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performance</title> <meta name="description" content="Search results for: academic performance"> <meta name="keywords" content="academic performance"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="academic performance"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14878</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: academic performance</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14878</span> The Role of Psychological Factors in Prediction Academic Performance of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Molaei">Hadi Molaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasavoli%20Davoud"> Yasavoli Davoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Keshavarz"> Keshavarz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhde%20Poordana"> Mozhde Poordana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed was to prediction the academic performance based on academic motivation, self-efficacy and Resiliency in the students. The present study was descriptive and correlational. Population of the study consisted of all students in Arak schools in year 1393-94. For this purpose, the number of 304 schools students in Arak was selected using multi-stage cluster sampling. They all questionnaires, self-efficacy, Resiliency and academic motivation Questionnaire completed. Data were analyzed using Pearson correlation and multiple regressions. Pearson correlation showed academic motivation, self-efficacy, and Resiliency with academic performance had a positive and significant relationship. In addition, multiple regression analysis showed that the academic motivation, self-efficacy and Resiliency were predicted academic performance. Based on the findings could be conclude that in order to increase the academic performance and further progress of students must provide the ground to strengthen academic motivation, self-efficacy and Resiliency act on them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/24763/the-role-of-psychological-factors-in-prediction-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">497</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14877</span> Academic Performance and Therapeutic Breathing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abha%20Gupta">Abha Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=Seema%20Maira"> Seema Maira</a>, <a href="https://publications.waset.org/abstracts/search?q=Smita%20Sinha"> Smita Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores using breathing techniques to boost the academic performance of students and describes how teachers can foster the technique in their classrooms. The innovative study examines the differential impact of therapeutic breathing exercises, called pranayama, on students’ academic performance. The paper introduces approaches to therapeutic breathing exercises as an alternative to improve school performance, as well as the self-regulatory behavior, which is known to correlate with academic performance. The study was conducted in a school-wide pranayama program with positive outcomes. The intervention consisted of two breathing exercises, (1) deep breathing, and (2) alternate nostril breathing. It is a quantitative study spanning over a year with about 100 third graders was conducted using daily breathing exercises to investigate the impact of pranayama on academic performance. Significant cumulative gain-scores were found for students who practiced the approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=pranayama" title=" pranayama"> pranayama</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20breathing" title=" therapeutic breathing"> therapeutic breathing</a>, <a href="https://publications.waset.org/abstracts/search?q=yoga" title=" yoga"> yoga</a> </p> <a href="https://publications.waset.org/abstracts/19448/academic-performance-and-therapeutic-breathing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14876</span> The Role of Time Management Skills in Academic Performance of the University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuduwage%20Lasanthika%20Sajeevanie">Thuduwage Lasanthika Sajeevanie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Success is very important, and there are many factors affecting the success of any situation or a person. In Sri Lankan Context, it is hardly possible to find an empirical study relating to time management and academic success. Globally many organizations, individuals practice time management to be effective. Hence it is very important to examine the nature of time management practice. Thus this study will fill the existing gap relating to achieving academic success through proper time management practices. The research problem of this study is what is the relationship exist among time management skills and academic success of university lecturers in state universities. The objective of this paper is to identify the impact of time management skills for academic success of university lecturers. This is a conceptual study, and it was done through a literature survey by following purposive sampling technique for the selection of literature. Most of the studies have found that time management is highly related to academic performance. However, most of them have done on the academic performance of the students, and there were very few studies relating to academic performance of the university lecturers. Hence it can be further suggested to conduct a study relating to identifying the relationship between academic performance and time management skills of university lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management%20skills" title=" time management skills"> time management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20lecturers" title=" university lecturers"> university lecturers</a> </p> <a href="https://publications.waset.org/abstracts/65744/the-role-of-time-management-skills-in-academic-performance-of-the-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14875</span> Human Relationships in the Virtual Classrooms as Predictors of Students Academic Resilience and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eddiebal%20P.%20Layco">Eddiebal P. Layco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to describe students' virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students' resilience and performance in their academics. The data were collected from 720 junior and senior high school or grade 7 to 12 students in selected state universities and colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students' academic relations with their teachers and peers have something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results in academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20classroom%20relationships" title="virtual classroom relationships">virtual classroom relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-pupil%20relationship" title=" teacher-pupil relationship"> teacher-pupil relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-relationship" title=" peer-relationship"> peer-relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title=" academic resilience"> academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/138837/human-relationships-in-the-virtual-classrooms-as-predictors-of-students-academic-resilience-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14874</span> Application of Artificial Neural Network to Prediction of Feature Academic Performance of Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Actsu"> C. S. Actsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is on the prediction of feature performance of undergraduate students with Artificial Neural Networks (ANN). With the growing decline in the quality academic performance of undergraduate students, it has become essential to predict the students’ feature academic performance early in their courses of first and second years and to take the necessary precautions using such prediction-based information. The feed forward multilayer neural network model was used to train and develop a network and the test carried out with some of the input variables. A result of 80% accuracy was obtained from the test which was carried out, with an average error of 0.009781. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/36018/application-of-artificial-neural-network-to-prediction-of-feature-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">467</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14873</span> The Influence of Gender and Harmful Alcohol Consumption on Academic Performance in Spanish University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Rodr%C3%ADguez">M. S. Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cadaveira"> F. Cadaveira</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20F.%20P%C3%A1ramo"> M. F. Páramo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> First year university students comprise one of the groups most likely to indulge in hazardous alcohol consumption. The transition from secondary school to university presents a range of academic, social and developmental challenges requiring new responses that will meet the demands of this highly competitive environment. The main purpose of this research was to analyze the influence of gender and hazardous alcohol consumption on academic performance of 300 university students in Spain in a three-year follow-up study. Alcohol consumption was measured using the Alcohol Use Identification Test (AUDIT), and the average university grades were provided by the Academic Management Services of the University. Analysis of variance showed that the level of alcohol consumption significantly affected academic performance. Students undertaking hazardous alcohol consumption obtained the lowest grades during the first three years at university. These effects were particularly marked in the sample of women with a hazardous pattern of alcohol consumption, although the interaction between gender and this type of consumption was not significant. The study highlights the impact of hazardous alcohol consumption on the academic trajectory of university students. The findings confirm that alcohol consumption predicts poor academic performance in first year students and that the low level of performance is maintained throughout the university career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=alcohol%20consumption" title=" alcohol consumption"> alcohol consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/49985/the-influence-of-gender-and-harmful-alcohol-consumption-on-academic-performance-in-spanish-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49985.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14872</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/abstracts/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=regression" title=" regression"> regression</a> </p> <a href="https://publications.waset.org/abstracts/53128/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14871</span> Chinese Doctoral Students in Canada: The Influence of Financial Status and Cultural Cognition on Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parts of Chinese doctoral students in Canada are facing significant academic pressure. The factors contributing to such pressure are diverse, including financial conditions and cultural differences. Students from various academic disciplines have been interviewed to investigate the factors that Chinese students consider when selecting Canada as a destination for doctoral studies, as well as to identify the challenges they face during their academic pursuits and the associated factors influencing their performance. The findings indicate that their motivations to pursue doctoral study in Canada are concluded as both push and pull factors. Financial conditions and cultural differences are critical factors affecting academic performance, with disciplinary variations in the degree of influence observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20doctoral%20students" title="Chinese doctoral students">Chinese doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20status" title=" financial status"> financial status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20cognition" title=" cultural cognition"> cultural cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/164053/chinese-doctoral-students-in-canada-the-influence-of-financial-status-and-cultural-cognition-on-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14870</span> In Search of High Growth: Mapping out Academic Spin-Off´s Performance in Catalonia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Guspi">F. Guspi</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Garc%C3%ADa"> E. García</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This exploratory study gives an overview of the evolution of the main financial and performance indicators of the Academic Spin-Off’s and High Growth Academic Spin-Off’s in year 3 and year 6 after its creation in the region of Catalonia in Spain. The study compares and evaluates results of these different measures of performance and the degree of success of these companies for each University. We found that the average Catalonian Academic Spin-Off is small and have not achieved the sustainability stage at year 6. On the contrary, a small group of High Growth Academic Spin-Off’s exhibit robust performance with high profits in year 6. Our results support the need to increase selectivity and support for these companies especially near year 3, because are the ones that will bring wealth and employment. University role as an investor has rigid norms and habits that impede an efficient economic return from their ASO investment. Universities with high performance on sales and employment in year 3 not always could sustain this growth in year 6 because their ASO’s are not profitable. On the contrary, profitable ASO exhibit superior performance in all measurement indicators in year 6. We advocate the need of a balanced growth (with profits) as a way to obtain subsequent continuous growth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Academic%20Spin-Off%20%28ASO%29" title="Academic Spin-Off (ASO)">Academic Spin-Off (ASO)</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20entrepreneurship" title=" university entrepreneurship"> university entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20university" title=" entrepreneurial university"> entrepreneurial university</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20growth" title=" high growth"> high growth</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Technology%20Based%20Companies%20%28NTBC%29" title=" New Technology Based Companies (NTBC)"> New Technology Based Companies (NTBC)</a>, <a href="https://publications.waset.org/abstracts/search?q=University%20Spin-Off" title=" University Spin-Off "> University Spin-Off </a> </p> <a href="https://publications.waset.org/abstracts/18172/in-search-of-high-growth-mapping-out-academic-spin-offs-performance-in-catalonia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14869</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14868</span> The Impact of Technological Advancement on Academic Performance of Mathematics Students in Tertiary Institutions in Ekiti State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odunayo%20E.%20Popoola">Odunayo E. Popoola</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20A.%20Aladesaye"> Charles A. Aladesaye</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunday%20O.%20Gbenro"> Sunday O. Gbenro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the impact of technological advancement on the academic performance of Mathematics students in tertiary institutions in Ekiti State, Nigeria. The quasi-experimental research design was adopted for the study. The population for the study consisted of all the 100 level undergraduates and all Mathematics lecturers in the Department of Mathematics in all the five tertiary institutions in the State. The sample of this study was made of one hundred (100) students and fifty (50) lecturers randomly selected using stratified sampling technique. Hypotheses were postulated to find out whether (i) advancement in technology influences the academic performance of students in Mathematics (ii) teaching method and gender disparity influences the academic performance of students in Mathematics. The study revealed that teaching method, gender, and technology influence academic performance of students in Mathematics. Based on the findings, it is recommended that curriculum and assessment in school Mathematics should explicitly require that all undergraduate become proficient in using digital technologies for mathematical purposes so as to enhance the better performance of students in Mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institutions" title=" tertiary institutions"> tertiary institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/92793/the-impact-of-technological-advancement-on-academic-performance-of-mathematics-students-in-tertiary-institutions-in-ekiti-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14867</span> Academic Performance of Adolescents Living with Single Parent Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Ali">Akbar Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to explore the academic performance of adolescents who are living with their single parents. Living with single parents is challenging experience especially when children are in adolescence phase. The core aim of study was to investigate how family environment, social status and parental support affect adolescents’ academic performance. This study is carried out in Punjab, Pakistan on adolescents who are experiencing the single family environment either my divorce or natural parental marital transition. Qualitative methodology was employed to evaluate the different aspects of aspects of academic performance. A sample of 40 students in-between age 14 to 18 years was selected from different institutions coming from different socio cultural backgrounds and having different family situations comprising different types of single family structure. Data was collected through semi structured interviews to explore the academics performance and family dynamics. Findings of the study indicated that adolescents living with single parents show poor academic performance due to lack of interest, absentees, poor social and economic support, less parental involvement. Students were showing less or no interest in extracurricular activities and less social interaction with fellows. Parental economic status , Parenting style, parental involvement and academic support are the key factors which directly academic outcomes. Research experience was challenging because students were reluctant to share family issues. Proper academic and counselling centre should be established to provide emotional and academic counselling for such students. Longitudinal research should be carried out to trace the academic outcomes and social adjustments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20counselling" title="academic counselling">academic counselling</a>, <a href="https://publications.waset.org/abstracts/search?q=marital%20transitions" title=" marital transitions"> marital transitions</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20style" title=" parenting style"> parenting style</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/194128/academic-performance-of-adolescents-living-with-single-parent-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14866</span> Emotional Intelligence as Predictor of Academic Success among Third Year College Students of PIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College students are expected to engage in an on-the-job training or internship for completion of a course requirement prior to graduation. In this scenario, they are exposed to the real world of work outside their training institution. To find out their readiness both emotionally and academically, this study has been conducted. A descriptive-correlational research design was employed and random sampling technique method was utilized among 265 randomly selected third year college students of PIT, SY 2014-15. A questionnaire on Emotional Intelligence (bearing the four components namely; emotional literacy, emotional quotient competence, values and beliefs and emotional quotient outcomes) was fielded to the respondents and GWA was extracted from the school automate. Data collected were statistically treated using percentage, weighted mean and Pearson-r for correlation. Results revealed that respondents’ emotional intelligence level is moderately high while their academic performance is good. A high significant relationship was found between the EI component; Emotional Literacy and their academic performance while only significant relationship was found between Emotional Quotient Outcomes and their academic performance. Therefore, if EI influences academic performance significantly when correlated, a possibility that their OJT performance can also be affected either positively or negatively. Thus, EI can be considered predictor of their academic and academic-related performance. Based on the result, it is then recommended that the institution would try to look deeply into the consideration of embedding emotional intelligence as part of the (especially on Emotional Literacy and Emotional Quotient Outcomes of the students) college curriculum. It can be done if the school shall have an effective Emotional Intelligence framework or program manned by qualified and competent teachers, guidance counselors in different colleges in its implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a> </p> <a href="https://publications.waset.org/abstracts/29579/emotional-intelligence-as-predictor-of-academic-success-among-third-year-college-students-of-pit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14865</span> The Relationships among Learning Emotion, Major Satisfaction, Learning Flow, and Academic Achievement in Medical School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Lee"> S. Y. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Im"> S. J. Im</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kam"> B. S. Kam</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Baek"> S. Y. Baek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored whether academic emotion, major satisfaction, and learning flow are associated with academic achievement in medical school. We know that emotion and affective factors are important factors in students' learning and performance. Emotion has taken the stage in much of contemporary educational psychology literature, no longer relegated to secondary status behind traditionally studied cognitive constructs. Medical school students (n=164) completed academic emotion, major satisfaction, and learning flow online survey. Academic performance was operationalized as students' average grade on two semester exams. For data analysis, correlation analysis, multiple regression analysis, hierarchical multiple regression analyses and ANOVA were conducted. The results largely confirmed the hypothesized relations among academic emotion, major satisfaction, learning flow and academic achievement. Positive academic emotion had a correlation with academic achievement (β=.191). Positive emotion had 8.5% explanatory power for academic achievement. Especially, sense of accomplishment had a significant impact on learning performance (β=.265). On the other hand, negative emotion, major satisfaction, and learning flow did not affect academic performance. Also, there were differences in sense of great (F=5.446, p=.001) and interest (F=2.78, p=.043) among positive emotion, boredom (F=3.55, p=.016), anger (F=4.346, p=.006), and petulance (F=3.779, p=.012) among negative emotion by grade. This study suggested that medical students' positive emotion was an important contributor to their academic achievement. At the same time, it is important to consider that some negative emotions can act to increase one’s motivation. Of particular importance is the notion that instructors can and should create learning environment that foster positive emotion for students. In doing so, instructors improve their chances of positively impacting students’ achievement emotions, as well as their subsequent motivation, learning, and performance. This result had an implication for medical educators striving to understand the personal emotional factors that influence learning and performance in medical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20emotion" title=" learning emotion"> learning emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20flow" title=" learning flow"> learning flow</a>, <a href="https://publications.waset.org/abstracts/search?q=major%20satisfaction" title=" major satisfaction"> major satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/58446/the-relationships-among-learning-emotion-major-satisfaction-learning-flow-and-academic-achievement-in-medical-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14864</span> Effects of Internet Addiction on Students’ Academic Performance among Some Tertiary Institutions in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mujidat%20Lola%20Olugbode">Mujidat Lola Olugbode</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the effects of internet addiction on academic performance among students in some tertiary institutions in Oyo State, Nigeria. A descriptive survey research design was adopted for the study. Two research questions and two hypotheses were answered and tested. The population of the study comprised of all students in five tertiary institutions in Oyo State, Nigeria. Simple random sampling technique was used to select 2550 participants (respondents) from the institutions used for the study, this constituted the sample for the study. The instruments used for data collection was a self-constructed questionnaire on Internet Addiction and Students Academic Performance (IAASAP). The reliability coefficient of the instrument was 0.77. Data collected were analyzed using frequency and percentages, Pearson Product Moment Correlation coefficient (PPMCC) and t-test analysis. The results showed that the students in tertiary institutions in Oyo State were occasionally addicted to internet use. The study also revealed a positive correlation between internet addiction and academic performance. The findings also showed that there was significant difference in the internet addiction between male and female Students. Based on the above findings, the researchers recommended among others that government, educators, parents, counselors, teachers should help redirect the internet use toward academics to ensure greater academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet" title="internet">internet</a>, <a href="https://publications.waset.org/abstracts/search?q=addiction" title=" addiction"> addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title=" internet addiction"> internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institution" title=" tertiary institution"> tertiary institution</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/177099/effects-of-internet-addiction-on-students-academic-performance-among-some-tertiary-institutions-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14863</span> Maternal Deprivation as Predictor of Academic Performance and Psychosocial Adjustment of Primary School Pupils in Abeokuta Metropolis </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abayomi%20Olatoke%20Adejobi">Abayomi Olatoke Adejobi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated maternal deprivation as predictor of academic performance and psychosocial adjustment of primary school pupils in Abeokuta metropolis. Three null hypotheses were formulated to guide the study. Two hundred public primary school pupils were randomly selected as subjects for the study. The instruments used for data collection were Index of Family Relations (IFR) by Hudson, modified version of Psychosocial Adjustment Scale (PAS) by O’ bailey and Academic records of the pupils from Cumulative Records Folder (CRF). The data collected were statistically treated and the three hypotheses were tested using t-test and Pearson Product Moment Correlation Confident statistical methods at 0.05 alpha level. The results of the analysis showed that there is a significant difference in the academic performance of children who suffered maternal deprivation and those who did not (t – 5.61; df = 198; P < 0.05). Also, there was a significant relationship between psychosocial adjustment of children and maternal deprivation (r = 0.37, df = 10; P < 0.05), while there was no significant difference in academic performance of boys and girls who suffered maternal deprivation (t = 0.32; df = 109; P > 0.05). Based on the results some recommendations were made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20deprivation" title="maternal deprivation">maternal deprivation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20adjustment" title=" psychosocial adjustment"> psychosocial adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20pupils" title=" primary school pupils"> primary school pupils</a> </p> <a href="https://publications.waset.org/abstracts/10960/maternal-deprivation-as-predictor-of-academic-performance-and-psychosocial-adjustment-of-primary-school-pupils-in-abeokuta-metropolis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14862</span> Relationship between Interest, Attitude and Academic Performance among N.C.E Primary Education Studies of College of Education, Azare Bauchi State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Ibrahim">Fatima Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Study assessed the relationship between interest, attitude and academic performance among N.C.E Primary Education Studies of College of Education, Azare Bauchi State. Stratified random sampling was used to select 234 respondents from N.C.E 100, 200 and 300 levels students with the total population of 552. Structured Questionnaire and students academic records were used for data collection. Four scale format was used for the respondents to indicate their degree of satisfaction on a four point scale. Four null hypothesis were formulated from research questions at tested at 0.05 level of significance. The data collected from the study were analyzed using descriptive statistics, pearson product moment correlation coefficient and independent test. The result of tested Null hypotheses revealed that: there was significant relationship between student’s interest and their academic performance since calculated p value of 0.000 is less than the 0.05 alpha level of significance at a correlation index level of .986 hence the Null hypothesis was rejected. There was significant relationship between student’s attitude and their academic performance in the study of P.E.S. Findings also revealed that majority of the students were interested in the study of P.E.S which helped them perform well. It was concluded that significant relationship exists between students interest, attitudinal academic performance among P.E.S students in College of Education Azare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=Academic%20Performance" title=" Academic Performance"> Academic Performance</a>, <a href="https://publications.waset.org/abstracts/search?q=College%20of%20Education%20Azare" title=" College of Education Azare"> College of Education Azare</a>, <a href="https://publications.waset.org/abstracts/search?q=Interest" title=" Interest"> Interest</a>, <a href="https://publications.waset.org/abstracts/search?q=Students" title=" Students "> Students </a> </p> <a href="https://publications.waset.org/abstracts/47546/relationship-between-interest-attitude-and-academic-performance-among-nce-primary-education-studies-of-college-of-education-azare-bauchi-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14861</span> Impact of Contemporary Performance Measurement System and Organization Justice on Academic Staff Work Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amizawati%20Mohd%20Amir">Amizawati Mohd Amir</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruhanita%20Maelah"> Ruhanita Maelah</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaidi%20Mohd%20Noor"> Zaidi Mohd Noor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of the Malaysia Higher Institutions' Strategic Plan in promoting high-quality research and education, the Ministry of Higher Education has introduced various instrument to assess the universities performance. The aims are that university will produce more commercially-oriented research and continue to contribute in producing professional workforce for domestic and foreign needs. Yet the spirit of the success lies in the commitment of university particularly the academic staff to translate the vision into reality. For that reason, the element of fairness and justice in assessing individual academic staff performance is crucial to promote directly linked between university and individual work goals. Focusing on public research universities (RUs) in Malaysia, this study observes at the issue through the practice of university contemporary performance measurement system. Accordingly management control theory has conceptualized that contemporary performance measurement consisting of three dimension namely strategic, comprehensive and dynamic building upon equity theory, the relationships between contemporary performance measurement system and organizational justice and in turn the effect on academic staff work performance are tested based on online survey data administered on 365 academic staff from public RUs, which were analyzed using statistics analysis SPSS and Equation Structure Modeling. The findings validated the presence of strategic, comprehensive and dynamic in the contemporary performance measurement system. The empirical evidence also indicated that contemporary performance measure and procedural justice are significantly associated with work performance but not for distributive justice. Furthermore, procedural justice does mediate the relationship between contemporary performance measurement and academic staff work performance. Evidently, this study provides evidence on the importance of perceptions of justice towards influencing academic staff work performance. This finding may be a fruitful input in the setting up academic staff performance assessment policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive" title="comprehensive">comprehensive</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic" title=" dynamic"> dynamic</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20justice" title=" distributive justice"> distributive justice</a>, <a href="https://publications.waset.org/abstracts/search?q=contemporary%20performance%20measurement%20system" title=" contemporary performance measurement system"> contemporary performance measurement system</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic" title=" strategic"> strategic</a>, <a href="https://publications.waset.org/abstracts/search?q=procedure%20justice" title=" procedure justice"> procedure justice</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20performance" title=" work performance"> work performance</a> </p> <a href="https://publications.waset.org/abstracts/78800/impact-of-contemporary-performance-measurement-system-and-organization-justice-on-academic-staff-work-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">408</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14860</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14859</span> The Relation between Sports Practice and the Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albert%20Perez-Bellmunt">Albert Perez-Bellmunt</a>, <a href="https://publications.waset.org/abstracts/search?q=Eila%20Rivera"> Eila Rivera</a>, <a href="https://publications.waset.org/abstracts/search?q=Aida%20Valls"> Aida Valls</a>, <a href="https://publications.waset.org/abstracts/search?q=Berta%20Estragues"> Berta Estragues</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ortiz"> Sara Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Seijas"> Roberto Seijas</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Alvarez"> Pedro Alvarez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> INTRODUCTION: Physical and sports activity on a regular basis present numerous health benefits such as the prevention of cardiovascular and metabolic diseases. Also, there is a relation between sport and the psychological or the cognitive process of children and young people. The objective of the present study is to know if the sports practice has any positive influence on the university academic performance. MATERIALS AND METHODS: The level of the physical activity of 220 students of different degrees in health science was evaluated and compared with the academic results (grades). To assess the level of physical and sports activity, the Global Physical Activity Questionnaire (to calculate the sporting level in a general way) and the International Physical Activity Questionnaire (to estimate the physical activity carried out during the days leading up to the academic exams) were used. RESULTS: The students that realized an average level of sports activity the days before the exam obtained better grades than the rest of their classmate and the result was statistically significant. Controversially, if the sports level was analyzed in a general way, no relationship was observed between academic performance and the level of sport realized. CONCLUSION: A moderate physical activity, on the days leading up to an assessment, can be a positive factor for the university academic performance. Despite the fact that a regular sports activity improves many cognitive and physiological processes, the present study did not observe a direct relationship between sport/physical activity and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20results" title=" academic results"> academic results</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20physical%20activity%20questionnaire" title=" global physical activity questionnaire"> global physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity%20questionnaire" title=" physical activity questionnaire"> physical activity questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20practice" title=" sport practice"> sport practice</a> </p> <a href="https://publications.waset.org/abstracts/98072/the-relation-between-sports-practice-and-the-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14858</span> Students’ Motivation, Self-Determination, Test Anxiety and Academic Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shakirat%20Abimbola%20Adesola">Shakirat Abimbola Adesola</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuaib%20Akintunde%20Asifat"> Shuaib Akintunde Asifat</a>, <a href="https://publications.waset.org/abstracts/search?q=Jelili%20Olalekan%20Amoo"> Jelili Olalekan Amoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presented the impact of students’ emotions on learning when receiving lectures and when taking tests. It was observed that students experience different types of emotions during the study, and this was found to have a significant effect on their academic performance. A total of one thousand six hundred and seventy-five (1675) students from the department of Computer Science in two Colleges of Education in South-West Nigeria took part in this study. The students were randomly selected for the research. Sample comprises of 968 males representing 58%, and 707 females representing 42%. A structured questionnaire, of Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to the participants to obtain their opinions. Data gathered were analyzed using the IBM SPSS 20 to obtain ANOVA, descriptive analysis, stepwise regression, and reliability tests. The results revealed that emotion moderately shape students’ motivation and engagement in learning; and that self-regulation and self-determination do have significant impact on academic performance. It was further revealed that test anxiety has a significant correlation with academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20anxiety" title=" test anxiety"> test anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20academic%20engagement" title=" and academic engagement"> and academic engagement</a> </p> <a href="https://publications.waset.org/abstracts/167277/students-motivation-self-determination-test-anxiety-and-academic-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14857</span> The Way Digitized Lectures and Film Presence Coaching Impact Academic Identity: An Expert Facilitated Participatory Action Research Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Burrell">Amanda Burrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Tonia%20Gary"> Tonia Gary</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wright"> David Wright</a>, <a href="https://publications.waset.org/abstracts/search?q=Kumara%20Ward"> Kumara Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of academic identity as it relates to the lecture, in particular, the digitized lecture delivered to a camera, in the absence of a student audience. Many academics have the performance aspect of the role thrust upon them with little or no training. For the purpose of this study, we look at the performance of the academic identity and examine tailored film presence coaching for its contributions toward academic identity, specifically in relation to feelings of self-confidence and diminishment of discomfort or stage fright. The case is articulated through the lens of scholar-practitioners, using expert facilitated participatory action research. It demonstrates in our sample of experienced academics, all reported some feelings of uncertainty about presenting lectures to camera prior to coaching. We share how power poses and reframing fear, produced improvements in the ease and competency of all participants. We share exactly how this insight could be adapted for self-coaching by any academic when called to present to a camera and consider the relationship between this and academic identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20identity" title="academic identity">academic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=digitized%20lecture" title=" digitized lecture"> digitized lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20learning" title=" embodied learning"> embodied learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20coaching" title=" performance coaching"> performance coaching</a> </p> <a href="https://publications.waset.org/abstracts/69040/the-way-digitized-lectures-and-film-presence-coaching-impact-academic-identity-an-expert-facilitated-participatory-action-research-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14856</span> Causal-Explanatory Model of Academic Performance in Social Anxious Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beatriz%20Delgado">Beatriz Delgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although social anxiety is one of the most prevalent disorders in adolescents and causes considerable difficulties and social distress in those with the disorder, to date very few studies have explored the impact of social anxiety on academic adjustment in student populations. The aim of this study was analyze the effect of social anxiety on school functioning in Secondary Education. Specifically, we examined the relationship between social anxiety and self-concept, academic goals, causal attributions, intellectual aptitudes, and learning strategies, personality traits, and academic performance, with the purpose of creating a causal-explanatory model of academic performance. The sample consisted of 2,022 students in the seven to ten grades of Compulsory Secondary Education in Spain (M = 13.18; SD = 1.35; 51.1% boys). We found that: (a) social anxiety has a direct positive effect on internal attributional style, and a direct negative effect on self-concept. Social anxiety also has an indirect negative effect on internal causal attributions; (b) prior performance (first academic trimester) exerts a direct positive effect on intelligence, achievement goals, academic self-concept, and final academic performance (third academic trimester), and a direct negative effect on internal causal attributions. It also has an indirect positive effect on causal attributions (internal and external), learning goals, achievement goals, and study strategies; (c) intelligence has a direct positive effect on learning goals and academic performance (third academic trimester); (d) academic self-concept has a direct positive effect on internal and external attributional style. Also, has an indirect effect on learning goals, achievement goals, and learning strategies; (e) internal attributional style has a direct positive effect on learning strategies and learning goals. Has a positive but indirect effect on achievement goals and learning strategies; (f) external attributional style has a direct negative effect on learning strategies and learning goals and a direct positive effect on internal causal attributions; (g) learning goals have direct positive effect on learning strategies and achievement goals. The structural equation model fit the data well (CFI = .91; RMSEA = .04), explaining 93.8% of the variance in academic performance. Finally, we emphasize that the new causal-explanatory model proposed in the present study represents a significant contribution in that it includes social anxiety as an explanatory variable of cognitive-motivational constructs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive-motivational%20variables" title=" cognitive-motivational variables"> cognitive-motivational variables</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a> </p> <a href="https://publications.waset.org/abstracts/62729/causal-explanatory-model-of-academic-performance-in-social-anxious-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14855</span> ICT-based Methodologies and Students’ Academic Performance and Retention in Physics: A Case with Newton Laws of Motion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Ocheleka%20Aniedi%20A.%20Udo">Gabriel Ocheleka Aniedi A. Udo</a>, <a href="https://publications.waset.org/abstracts/search?q=Patum%20Wasinda"> Patum Wasinda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out to appraise the impact of ICT-based teaching methodologies (video-taped instructions and Power Point presentations) on academic performance and retention of secondary school students in Physics, with particular interest in Newton Laws of Motion. The study was conducted in Cross River State, Nigeria, with a quasi-experimental research design using non-randomised pre-test and post-test control group. The sample for the study consisted of 176 SS2 students drawn from four intact classes of four secondary schools within the study area. Physics Achievement Test (PAT), with a reliability coefficient of 0.85, was used for data collection. Mean and Analysis of Covariance (ANCOVA) was used in the treatment of the obtained data. The results of the study showed that there was a significant difference in the academic performance and retention of students taught using video-taped instructions and those taught using power point presentations. Findings of the study showed that students taught using video-taped instructions had a higher academic performance and retention than those taught using power point presentations. The study concludes that the use of blended ICT-based teaching methods can improve learner’s academic performance and retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20taped%20instruction%20%28VTI%29" title="video taped instruction (VTI)">video taped instruction (VTI)</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20point%20presentation%20%28PPT%29" title=" power point presentation (PPT)"> power point presentation (PPT)</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/169747/ict-based-methodologies-and-students-academic-performance-and-retention-in-physics-a-case-with-newton-laws-of-motion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14854</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students%27%20academic%20performance" title="college students' academic performance">college students' academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/abstracts/search?q=purpose%20of%20life" title=" purpose of life"> purpose of life</a> </p> <a href="https://publications.waset.org/abstracts/162503/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14853</span> The Effects of Dual-Enrollment Programs on Students’ Post-Secondary Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cody%20Kirby">Cody Kirby</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaustav%20Misra"> Kaustav Misra</a>, <a href="https://publications.waset.org/abstracts/search?q=Arundhati%20Bagchi%20Misra"> Arundhati Bagchi Misra</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharon%20P.%20Cox"> Sharon P. Cox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the relationship that dual-enrollment programs have on academic performance and retention. Both performance and retention are significant issues in higher education. The first, performance, is a goal of higher education, having an impact on students’ lives. The second, retention, is key to the viability of any college or university. This paper uses survey research methodology to examine factors that lead to positive student academic performance, which leads to retention, specifically in dual-enrollment programs. The data show several characteristics that lead to a positive impact on GPA. These include the following; age, Caucasian race, full-time status, students in STEM programs, and finally dual enrollment participation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20enrollment" title="dual enrollment">dual enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20college" title=" early college"> early college</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20education" title=" undergraduate education"> undergraduate education</a> </p> <a href="https://publications.waset.org/abstracts/146886/the-effects-of-dual-enrollment-programs-on-students-post-secondary-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14852</span> A Model for Academic Coaching for Success and Inclusive Excellence in Science, Technology, Engineering, and Mathematics Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sylvanus%20N.%20Wosu">Sylvanus N. Wosu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research shows that factors, such as low motivation, preparation, resources, emotional and social integration, and fears of risk-taking, are the most common barriers to access, matriculation, and retention into science, technology, engineering, and mathematics (STEM) disciplines for underrepresented (URM) students. These factors have been shown to impact students’ attraction and success in STEM fields. Standardized tests such as the SAT and ACT often used as predictor of success, are not always true predictors of success for African and Hispanic American students. Without an adequate academic support environment, even a high SAT score does not guarantee academic success in science and engineering. This paper proposes a model for Academic Coaching for building success and inclusive excellence in STEM education. Academic coaching is framed as a process of motivating students to be independent learners through relational mentorship, facilitating learning supports inside and outside of the classroom or school environment, and developing problem-solving skills and success attitudes that lead to higher performance in the specific subjects. The model is formulated based on best strategies and practices for enriching Academic Performance Impact skills and motivating students’ interests in STEM. A scaled model for measuring the Academic Performance Impact (API) index and STEM is discussed. The study correlates API with state standardized test and shows that the average impact of those skills can be predicted by the Academic Performance Impact (API) index or Academic Preparedness Index. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20education" title=" graduate education"> graduate education</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20excellence" title=" inclusive excellence"> inclusive excellence</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a> </p> <a href="https://publications.waset.org/abstracts/79434/a-model-for-academic-coaching-for-success-and-inclusive-excellence-in-science-technology-engineering-and-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14851</span> An Investigation into the Effect of Broken Homes on Students Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafsat%20Mustapha%20Hanga">Hafsat Mustapha Hanga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the this study was to investigate the effect of broken home on students' academic performance. Therefore, it focused on academic performance and Parental care of the student from and intact home from a cognitive motivational perceptive. The broken and intact home and also to find out if they differ in parental care this is done by using 376 subjects out of the population of 21,378. The sample was obtained using stratified random sampling techniques as the population contained sub-groups the study design was ex-post facto. The data was collected using 3 kind of instruments. To test the first and second hypotheses. Junior secondary school placement examination result was obtained to test the academic performance of the boys fron broken home and boys from and boys from intact home and then girl from broken home and girls from intact home.T-Test was used in the analysis of first and second hypotheses. For the third hypotheses two different kind of questionnaires were developed, the first was used to identify student that are from broken home while the second was for testing parental care between the subject. Chi-square was used to analyze the third hypotheses. Alkh the three 3 hypotheses were tested and rejected and were all in favor of student from intact home. The study found that there was a significant difference in the academic performance of the boys from brokeb and boys from intact home. When boys from intact home better then those boys from broken home. It also reveals that a student from a intact from intact home receives good parental care, love and concern than those from broken home.on the strength of these findings the need to establish an institution which will help those parent who have parenting problems was stressed and also the need to foster. Home school partnership was also stressed and advocate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=broken%20homes" title="broken homes">broken homes</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20%20care" title=" parental care"> parental care</a>, <a href="https://publications.waset.org/abstracts/search?q=foster" title=" foster "> foster </a> </p> <a href="https://publications.waset.org/abstracts/23216/an-investigation-into-the-effect-of-broken-homes-on-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23216.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14850</span> EDM for Prediction of Academic Trends and Patterns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Trupti%20Diwan">Trupti Diwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Predicting student failure at school has changed into a difficult challenge due to both the large number of factors that can affect the reduced performance of students and the imbalanced nature of these kinds of data sets. This paper surveys the two elements needed to make prediction on Students’ Academic Performances which are parameters and methods. This paper also proposes a framework for predicting the performance of engineering students. Genetic programming can be used to predict student failure/success. Ranking algorithm is used to rank students according to their credit points. The framework can be used as a basis for the system implementation & prediction of students’ Academic Performance in Higher Learning Institute. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classification" title="classification">classification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20failure" title=" student failure"> student failure</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar-based%20genetic%20programming" title=" grammar-based genetic programming"> grammar-based genetic programming</a> </p> <a href="https://publications.waset.org/abstracts/20702/edm-for-prediction-of-academic-trends-and-patterns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14849</span> A Study on Learning Styles and Academic Performance in Relation with Kinesthetic, Verbal and Visual Intelligences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salina%20Budin">Salina Budin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Liawati%20Abu%20Othman"> Nor Liawati Abu Othman</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaira%20Ismail"> Shaira Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to determine kinesthetic, verbal and visual intelligences among mechanical engineering undergraduate students and explores any probable relation with students’ learning styles and academic performance. The questionnaire used in this study is based on Howard Gardner’s multiple intelligences theory comprising of five elements of learning style; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering. Additional questions on students’ perception of learning styles and their academic performance are included in the questionnaire. The results show that one third of the students are strongly dominant in the kinesthetic intelligent (33%), followed by a combination of kinesthetic and visual intelligences (29%) and 21% are strongly dominant in all three types of intelligences. There is a statistically significant correlation between kinesthetic, verbal and visual intelligences and students learning styles and academic performances. The ANOVA analysis supports that there is a significant relationship between academic performances and level of kinesthetic, verbal and visual intelligences. In addition, it has also proven a remarkable relationship between academic performances and kinesthetic, verbal and visual learning styles amongst the male and female students. Thus, it can be concluded that, academic achievements can be enhanced by understanding as well as capitalizing the students’ types of intelligences and learning styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kinesthetic%20intelligent" title="kinesthetic intelligent">kinesthetic intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20intelligent" title=" verbal intelligent"> verbal intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20intelligent" title=" visual intelligent"> visual intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performances" title=" academic performances"> academic performances</a> </p> <a href="https://publications.waset.org/abstracts/48078/a-study-on-learning-styles-and-academic-performance-in-relation-with-kinesthetic-verbal-and-visual-intelligences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20performance&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20performance&page=3">3</a></li> <li class="page-item"><a class="page-link" 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