Variation In Academic Performance Research Articles

RELATIONSHIP BETWEEN INVOLUNTARY ABSENTEEISM AND ACADEMIC PERFORMANCE STUDENTS IN SECONDARY SCHOOLS IN ALEBTONG DISTRICT. A DESCRIPTIVE CROSS-SECTIONAL STUDY .

Background Involuntary student absenteeism in secondary schools is when students have to miss school due to unavoidable circumstances and cannot attend school regularly, despite there being hardship associated with it. The study aims to assess the relationship between involuntary absenteeism and the academic performance of students in secondary schools in the Alebtong district. Methodology A descriptive cross-sectional study was conducted where quantitative data was collected.A sample size of 115 respondents which included 87 students in candidate class (s.4), 24 teachers, and 4 members of the Board of Governors. Results There was also a negative correlation between involuntary absenteeism and academic performance (-0.323**)., there is a decrease of 0.390 units in academic performance. This coefficient is also statistically significant (p < 0.001), indicating that involuntary absenteeism has a negative association with academic performance. The R-squared value of 0.630 suggests that 63% of the variation in academic performance can be accounted for by involuntary absenteeism. On student illnesses, this factor was perceived to have a high impact on involuntary absenteeism and academic performance. The mean response was 4.2 suggesting that respondents disagreed that students often fall ill and get hospitalized, resulting in missed lessons, exams, and assignments. This indicates that respondents believed student illnesses significantly affect academic performance. Conclusion Student illnesses, family emergencies, and inadequate resources have a high impact on involuntary absenteeism and academic performance in secondary schools in the Alebtong district. Heavy rainfall and flooding, teacher strikes, and natural disasters were perceived to have a lower impact. Recommendation Efforts should be made to address and mitigate student illnesses and chronic health conditions. This can include implementing health education programs in schools, providing access to healthcare facilities, and creating a supportive environment for students with health challenges.

Factors Influencing Pre-Service Technical Teachers' Academic Performance: Cross-Sectional Study

This research aims to identify factors predicting pre-service technical teachers’ academic performance in a technical teacher training context. This study employed a predictive correlational design. We developed the conceptual framework by combining previous research, and then created a survey to gather data. Between August 1 and August 30, 2022, 109 undergraduates from the Faculty of Technical Education at Rajamangala University of Technology Krungthep (RMUTK) received an online self-administered questionnaire. The statistical analysis employed the Pearson correlation coefficient and multiple regression. The findings of the research showed that there was a positive correlation between various factors such as gender, motivation and attitude towards learning, study habits, family support, curriculum quality, and teaching quality with pre-service technical teachers' academic performance, with the correlation coefficients ranged from .230 to .292 and were all statistically significant (p < 0.05). The multiple correlation coefficient (R) was .474 showed a significant relationship between the independent and dependent variables at the .05 level. The R-squared value was .225, indicating that these six variables combined explain 22.5% of the variation in academic performance. However, this also suggests that our model fails to explain around 77.5% of the variance. Some aspects of the findings derived from this study are expected to result in the creation of digital interventions to better track students' academic performance, aiming to provide equitable educational experiences that maximize the academic performance of each gender group in the future.

Neighbourhood safety and academic performance: the role of student gender and family socioeconomic status

Introduction. Neighbourhood safety is directly linked to the level of disadvantage in the area of residence. Aim. The present research aimed to examine the impact of neighbourhood safety on the academic performance of secondary school students, taking into account gender and socioeconomic background. Methodology and research methods. The current study used a quantitative cross-sectional study design. Data were collected from 448 secondary school students on a voluntary basis. Chi-square and Kendall’s Tau-c (Tc) tests were used to analyse the data and determine the relationship and strength of direction between variables. Results. The findings indicated a significant and positive association between children’s academic performance and neighbourhood crime safety (P < 0.05, Tc = 0.202), as well as feeling safe, walking in the neighbourhood during the day or night (P < 0.05, Tc = 0.127). However, bullying and harassment in the neighbourhood were found to be significantly and negatively associated with academic performance (P > 0.05, Tc = -0.053). When introducing family socioeconomic status as a control variable, the results indicated variation in academic performance in relation to neighbourhood safety. When controlling for student gender, neighbourhood safety had no different effects on academic performance. The findings showed that, in relation to neighbourhood safety, children from families with higher socioeconomic status academically outperform children from lower socioeconomic status families. Scientific novelty. The study not only focused on the connection between neighbourhood safety and academic performance but was also unique in the sense that it also dealt with differences in academic performance based on gender and family socioeconomic level. Practical significance. The study produces a number of interesting conclusions and makes valuable recommendations for significant stakeholders. The primary study recommendations aim is to create a secure, supportive, and protective neighbourhood environment by enforcing the law and encouraging community involvement in order to reduce the threat of crime, violence, and harassment.

Gender, personality, and performance

This paper studies the effect of personality on performance by gender. We investigate this relationship in the academic labor market for Economists. We build a unique and novel data set from individual CVs of 2,471 faculty members employed at the Top 100 US University Economics Departments and use the facial Width-to-Height ratio (fWHR) to proxy for personality traits. We are interested in the marginal effect of personality on performance after accounting for the common drivers of variations in academic performance. We find that non-dominant females and dominant males achieve better outcomes. This effect, to some degree, is driven by the accumulation of non-cognitive skills, e.g. networks. While our data does not allow to investigate whether this is a result of choice, our results are in line with discrimination based on violation of gender norms.

LEADERSHIP STYLES AND ACADEMIC PERFORMANCE OF PUPILS IN SELECTED PUBLIC PRIMARY SCHOOLS: A CASE OF SELECTED SCHOOLS IN JINJA, UGANDA

In a bid to address poor academic performance among students in Jinja City primary schools, this study looked into how students' academic performance was affected by school leadership styles within the theoretical framework of the Path-Goal theory of leadership. The goals of the study were to: 1) comprehend how the laissez-faire leadership style affects academic performance; 2) examine the authoritarian leadership style; and 3) ascertain how the democratic leadership style affects students' academic performance. Data collection and analysis were done using a cross-sectional survey design that combined quantitative and qualitative research methods. Using simple random and purposeful sampling techniques, 100 participants were chosen from a target population of 300. Through the use of questionnaires and interview guides, data was gathered. The Statistical Package for Social Sciences (SPSS) was used to analyze the quantitative data, and descriptive analysis was used to find patterns and trends in the qualitative data. The findings revealed that the laissez-faire leadership style significantly affected students' academic performance by 83%. The authoritarian leadership style accounted for 66.7% of the variation in academic performance, while the democratic leadership style contributed 74.1%. The research emphasized the importance of upholding existing school rules, regulations, and goals to enhance students' academic performance. Recommendations include adopting flexible leadership approaches by school heads, emphasizing school rules and regulations, and recognizing the significance of authority in leadership to boost and sustain academic performance. The research also highlighted the value of open communication, guidance, equitable treatment, and equal opportunities for all stakeholders involved in promoting desired academic outcomes in primary schools. The theoretical implication of this study lies in the demonstration that adaption of different leadership styles can be applicable to educational settings to achieve desired goals.Keywords: Leadership Styles; Academic Performance; Path-Goal theory; Educational Outcomes; School Management; Students

Pedagogical Practices and Pupils’ Academic Performance in Primary Schools in Morogoro Municipality, Tanzania

Our paper investigated the contribution of pedagogical practices on pupils’ academic performance in primary schools in Morogoro Municipality, Tanzania. We employed a qualitative approach and conducted the study in three public and three private primary schools, with a total of 60 respondents. Primary data were gathered through interviews, focus group discussions, and classroom observations. We used content analysis to analyze the data and develop themes and sub-themes. The results show that public and private school teachers differ in their approach to pedagogical practices, resulting in variations in academic performance. We conclude that effective pedagogical practices can significantly impact pupils' academic performance and suggest that teachers receive proper training and support to implement these practices. Therefore, our study emphasizes the importance of effective pedagogical practices in achieving good academic performance and underscores the need for teacher training and support to facilitate these practices.

An Investigation of the Relationship between Academic Buoyancy and Academic Performance among Senior High School Students: A Quantitative Research Approach

Academic buoyancy is a student’s ability to effectively deal with academic setbacks and challenges. This study aimed to determine whether academic buoyancy predicts academic performance among high school students. The objective of this study was to investigate the relationship between academic buoyancy and academic performance among high school students. Participants were 142 high school students who completed a questionnaire that included measures of academic buoyancy and grade point average (GPA). Data were analyzed using simple linear regression and frequency distribution. The results showed that academic buoyancy predicted academic performance among high school students. About 11.6% of the variation in academic performance was explained by academic buoyancy. The average GPA of the participants was 86.51, and the average academic buoyancy score was 4.69. The findings suggest that academic buoyancy is a valuable predictor of academic performance among high school students. Teachers and educators can use this knowledge to help students develop their academic buoyancy and improve their academic performance.

Gender Influence of College Tutors Perception of ICT Integration in Teaching and Learning in Volta Region of Ghana

Purpose: One of the key areas of research in education has been the gender variations in academic performance. This seems to be reflecting among teachers well, particularly because it may reveal potential gaps and inequalities in particular areas. While these disparities have mostly been studied in traditional fields like math, reading, and science, the body of experimental research on ICT literacy is far smaller yet is rife with interesting results. This study investigated the sex influence on Colleges of Education (CoEs) tutors’ perception of ICT integration in teaching in Volta region of Ghana.
 Methodology: The study employed a cross-sectional analytic survey design with 121 participants. The Tutor ICT Integration Perception (TIIP) questionnaire which consists of 12 items was used to elicit information from selected tutors. Data collected was analysed using a median and Mann- Whitney U sample t – test. Three variables of tutor ICT integration perception were considered; tutor competence, improve tutors’ teaching and student learning and no effect on lesson delivery in relation to sex influence.
 Findings: The result showed that majority of the tutors disagreed with most of the statements and there was no significant sex difference influence on tutor perception. It is concluded that integration or no integration of ICT in the classrooms should be anticipated from all tutors irrespective of their gender.
 Unique Contribution to Theory, Policy and Practice: The unique contribution of tutors' perception of ICT integration in teaching and learning is that it provides valuable insights into how technology is being used in the classroom and the effectiveness of its integration. By understanding tutors' perceptions of ICT integration, educators and policymakers can make informed decisions about how to use technology effectively in the classroom, ultimately improving the quality of education for students.

Principals` Instructional Leadership and Its Influence on Students’ Academic Achievement in Public Secondary Schools in Nyeri and Nyandarua Counties in Kenya

The study focused on the influence of principals` instructional leadership practices on students` academic performance in public secondary schools in Nyeri and Nyandarua counties. The concern was the low and widely varied academic performance yet the principals` instructional leadership practices were not clear. The study adopted ex-post facto research design and systems theory to study instructional leadership as a determinant of learning outcomes. The sample size comprised 192 principals, 330 Heads of Department, and 352 teachers in 192 schools. The main data collection tools were the principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data were collected. Qualitative data were analysed using thematic analysis, while quantitative data was analysed using both descriptive and inferential statistics. Due to the non-normality and ordinal nature of data, inferential statistics were done by use of the Kruskal-Wallis H-test as the non-parametric alternative to the one-way analysis of variance F-test. The study findings were that all five dimensions of instructional leadership were positively and significantly related to students’ academic achievement. Strategic provision of instructional materials and promoting teacher capacity building and motivation were the two dimensions with the largest effect sizes since they explained 9.6% and 9.1% of the observed variation in academic performance, respectively. When all five dimensions of instructional leadership were considered together, the overall instructional leadership explained 16.7% of the observed variation in academic performance, implying that for principals to impact significantly on academic achievement in their schools, they must focus and prioritise all the dimensions of instructional leadership. As a major recommendation for the study, though principals have an arduous task of general school management, they need to prioritise instructional leadership to enhance academic performance in their schools. Proper capacity building and stakeholders support to the principals in this endeavour would be a move in the right direction.

A high bar may benefit weak students

This paper uses a large sample of students from a Dutch university to describe variations in academic performance following a change in the strictness of academic dismissal policies. The research setting includes one moment in which the performance threshold for academic dismissal has been changed, keeping constant other characteristics of the educational system. Using a descriptive approach, we show that after the threshold has been raised the number of credits earned by academically weak students increases. A higher threshold level also brings their study effort forward in time, as evidenced by a decrease in the number of no-shows and an increase in the number of credits earned during regular exams. We also show that some students perceive the minimum performance level as a target level. The evidence suggests that variations in the implementation of academic dismissal policies affect students’ tendency to procrastinate, especially among weaker students.

Undergraduate student performance in an accounting sciences program: An analysis on the use of emergency remote teaching

This study aims to analyze the variation in academic performance of undergraduate students enrolled in the Accounting Sciences course of a public, federal university of Southern Brazil between the second academic semester of 2019 and the first semester of 2020. The research was documentary and descriptive, following a quantitative approach. The sample was composed of data from 281 students. Quantitative data analysis was carried out through the Statistical Package for the Social Sciences (SPSS) software. Results indicate that the implementation of emergency remote teaching due to social isolation caused by the COVID-19 pandemic did not impact student performance. However, analyzing the students’ enrollment semester shows variation in the academic performance in 2017, which may be explored further by future research. Thus, this research contributes to understanding the new teaching model, supplying managers, students, teachers, and institutions new data regarding this issue.

Wake-up time and academic performance of university students in Indonesia: A cross-sectional study

Several studies have highlighted the link between sleep, learning, and memory. Strong evidence shows that sleep deprivation can affect a student’s ability to learn and academic performance. While delayed sleep-wake phase disorder was prevalent among young adults, available evidence showed an inconclusive association between sleep times and academic performance in university students. Therefore, we conducted a cross-sectional study among university students in Indonesia to collect their sleep duration, bedtime, wake-up time, and academic performance. An analysis of 588 university students in Indonesia found that only 38.6% of students sufficiently slept, and their median bedtime and wake-up time was 11:30 pm and 5:30 am, respectively. Gender and wake-up time accounted for a 5.8% variation in academic performance (adjusted R2 = 4.5%) after controlling for sleep duration, bedtime, body mass index, the field of study, batch year, and physical activity. Male had 0.116 [95% Confidence Interval (CI) −0.167 to −0.064] lower grade point average (p < 0.001) than female and students who wake up later had 0.077 (95% Confidence Interval 0.025 to 0.129) greater grade point average (p = 0.004) than students who wake-up earlier. The prevalence of sleep deprivation related to the delayed sleep-wake phase among university students in Indonesia was high. Since wake-up time was related to the increased grade point average, the university should consider developing sleep-friendly policies and interventions to improve their academic performance.

Linking Study of Memorising Quran with Academic Performance

The Quran is a source of knowledge for mankind given to Prophet Muhammad as a guidance by Allah the Almighty. Memorising the Quran began by Prophet Muhammad, his companions and continued by scholars who are experts in their field. This is conducted to preserve the accuracy of the contents of the sacred source of Islamic teaching. This study aims to identify the effect of the memorisation of the Quran (hereafter referred as hifz al-Quran) achievement on the academic performance of secondary school students. The sample of the study consist of 83 students of a maahad tahfiz school in Pahang. Their performance in memorising the Quran and academic was recorded and analysed using descriptive statistics, coefficient of variation, correlation, and regression analysis. The finding shows the distribution in academic performance is equally consistent as compared to memorising the Quran based on the result of value coefficient of variation. The results also show that there is a significant positive relationship between students’ hifz performance and academic performance which can be initially presumed that the students who excel in memorising Quran are more likely to excel in their academic field. Analysis of regression indicated that memorising the Quran has significant effect on academic performance where for every one marks of increase in memorising the Quran, the marks for academic performance also increase by 0.58. There are 22% of total variation in academic performance of student influenced by memorising the Quran. Therefore, the study serves a beautiful insight hidden on the effect of the Quran to academic performance. The Quran memorising culture should be therefore instilled for the development of the Muslim identity, values and the development of Islam in general.

Internet Usage and Academic Performance of Secondary School Students in Indonesia

Learners and teachers around the world extensively use the internet. Internet usage makes learners more motivated to look for information more frequently. Hence, the study sought to examine the impact of internet usage on the academic performance of secondary school students in Indonesia. The study employed a descriptive research design. The target population included principals, teachers and learners in secondary schools in Jakarta, Indonesia. The target population was 500 participants. The study used a stratified sampling technique to get the sample size. The study used questionnaires to collect the data. The analysis of the data was done using descriptive and inferential statistics. It was found that internet usage explains 26.1% of the variations in academic performance. The study findings showed that internet usage is positively and significantly related to academic performance (B=.2857, p=0.014). The study concluded that internet usage positively impacts learners' academic performance. The use of the internet opens doorways to a wealth of information, knowledge, and educational resources, increasing opportunities for learning in and beyond the classroom. The internet provides different content that students can use to learn or enhance their understanding. The study recommended that earning organizations make sure that appropriate internet services are provided in their respective libraries to make it possible for learners to fulfill their information needs. The schools need to help learners utilize the internet for positive academic achievement. Government should make sure that each learning institution has a cost-free ICT center so that children can learn and have earlier knowledge to understand the favorable and unfavorable elements of the internet. Keywords: Internet Usage, Academic Performance, Secondary School Students, Indonesia

Variáveis psicológicas e seu impacto no rendimento acadêmico no ensino superior

ABSTRACT Studies emphasize the role of psychological variables as favoring knowledge acquisition and transversal competencies in Higher Education, as well as students’ performance and academic success. Among the psychological variables, self-efficacy perception, motivation to learn and learning strategies stand out. This study aimed to evaluate the relationship between these variables and their impact on academic success, as assessed by the performance coefficient. The study enrolled 521 students of both sexes, of different year of study, in the three areas of knowledge. Data indicate a correlation between the studied psychological variables, which explained about 11% of the variation in academic performance, with fluctuations in this percentage explained according to the scientific area of the courses. Strong correlations were observed between self-efficacy and extrinsic motivation with academic performance, highlighting the need for new investigations about learning strategies.

Effects of Remote Proctoring on Composite Examination Performance Among Doctor of Pharmacy Students

Objective. To determine the impact of remote proctoring on the academic performance of Doctor of Pharmacy (PharmD) students.Methods. This was a retrospective, observational study that compared first professional year (P1) and second professional year (P2) pharmacy students' scores on eight composite examinations administered in spring 2020 (n = 387), the final three of which were proctored remotely, to that of a historical cohort of pharmacy students who took the same examinations in spring 2019 (n = 368). To assess whether remote proctoring affected academic performance, spring 2020 scores for examinations 6, 7, and 8 were compared to those of a historical cohort who took the same examinations in person with a proctor present in spring 2019. Academic performance on examinations 1 through 4 was also compared between the two cohorts to evaluate any possible year-to-year variation in academic performance during non-remote circumstances. Mann Whitney tests were used to compare scores between the two cohorts.Results. The median scores of students in the spring 2020 cohort were significantly lower than the scores of the historical cohort on the first composite examination administered to P1 students after the implementation of remote proctoring. In contrast, median scores were significantly higher on two of the three examinations administered to P2 students using remote proctoring.Conclusion. Remote proctoring has minimal impact on pharmacy students' examination performance and its use should be considered to ensure academic honesty and security of testing content in a distance learning environment.

Relationship between Students’ Involvement in Decision-Making and Academic Performance in Public Secondary Schools of Kenya

Secondary school principals play a key role in decision-making leading to students’ academic performance. There was a decline in the percentage of the examination candidates from Kakamega County who were selected to join public universities from the year 2011 to 2015. This study intended to establish the relationship between students’ involvement in decision-making by principals and academic performance. Respondents were sampled by simple random sampling. Pre-testing of instruments of data collection was undertaken to ensure validity and reliability of the instruments. Data was collected from 36 principals, 199 teachers and 393 Form 4 students by use of questionnaire and interview schedule. Research experts determined validity of the instruments. Data was analyzed using descriptive statistics, frequencies, percentages, means, cross tabulation and Pearson’s correlation. Hypotheses were tested through regression analysis at 0.05 level of significance. Regression analysis revealed that students’ involvement in decision-making explained 24.6%, and of the variation in academic performance. Leadership functions such as students allowed to elect prefects, prefects attending staff/BoM meetings. It was recommended that principals should involve students in decision making. This study would be significant to policy makers, principals, teachers and other education stakeholders in Kenya. The study would also form baseline information for future research.

The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

The paper was a pilot study that examined learning approaches of architecture students; variability of approaches by university type and gender and; influence of architecture students’ learning approaches on their academic performance. The sample was 349 architecture students from two universities. Descriptive and statistical analyses were used. Results revealed predominant use of deep learning approaches by students. Furthermore, learning approaches neither significantly differed by university type nor gender. Regression analysis revealed that demographic factors accounted for 2.9% of variation in academic performance (F (2,346) = 6.2, p = 0.002, R2 = 0.029, f2 = 0.029) and when learning approaches were also entered the model accounted for 4.4% of variation in academic performance (F (14,334) =2.2, p =0.009, R2 = 0.044, f2=0.044). Deep learning approaches significantly and positively influenced variation in academic performance while surface learning approaches significantly and negatively influenced academic performance. This implies that architectural educators should use instructional methods that encourage deep approaches. Future research needs to use larger and more heterogeneous samples for confirmation of results.

Percepción del ambiente educacional y rendimiento académico en una escuela de medicina de Lima: un estudio longitudinal

IntroductionThe objective was to determinate whether the variation of the scores of perception of educational environment are associated with the variation in academic performance in medical students of a public university during 2014 – 2018. MethodsA longitudinal study. Educational environment was assessed by Dundee Ready Educational Environment Measure (DREEM). The participants were the medical students of the second year of studies in 2014 who were evaluated for second time in 2018. Paired t-test was used to compare means of DREEM. The relationship between perception of educational environment and academic performance was evaluated by generalized estimation equations. ResultsThere was no significate difference between global means of DREEM (Δ=1,6; 95% CI: –3,5 to 6,7; P=.53). There was no association between variations in DREEM scores and variations in academic performance (OR=1,0; 95% CI: 1,0 to 1,0; P=.72). There was an association with age (OR=1,1; 95% CI: 1,1 to 1,2; P<.001), female sex (OR=1,1; 95% CI: 1,6 to 3,5; P<.001) y no retention (OR=1,6; 95% CI: 1,0 to 2,4; P=.005). ConclusionThere was no association between the difference of perception of educational environment and the differences of academic performance.

Effect of absenteeism on the performance of medical sciences students: gender differences

ABSTRACT The effects of the learning environment on academic performance can be investigated according to a broad range of factors using a diversity of approaches. Many differences in academic performance have been associated with the sex of the student. Objectives: This study aims to understand the impact of absenteeism on the final grades earned by full-time medical laboratory sciences undergraduate students and whether this is affected by sex. Academic performance was analyzed using students’ final grades from two consecutive semesters (January to April and September to December 2019). The differences between male (n = 43) and female (n = 72) students were evaluated by Pearson’s correlation. During the semester, all teaching and assessment methods were standardized across both course sections to avoid confounding effects derived from the teaching method. Academic performance was assessed both objectively (multiple-choice questions) and subjectively (short essay questions). The mean scores of male and female students during two semesters were significantly different (p = 0.0180). To correlate marks with absenteeism, the correlation coefficient (r) was negative, which indicates an inverse correlation between absence rate and scores. Interestingly, a statistically significant correlation between absenteeism and final grades was found in the male sample population (p = 0.0011 for the first semester; p = 0.0255 for the second semester) that was not observed for their female counterparts (p = 0.2041; p = 0.1537). The results indicate that academic performance among women is not solely dependent on class attendance but likely involves other factors such as self-learning, and group discussion. The mean scores of female medical sciences students were significantly higher than the male students for two consecutive semesters. Male overall scores seem to be conditional on the instructor’s explanation. This sex-based variation in academic performance revealed by taking absenteeism rate into account warrant further investigation.