Browsing by Subject "Academic performance"
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ItemThe effect of parenting dimensions on college adjustment and academic performance: the mediating role of basic psychological needs satisfaction, self-esteem and academic engagement among university students from international programs in Bangkok, Thailand( 2020) Khosravi, Zahra ; Mohanan, Santhosh AyathupadyThe primary objective of this study was to investigate the effect of parenting dimensions (warmth, rejection, structure, chaos, autonomy support, & coercion) on university students’ college adjustment and academic performance, being mediated by basic psychological need satisfaction, self-esteem and academic engagement. The participants of the study were 1224 university students (700 females and 524 males), aged between 18 and 25 years, who had attended international degree programs in Bangkok, Thailand. Data for the research were collected using a questionnaire survey that consisted of the following standardized scales, namely Parent as Social Context Questionnaire-Revised (PASCQ-R),Basic Psychological Needs Scale (BPNS), Rosenberg Self-Esteem Scale (RSES),theUniversity Student Engagement (USEI), and College Adjustment Test (CAT). The proposed structural relations model was tested applying Structural Equation Modeling. The reliability and validity of the measures were established by Cronbach’s Alpha and Confirmatory Factor Analysis respectively. The results supported the proposed model’s fit in the data. Specifically, the positive parenting dimensions were found to be positively related to college adjustment and academic performance, being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. In addition, negative parenting dimensions were found to be negatively related to college adjustment and academic performance being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. The study's limitations, implications, and avenues for further research are also discussed.
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ItemGrade 10 Indian students' academic performance and leisure interest in science under laboratory-based and textbook-based methodsPurpose: The purpose of this quantitative comparative study was to determine whether there was a significant difference in the gain in academic performance and leisure interest in Science between Grade 10 students learning under laboratory-based method and those learning under textbook-based method at St. Joseph High School, Barhalganj, India. Research design, data and methodology: The researchers implemented, during June 2022, a quasi-experimental research design, using two conveniently-chosen groups of Grade 10 students from the target school: a group of 35 students was taught using laboratory-based method, while a group of 37 students was taught using the textbook-based method. For the data collection, the Students’ Leisure Interest in Science Questionnaire and a Science academic performance test were both administered as pre-tests and post-tests. Results: There was no significant difference in the gain in either academic performance in Science or leisure interest in Science between Grade 10 students learning under laboratory-based and textbook-based methods; however, participants’ academic performance in Science was numerically higher for those learning through laboratory-based method. Conclusions: The results indicate that the teaching method under which Grade 10 Indian students from the target school were learning Science appears to have no significant effect on their gain in either academic performance or leisure interest in Science.
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ItemImpact of parental involvement, teacher-student relationship, and resilience on academic performance among middle school students in Kang Won Province, in South KoreaThe study investigated the impact of parental involvement, teacher-student relationship, and resilience on the academic performance of middle school students in Kang Won Province, South Korean. The study's participants consisted of students selected from three middle schools in Kang Won Province, South Korea. The research measures employed included the Parental Home and School Involvement Scale, Teacher-Student Relationship Inventory, and the Connor-Davidson Resilience Scale 25. Results from multiple regression analysis showed that perception of parental involvement and resilience are significantly and positively associated with academic performance. However, teacher-student relationship was not found to be significantly related to academic performance. The results also demonstrated that, overall, both male and female students did not believe that their parents were highly involved in their lives; likewise, they did not think highly of the quality of their relationship with their teachers. On the other hand, they reported themselves as being highly resilient. The results also demonstrated gender differences in their perceived teacher-student relationship in that male students' perception of their relationship with their teachers in more positive than female students' perception. The results indicated no significant gender differences in reported parental involvement and resilience.
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ItemInfluences of temperament types on university students' well-being, academic performance and college adjustmentThe purpose of this present study was to investigate the influence of the temperament types toward university students’ well-being, academic performance and college adjustment. Temperament types are basic dimensions of personality that are fundamentally based on biology and genetics. Its biological foundation posits that temperamental traits are relatively stable, consistent across cultures and situations, and evident throughout the lifespan. The marked individual differences are due to the developmental processes—a byproduct of maturation, heredity and experience. The use of temperament types poses greater advantage as it commands easy reference to the dominant personality characteristics, which bring clearer understanding of a person’s strengths and limitations. The findings of the study showed that the temperament types of Sanguine, Choleric, Melancholic and Phlegmatic have variable effects on students’ well-being, academic performance and college adjustment demonstrated. The implications of the findings illustrated that in order to achieve better well-being and adjustment, students have to get a good grasp of their temperament types and work accordingly on their positive and negative sides.
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ItemA model for integration of language & leadership learning strategies for communicati9ve competency and transformational servant leadership for students in secondary schools in Kenya(Assumption University, 2014) Lukulu, Isayi Paul L. ; Assumption University. Graduate School of EducationThis research aimed at establishing how English as a medium of instruction could be used as a vehicle for attitude change, exploring how integrated textual and audio-visual media could be used in learning English and leadership, investigating the teachers’ core beliefs and opinions on student leadership, investigating the effects of leadership on the students’ academics and relationships and developing a model for the integration of language and leadership learning. Literature review comprised of the function of language in the human society, language learning and the transformational servant leadership theories. The sample was; fifty principals, 116 teachers, 146 prefects and 1176 ordinary students. Data was mined using questionnaires, interview protocols and a written Pre and post-test. The study established that language has power to change attitude, gives confidence to communicate and that textual and audio-visual media are significant in the ESL classroom. Teachers’ believed that leaders are made, high achievers make good leaders, fluency, eloquence, personality traits and physical appearance influenced selecting students to particular leadership positions. Teachers felt that prefects should be democratically elected. Through the triangulation of primary and secondary data a Lingua leadership Model was developed tested and validated. A two tailed t- test was done and the result led to the rejection of the null hypothesis at .001 level of significance. The four skills of language were examined and the results led to the rejection of the null hypothesis at.001 level of significance. It was established that leadership affected the learners’ academics and their relationships. There was a significant difference between the student’s score at primary (KCPE) and the final mean score at secondary (KCSE) at .001 level of significance. This led to the rejection of the null hypothesis. Mistrust among students and between students and their leaders were among the causes of unrests in schools. The relationship between prefects and teachers in most schools was negative. Effects were more felt in Girls’ schools than boys’ schools and were less severe in day schools than in boarding schools.
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ItemA path analytic study of the direct and indirect influences of social support, self-esteem, and self-efficacy, being mediated by coping style, on the academic performance of Myanmar adolescent double orphans in Shan StateThe present study examined the direct influences of social support, self-esteem, and selfefficacy on academic performance, as well as their indirect influences, being mediated by problemfocused coping and emotion-focused coping among double orphans aged 11 to 15 years residing in orphanages in Shan State, Myanmar. A total of 277 middle school students recruited from 18 orphanages via systematic sampling participated in the study by voluntarily responding to the study’s questionnaire. Path analysis indicated that for the double orphans in the study, only their reported level of self-efficacy were found to have a direct influence on their academic performance. The findings yielded no significant indirect influences, being mediated by the variables of problem-focused and emotion-focused coping style, for the three exogenous predictor variables of social support, self-esteem, and self-efficacy on the respondents’ academic performance. The study’s findings were discussed in terms of the implications they hold for how double orphans in Myanmar cope with stressors they encounter in their lives.
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ItemA path model of the effects of attitudes to the internet, depression, anxiety, stress, gender, and study time on internet addiction and academic performance of undergraduate students in Kachin Region of MyanmarInternet addiction has become an increasing problem with young people these days. The objectives of this study were to determine the relationship between attitudes toward the internet, depression, anxiety, stress, gender, and study time on internet addiction and academic performance in the second year students of Institute of Education and Maija Yang College in Maija Yang of Kachin Region in Myanmar. In August 2018 113 students completed a self-report survey questionnaire which included the Internet Addiction Test, DASS-21, and the Internet Attitude Scale. Multiple regression analysis was used to predict internet addiction, study time, and academic performance. Results showed that anxiety, gender, and internet attitude were significant predictors of internet addiction. The research did not find any significant predictors of study time. Gender (female) and study time were significant positive predictors of academic performance, while internet addiction was a negative predictor of academic performance (GPA). Although females reported having higher levels of internet addiction, they also had higher GPA. The findings, limitations, recommendations, and conclusion of the study were discussed accordingly.
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ItemA study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of FrenchThis study examines the relationship between students’ use of bilingual strategies and their academic performance in the Department of Business French of Assumption University (AU). A quantitative approach was adopted. The study includes a sample of 63 students learning French in AU. A questionnaire was elaborated to collect data about the frequency of use of bilingual strategies and the academic performance of students. Descriptive and correlational statistics, including a Pearson Product Moment computation of correlation, were used to interpret the data and measure the significance of the correlation between the two sets of variables. The results indicated that a high frequency of use of bilingual strategies is correlated with high academic performances. Some recommendations grounded in the results are proposed in conclusion.