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Search Results: 1 - 10 of 13953 matches for " academic performance "
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A Systematic Review of Literatures on Factors Associated with Educational and Academic Performance in Attention Deficit Hyperactivity Disorder  [PDF]
Annemarie van der Kolk, Michel van Agthoven, Jan K. Buitelaar, Leona Hakkaart-van Roijen
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.62015
Abstract: Attention Deficit Hyperactivity Disorder (ADHD) has been shown to impair major life activities including educational functioning. However, there is no consensus on the specific cause for the impact on this worse educational outcome. This systematic review aims to identify factors that have been associated with educational and academic underperformance of children and adolescents with ADHD. A literature search was conducted using PubMed and the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The study focused on articles presenting results of data-based analyses related to ADHD and keywords related to education. The search resulted in 376 records that were screened by title. Of these, 185 articles were screened by abstract and 35 met the eligibility criteria for inclusion in the review. These 35 articles were related to seven domains: educational training, educational environment, pharmacological treatment, ADHD symptoms, associations of ADHD with academic outcomes, self-concept, and specific skills. The main source of educational challenges seems to be related to the inattentive symptoms (or subtype) of ADHD. This outcome is different than expected, since hyperactive symptoms are pronounced more prominently and often refer children to clinical practice. Inattentive symptoms amongst others refer to difficulties in organization skills and can lead to decreased self-efficacy and development of depressive symptoms. This decreased self-efficacy and the depressive symptoms were also found to be related to influence the relation between ADHD and academic performance. Educational outcomes were shown to be improved using small group work, learning via a computer-based service and as a result of coaching and pharmacological treatment. To help children and adults achieve educational goals that now are out of reach, more attention should be spent to the inattentive symptoms of ADHD and possibilities to overcome experienced problems.
The Role of Trait Emotional Intelligence in Individual Performance: A Descriptive Study in Albaha University, Saudi Arabia  [PDF]
Faris S. Alghamdi
Journal of Service Science and Management (JSSM) , 2014, DOI: 10.4236/jssm.2014.75033
Abstract: The current study investigates the relationship between emotional intelligence and individual performance, namely academic performance. It also aims at determining whether emotional intelligence differs between male and female students. The data were obtained through the Schutte Self-Report Emotional Intelligence (SSREI) questionnaire, which was distributed to undergraduate students in Albaha province, Saudi Arabia. A sample of 191 undergraduate students filled in (SSREI), which included the demographic and academic performance measures. The results indicated that the relationship between emotional intelligence and academic performance was not statistically significant. Moreover, no statistically significant difference was found between male and female students in the total of emotional intelligence score.
Effects of different sleeping patterns on academic performance in medical school students  [PDF]
Aabid Ali, Muhammad Bilal Majeed, Kanwal Saba, Amanda Bodenarain, Mulazim Hussain Bukhari
Natural Science (NS) , 2013, DOI: 10.4236/ns.2013.511146
Abstract:

In the past, efforts have been made to determine the influence of sleep quantity and its deprivation, on functioning efficiency of human beings. However, determination of sleeping patterns that could improve intellectual performance has been largely neglected. This study is designed to discover the effects of different sleeping patterns on academic performance among medical students. A descriptive study was carried out in King Edward Medical University in Lahore, Pakistan during a six-month time span from May 11th, 2011 to September 30th, 2011. Of the total population of 1350 students in King Edward Medical University, 591 undergraduates were included in the study. A questionnaire designed on sleeping patterns and academic performance was distributed in May 2011. What was described as outstanding students were greater in number in group 4 (7/19) 36.8% and group 6 (6/19) 31.6%. Above average students with sleeping patterns were in group 4 (13/37) 35.1% and group 6 (10/37) 27%. Average students were shown to have sleeping patterns of group 4 (11/25) 44% and group 6 (7/25) 28%. Below average students were shown to have sleeping patterns of group 4 (3/3) 100%. Most of our students had a reduction in the total amount of sleeping hours throughout the years. Midnight to 6 o’clock in the morning with an afternoon nap was the sleeping pattern that was most commonly seen in all groups. We concluded that different sleeping patterns do not affect the performance of medical students in the academic prospective. Many other factors may be involved in the lack of significant achievement, in order to prove that the sleeping patterns are not related to the academic performance, and more data would need to be collected.

Reading Performance and Academic Achievement in Early Childhood Bilingual and Monolinguals  [PDF]
Abootaleb Seadatee-Shamir, Zohreh Siavoshi
Open Journal of Applied Sciences (OJAppS) , 2014, DOI: 10.4236/ojapps.2014.46031
Abstract: Relationship between reading performance and academic achievement is theoretically predictable. However, this relationship could be higher among early childhood bilingual (ECBL) students than monolingual peers. For evaluating this claim, two groups of randomly selected female second graders (150 Farsi speaking and 150 Farsi and Turkish speaking) were tested and compared on these characteristics. The measures used were Kormi-Nouri and associates’ tests of reading performance. Moreover, academic achievement was defined to be the average of scores obtained by students at their final school exams in Math, Science and Farsi. Analysis of regression was then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, ECBL girls were superior to their monolingual (ML) counterparts in all three areas. Findings also show that reading performance was a strong predictor of school achievement for both groups.
Ensuring Sustainable Development in Africa through Education: A Ghanaian Case Study of Tackling Truancy  [PDF]
Anthony Afful-Broni, Freda Sekyi
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.24035
Abstract: Effective formal education, beginning from the basic level, is paramount to a nation’s sustainable development; and Ghana strives to ensure an education process that will help it make progress. This study investigates the effects of one of the challenges to this good effort—truancy, on the academic performance of students at the junior high school level and makes recommendations for its management. Primary data were collected by the researchers from 100 respondents through semi-structured interviews and Lickert Scale type of questionnaires with a few fillins. The data were then computed and analyzed using the Statistical Package of Social Sciences version 16.0, and results presented in simple frequencies and tables. Findings from the study showed that there was a relationship between truancy and delinquency and as a result, truant children usually perform poorly in class and grow to become adult social misfits. Absenteeism was generally seen as a motivation for disinterest in formal education. The researchers recommend that it should be mandatory for teachers, agents of change and all other stakeholders of education to provide the needed motivation and logistics necessary for students to be punctual and regular to school to receive the requisite instructions to enhance performance.
Students’ Entry Qualification and Academic Performance in Basic Schools of Nursing in Enugu State between 1995 and 1999  [PDF]
Ngozi P. Ogbonnaya, Perpetua O. U. Okpuruka, Peace N. Iheanacho, Afam Ndu
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.510084
Abstract: This study was a descriptive study of the correlation type, carried out to find out the relationship between entry qualification and academic performance in two basic schools of nursing in Enugu State, South-East, Nigeria, between 1995 and 1999. The study retrospectively examined the scores of a sample of 390 nursing students. Data were O’ level GCE/SSCE Grades, representing the entry qualification; and the final pre-qualifying examination result scores, representing the final academic performance collected from student records and analyzed based on the formulated hypotheses. Pearson’s product-moment Coefficient of Correlation and t-test were used to compare performances. A positive correlation which was statistically significant was found between entry qualifications and final performance. One of the schools performed better than the other, while science- based students performed better than non-science-based students. It was recommended that relevant regulatory bodies should ensure that prospective student nurses get credit passes in all the basic sciences as part of the requirements for admission.


Hope, Ethnic Pride, and Academic Achievement: Positive Psychology and Latino Youth  [PDF]
Derik Yager-Elorriaga, Kathy Berenson, Paula McWhirter
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.510133
Abstract:

Previous studies have found that hope has beneficial effects in athletics, academics, physical health, and mental well being in majority populations. Given the challenges Latino youth face in the United States, ethnic identity and hope may be a powerful buffer from these negative stressors. The current study aimed to identify whether chronic levels of hope related to academic performance, whether an ethnic pride manipulation altered state hope levels, and whether there was a link between ethnic identity and chronic hope among a sample of Latino youth. Results indicated that GPA and chronic hope levels were not related, a manipulation to boost ethic pride increased state hope, and that ethnic identity was related to chronic levels of hope. The findings suggest that ethnic identity is an important contributor to hope levels.

Investigation on Relationship between Test Anxiety and Academic Performance of Nursing and Midwifery Students in Tabriz and Maragheh—Iran  [PDF]
Maedeh Alizadeh, Fattaneh Karimi, Sousan Valizadeh, Mohammad Asghari Jafarabadi, Parvin Cheraghi, Asghar Tanomand
Health (Health) , 2014, DOI: 10.4236/health.2014.621345
Abstract: Background and Aim: Given the dramatic decline in the ability of test due to test anxiety, the goal of this study was to evaluate the relationship between test anxiety and academic performances in students. Materials and Methods: This descriptive-analytical study was performed on 216 Iranian nursing and midwifery students in 2011-2012, utilizing Sarason Anxiety Inventory, demographic checklist and the average mark of students in the period of midterm and final exam. Multinomial logistic regression analyses by reporting odds ratios and their 95% confidence intervals were performed by SPSS17 software to assess the relationship between test anxiety and academic performances. Results: Mild, moderate and sever test anxiety was observed in 30.6, 43.1 and 26.4 percent of students respectively. Test anxiety was significantly related to academic performance (average), major and city. Also, there was 52.9% decrease for odds of having sever anxiety (compared to mild anxiety) with 1 point increase in average (OR = 0.471, 95% CI = (0.298 - 0.745) and p = 0.001). Conclusions: Due to inverse relationship between test anxiety and academic performance, performing preventive programs such as in time treatment of anxiety, empowering the students to deal with anxiety and conducting consulting services for how to studying are very important. Consequently it would be a big step in decreasing the test anxiety and therefore in improving the academic performance.
Impact of HEdPERF on Students’ Satisfaction and Academic Performance in Ghanaian Universities; Mediating Role of Attitude towards Learning  [PDF]
Stephen Banahene, Jerry Jay Kraa, Philipine Aseye Kasu
Open Journal of Social Sciences (JSS) , 2018, DOI: 10.4236/jss.2018.65009
Abstract: This study investigates the impact of HEdPERF on students’ satisfaction and academic performance in Ghanaian private universities, with students’ attitude towards learning as a mediator. The study was conducted on a total of 600 students selected from 6 private universities in Ghana out of which 421 responses received were useable representing 70.16% response rate. Purposive and convenience sampling techniques were adopted in selecting respondents. Questionnaire was used to collect data. Explanatory research design was also used. Stata version 13 and IBM Statistical Package for Social Sciences version 20 were the software used in data analysis. The study made use of Structural Equation Model (SEM) for data analysis and explored direct, indirect and total effect relationships. Confirmatory Factor Analysis (CFA) was used for data purification. The research found that HEdPERF has positive and statistical significant relationships with students’ satisfaction, attitude towards learning and academic performance. Attitude towards learning also has positive and statistical significant relationship with students’ satisfaction and academic performance. As regards the mediation effect, attitude towards learning partially mediates between HEdPERF on one hand, and students’ satisfaction and academic performance on the other. This means that managers of Private Universities should consider service quality effects on students’ satisfaction and academic performance with and without attitude towards learning in their strategic management.
Asociación entre desempe?o en razonamiento condicional y rendimiento académico
Nicolai,Lidia I.; Attorresi,Horacio F.;
Anuario de investigaciones , 2008,
Abstract: this study aims to analyze the connection between the score obtained in a conditional reasoning test and the grade obtained in a statistics exam administered to students of the school of psychology of the university of buenos aires. to create the conditional arguments reactives, the design of byrne's experiment 1 (1989) was used. the sample comprised 118 students divided in 3 groups based on the reactive type (simple, alternative and additional). each candidate was assigned 12 arguments: 4 basic conditional arguments (2 valid and 2 invalid) with three different types of content. to assess the existence of a possible correlation, the variance was analyzed, pearson's ρ coefficient calculations were made and fisher's tests were conducted. the conclusions are the following: the alternative format facilitates reasoning; the additional format increases its difficulty; the simple format is neutral; valid simple arguments are best connected to academic performance, and academic performance is better correlated with tests of simple arguments than with those of alternative or additional arguments.
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