of Various Variables (Example of Ankara Music and Fine Arts University)

Purpose: aim: The aim of this research is to determine whether the performance anxiety levels of students studying at Ankara Music and Fine Arts University, Faculty of Music and Fine Arts Education, Music Education department differ according to gender, grade level, individual instrument type and individual instrument success level.
 Design/Methodology: . Correlational survey model was used to describe the current situation in the research. The study group consists of 67 music teacher candidates who continue their education in the 1st, 2nd and 3rd grades of Ankara Music and Fine Arts University, Faculty of Music and Fine Arts Education, Department of Music Education in the fall semester of the 2022-2023 academic year. Kenny Music Performance Anxiety Inventory “K-MPAI” developed by Kenny, Davis, and Oates (2004) and adapted into Turkish by Özevin-Tokinan (2013) was used as a data collection tool in the study.
 Findings: The findings showed that teacher candidates have moderate performance anxiety. In the study, it was concluded that gender, individual instrument type and level of success were variables that caused a difference in the performance anxiety levels of teacher candidates, but the grade level was the variable that did not cause a difference in anxiety scores.

Diagnostics of psychological flexibility and the ability to cope with the inevitable changes among psychology students.

The study concerns the question of how much the emotional competence and the ability to cope with problems in one's own personality increase in the process of professional psychological education, for which students of different years of study were tested. The aim of this study is to deeply diagnose various components of psychological flexibility and the ability to cope with unexpected events among psychology students. The study involved 30 students from 1 to 4 years of university grade level participated into study, divided into 4 equal groups from. Based on testing various aspects of psychological flexibility, emotional intelligence test (EQ test), Emotion Regulation Questionnaire (ERQ) and D.V. Lyusin emotional intelligence instrument (Emin) were used; it was tested using Student's t-test and Kruskal-Wallis H-test to evaluate differences between three or more samples simultaneously. As a result of the study, the significant differences between all groups of participants and between the assessment of individual factors of psychological flexibility in different groups was accepted. Each of the groups demonstrated its specific characteristics of the relationship between emotional competence and coping with stress. Comparison of the results of students from different years of study showed that psychological education does not have a significant effect on emotional intelligence as an indicator of emotional flexibility, but positively affects the development of coping with stress, although in predominantly passive forms. The practical application of the research lies in improving psychology students' learning; the research results can be used as methods for determining psychological flexibility factors that require development in study groups.

Does reading anxiety impact on academic achievement in higher education students?

Poor readers have lower academic achievement and increased anxiety, including reading anxiety, which may perpetuate lower academic achievement. We explored reading anxiety in university students, investigating whether the association between reading ability and academic achievement is mediated by reading anxiety (independent of general anxiety). Participants were students (n = 169, 69% female, age = 20.70) at an Australian university who completed an online reading assessment (decoding skills, phonological awareness, orthographical knowledge and comprehension), and a survey examining reading anxiety, trait anxiety and self-reported reading history. Academic achievement was based on university grades. Two reading anxiety factors (social and non-social) were identified; both factors were distinct from trait anxiety. Reading ability was negatively correlated with reading anxiety and positively correlated with academic achievement. Reading anxiety was not correlated with academic achievement and it did not mediate the relationship between reading ability and academic achievement as expected. As this was the first study to explore reading anxiety in adults, further research is required to determine the impact reading anxiety may have on university students beyond academic achievement.

Blind Disclosure

We develop and test a theory of blind disclosure. A sender chooses whether to disclose information based on a preliminary, private signal. In the unique equilibrium, contrary to the literature’s canonical unraveling result, senders disclose only if their preliminary signal exceeds a cutoff. This cutoff rule leads to partial unraveling in environments with either risk aversion or moral hazard, and disclosure decreases with uncertainty. Using unique administrative data on disclosed and undisclosed grades in a large university, we find that the model is consistent with student choices during spring 2020 to conceal letter grades by switching to optional pass-fail grades. (JEL D81, D82, I23)

Construyendo el perfil del alumnado con intención de abandono de los estudios universitarios

The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the reper­cussions it has, not only in the economic and social sphere, but also at a personal, family, in­stitutional level, etc. The objective of this ar­ticle is to define a profile for a student who in­tends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifi­cally, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the stu­dent’s academic engagement. The analysis was conducted on students at the Universi­dad de La Laguna (ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations

While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.

The Demographic differences in Perception of University Students towards the Use of Social Networking Sites as a smart e-learning System

The current research was done to study the demographic difference in the perception of university students towards social networking sites (SNS) as a smart e-learning system for improving academic grades, participation in politics, influence on language, and the global approach of students. It is a quantitative research design with the survey as a method. A convenient sample of 465 students with an unequal number of males and females was gathered from leading universities in Lahore. A self-generated questionnaire was used for data collection. The outcomes of the present study showed that the practice of SNS by men and women students was different from each other reflecting their different roles but positively believed that SNS affects their grades in university. Besides that, the age of students also played a role in increasing the use of SNS. The study has its importance in terms of guidance and knowledge of precautionary measures the students must have to take while using these SNSs.

수학 마인드셋에 초점을 둔 초등학교 교사들의 수학 신념 조사

Based on the fact that teachers' mathematical mindsets have a great cognitive and emotional impact on students, this study attempted to examine the tendency of mathematical beliefs including mathematical mindsets for elementary school teachers and derive implications for teacher education. To this end, a survey was conducted, and the data of 62 elementary school teachers who responded to this were processed using the SPSS statistics program. As a result of the survey, it was found that elementary school teachers' mathematical beliefs were moderate, and more than half had a neutral mind set. In addition, there are no differences by gender and high school class in mathematical beliefs and mathematical mindsets, but there are differences by teaching period and university grade self-evaluation. Implications for teacher education were proposed through the above contents.

Association between digital literacy, internet addiction, and cyberloafing among higher education students: A structural equation modeling

The current study aims to examine the association between digital literacy (DL), Internet addiction (IA) and cyberloafing (CL) levels of higher education students in Turkey. In addition, the study examined the correlation between “daily Internet use,” “initial Internet usage,” and “purpose of Internet use” with the variables of DL, IA, and CL. The study groups consisted of 1220 higher education students including all faculties and all grades of a state university. The “Digital Literacy Scale,” “Internet Addiction Scale,” and “Cyberloafing Scale” were used as data collection instruments. The study’s findings revealed initial Internet usage to be a predictor of DL, IA, and CL. Similarly, participants who spent more than 6 h using the Internet during a day have a higher level of DL, CL, and IA. Results from structural equation modeling reported a positive association between DL and IA, a negative association between DL and CL, and a positive relationship between IA and CL. Moreover, an indirect effect was revealed from DL to CL through IA. The study suggests improving students’ DL skills, as they form the basis of avoiding CL behavior, and using the Internet mostly for educational purposes.

The ACT Predicts Academic Performance-But Why?

Scores on the ACT college entrance exam predict college grades to a statistically and practically significant degree, but what explains this predictive validity? The most obvious possibility is general intelligence-or psychometric "g". However, inconsistent with this hypothesis, even when independent measures of g are statistically controlled, ACT scores still positively predict college grades. Here, in a study of 182 students enrolled in two Introductory Psychology courses, we tested whether pre-course knowledge, motivation, interest, and/or personality characteristics such as grit and self-control could explain the relationship between ACT and course performance after controlling for g. Surprisingly, none could. We speculate about what other factors might explain the robust relationship between ACT scores and academic performance.

General Self-Esteem as the Mechanism Through Which Early-Childhood Parental Trust and Support Affect Adolescents' Learning Behavior: A Moderated Mediation Model.

Parental trust and support are machineries for children's cognitive growth and behaviors exhibited at a later age. Their influence on students' learning engagement at school has been reported, but little is known about the mechanisms through which such a proposed causal effect occurs. This study tested 2 major proposed hypotheses; (1) general self-esteem (GSE) mediates the causal relationship between parents' trust and support (PTS) and Learning engagement (LE). (2) The mediation effect is further moderated by students' college grade level. Data was collected from 1139 college students in Tanzania (Mage = 22.5, SDage = 0.681) who filled out an online-designed questionnaire. SPSS (Statistical Package for Social Science), PROCESS macro of SPSS, and JASP (Jeffrey's Amazing Statistical Program) were used for analyzing data. The results indicated that GSE had a mediating effect (β = .0912, SE = 0.0134, P < .001) on the causal relationship between PTS and LE. The unmediated (direct) effect of PTS on LE (β = .2125, SE = 0.0419, P < .001) was lower than the total effect (β = .3037, SE = 0.0553, P < .001) after the mediation. The interaction effects of PTS (β = .0463, P < .001) and GSE (β = .0495, P < .001) on students' college grades were statistically significant, indicating that the mediation effect of GSE on the causal relationship between PTS and LE was moderated by college grades. Parental trust and support enhance students' behavioral learning at school through their general self-esteem, built from the family level (parenting).

Performance Evaluation and Identification of Key Influencing Factors for Student Achievement Based on the Entropy‐Weighted TOPSIS Model

To address the shortcomings of the existing comprehensive evaluation methods, the entropy TOPSIS (Technique for Oder Preference by Similarity to Ideal Solution) method was introduced into the comprehensive evaluation of classes students’ grades in college, and the results of year 2019∼2020 of 30 classes student’s major courses of 2 colleges within 2 semesters were used as an example for analysis. The study shows that the entropy TOPSIS method can not only effectively reflect the course differences but also avoid the subjectivity of weight setting and improve the rationality and objectivity of the comprehensive evaluation and ranking of students’ performance in classes, and it can be used as an objective evaluation tool for the external factors affecting students’ performance. At the same time, the internal factors affecting students’ performance are analyzed. It can be found that reasonable sleep time and the cultivation of good study motivation can help improve students’ academic performance. The results of this paper are of great theoretical value and technical reference value for scientific evaluation of student performance in universities.

Inclusion of academic self-efficacy, motivation, and engagement with the pre-university cognitive ability to predict students' university GPA

In recent years, much attention is given by education researchers and accrediting bodies to the role of non-cognitive ability on academic success and potential employment. This research paper aimed to explore the combined influence of non-cognitive and cognitive predictors in forecasting the academic performance of students, measured by university grade point average (GPA), at the end of the second year in university in Saudi Arabia. Results indicate that the key predictors of university GPA were academic achievement test/general aptitude test (AAT/GAT) scores and High School GPA (HSGPA). Pre-university cognitive abilities (AAT, GAT, and HSGPA) were collected from 1,121 participant students. Academic self-efficacy (AS), achievement motivation (AM), academic engagement (AE), and social engagement (SE) of students as key non-cognitive abilities for academic performance were determined. A moderate positive correlation between cognitive factors and AS and AM was found. On the contrary, a weak negative correlation was found with the AE and SA. Using the stepwise regression analysis, AS, AM, and AE together significantly predicted the university GPA over and above AAT, GAT, and HSGPA. A binary logistic regression analysis model was able to predict college of medicine students with a percentage of 68.4% without prior knowledge of university GPA.

Impact of High School Quality on Academic Performance Throughout Medical School.

Numerous studies currently evaluate medical school success and performance using college Grade Point Average (GPA) and Medical College Admissions Test (MCAT) scores. These studies demonstrate that students who score low on the MCAT will continually perform worse than their peers on medical school exams and board exams. We investigated where a student attended high school and how that factor can affect medical school performance because most studies evaluated performance based on college attendance. Our retrospective study evaluated 184 students at Kirk Kerkorian School of Medicine (KSOM) and showed higher-quality high schools, in comparison to lower-quality high schools, affected medical school performance. We categorized two groups for high school quality based on the U.S. News scorecard for programs within Nevada: those students with a high school reading proficiency (HSRP) >50% and those with an HSRP <50%. These two groups were then standardized based on percentile within the school and averaged using HSRP, MCAT, pre-clinical, step 1, clinical, and step 2 scores. A line chart was graphed to demonstrate the difference between the two groups. As might be expected, our results showed significantly higher MCAT scores from students who attended high-quality versus low-quality high schools. Our results also showed that although students from low-quality high schools performed worse for the first part of medical school, by step 2, students will score similarly in both groups. Students who performed poorly on the MCAT and attended lower-quality high schools will score as competitively as their peers by step 2.