Perceived Stress and Coffee and Energy Drink Consumption Predict Poor Sleep Quality in Podiatric Medical Students A Cross-sectional Study.

Science.gov (United States)

Sawah, Mohomad Al; Ruffin, Naeemah; Rimawi, Mohammad; Concerto, Carmen; Aguglia, Eugenio; Chusid, Eileen; Infortuna, Carmenrita; Battaglia, Fortunato

2015-09-01

A cross-sectional survey administered to first- and second-year podiatric medical students aimed to investigate the effect of coffee intake, energy drink consumption, and perceived stress on sleep quality in medical students during their preclinical studies. Ninety-eight of 183 students contacted (53.6%) completed a questionnaire comprising standard instruments measuring sleep quality (Pittsburgh Sleep Quality Index), daytime sleepiness (Epworth Sleepiness scale), and perceived stress (ten-item Perceived Stress Scale). Furthermore, we investigated coffee and energy drink consumption. Logistic regression was conducted to identify factors associated with poor sleep quality and the relation between sleep quality and academic performance (grade point average). High prevalences of poor sleep quality, excessive daytime sleepiness, and perceived stress were reported. In addition, higher odds of developing poor sleep quality were associated with coffee and energy drink intake, perceived stress, and excessive daytime sleepiness. The total Pittsburgh Sleep Quality Index score was inversely correlated with grade point average. First- and second-year podiatric medical students have poor sleep quality. Further research is needed to identify effective strategies to reduce stress and decrease coffee and energy drink intake to minimize their negative effect on sleep quality and academic performance in podiatric medical students.

Analysis Of Students' Performance In Clothing And Textiles In ...

African Journals Online (AJOL)

Analysis Of Students' Performance In Clothing And Textiles In Colleges Of ... in Clothing and Textiles more than foods and Nutrition and Home Management. ... poor attitude of students towards clothing and Textiles, lack of enough time ...

The association between higher body mass index and poor school performance in high school students.

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Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

2016-12-01

This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

Prevalence and risk factors of poor sleep quality among Inner Mongolia Medical University students: A cross-sectional survey.

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Wang, Lan; Qin, Peng; Zhao, Yunshan; Duan, Shengyun; Zhang, Qing; Liu, Ying; Hu, Yueling; Sun, Juan

2016-10-30

Medical students face new challenges at the beginning of college life, such as being responsible for oneself, an unfamiliar environment, social obligations, and academic stress, all of which influence or even heavily change their sleep quality and life, leading to sleep-related problems to some degree. This study investigated the relationship between sleep quality and behavior among students at the Inner Mongolia Medical University in China. Self-administered questionnaires were used to collect information on sociodemographic characteristics and lifestyle habits. The Pittsburgh Sleep Quality Index was also used. A total of 6044 and 6085 students completed the questionnaires in 2011 and 2013. According to the index, 27.8% (1694) of students had poor sleep quality with major risk factors being poor academic performance and interpersonal relationships in 2013. Among others, regular exercise less than three times a week, skipping breakfast, and studying in higher grades were associated with poor sleep quality. These results will help university administrators understand the risk factors of poor sleep quality among students, which can be improved through individual efforts, and provide adequate counseling and systematic education to improve their behavior and lifestyle. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Health indicators associated with poor sleep quality among university students

Directory of Open Access Journals (Sweden)

Márcio Flávio Moura de Araújo

Full Text Available Objective To associate the sleep quality of Brazilian undergraduate students with health indicators. Method A cross-sectional study was developed with a random sample of 662 undergraduate students from Fortaleza, Brazil. The demographic data, Pittsburgh Sleep Quality Index and health data indicators (smoking, alcoholism, sedentary lifestyle, nutritional condition and serum cholesterol were collected through a self-administered questionnaire. Blood was collected at a clinical laboratory. In order to estimate the size of the associations, a Poisson Regression was used. Results For students who are daily smokers, the occurrence of poor sleep was higher than in non-smokers (p<0.001. Prevalence rate values were nevertheless close to 1. Conclusion The likelihood of poor sleep is almost the same in smokers and in alcoholics.

POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

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Vladimir Tatochenko

2016-09-01

Full Text Available The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introduction in the educational process of didactic methodical and psychologically balanced methodical control system and correction of poor progressing students’ in Maths improves quality indicators of their permanent knowledge and skills. It allows you to discover the fullness, depth and durability of learning at different stages and levels of education, it contributes to correction, management and partly self-management learning process of poor progressing students in Mathematics, excites them to an active mental activity promotes the development of a conscious attitude to their systematic academic work. The essence of “poor progress” phenomena is observed as well as “educational retardation” of school students during teaching mathematics. Target orientation, the resource potential of the real educational process of poor progressing pupils in Mathematics are determined. Contradictions are singled out and pedagogical conditions of results control of learning outcomes of comprehensive school pupils are proved. An attempt to consider the academic failure of schoolchildren in Mathematics in connection with the main categories of didactics – the content and the learning process was made. Certain shortcomings of teaching and learning activities of students in the study of Mathematics are highlighted as poor progressing elements and gaps. The process and content, enriched with the use of NIT, ensuring the formation of key competencies of lagging behind and

Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly.

NARCIS (Netherlands)

Eijsvogels, T.M.H.; Brand, T.L. van den; Hopman, M.T.E.

2013-01-01

In recent years, medical faculties at Dutch universities have implemented a legally binding study advice to students of medicine and biomedical sciences during their propaedeutic phase. Appropriate examination is essential to discriminate between poor (grade <6), moderate (grade 6-8) and excellent

Poor sleep quality and insufficient sleep of a collegiate student-athlete population.

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Mah, Cheri D; Kezirian, Eric J; Marcello, Brandon M; Dement, William C

2018-06-01

Poor and inadequate sleep negatively impact cognitive and physical functioning and may also affect sports performance. The study aim is to examine sleep quality, sleep duration, and daytime sleepiness in collegiate student-athletes across a wide range of sports. Questionnaire. University setting. 628 athletes across 29 varsity teams at Stanford University. Athletes completed a questionnaire inquiring about sleep quality via a modified Pittsburgh Sleep Quality Index (PSQI), sleep duration, and daytime sleepiness via Epworth Sleepiness Scale. Sleep quality on campus and while traveling for competition was rated on a 10-point scale. Collegiate athletes were classified as poor sleepers (PSQI 5.38 ± 2.45), and 42.4% of athletes experience poor sleep quality (reporting PSQI global scores >5). Athletes reported lower sleep quality on campus than when traveling for competition (7.1 vs 7.6, Pquality, regularly obtain insufficient sleep, and commonly exhibit daytime sleepiness. Copyright © 2018 National Sleep Foundation. All rights reserved.

Sleep quality among dental students and its association with academic performance.

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Elagra, Marwa I; Rayyan, Mohammad R; Alnemer, Omaima A; Alshehri, Maram S; Alsaffar, Noor S; Al-Habib, Rabab S; Almosajen, Zainab A

2016-01-01

To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academic performance of students. A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academic performance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GPAs). Data were analyzed with standard statistical software (SPSS, Statistical Package for the Social Sciences, version 22, Chicago, IL, USA). The response rate was 62%. Sixty five percent of the students described their sleep as good or very good, whereas 35% described their sleep as bad or very bad. The mean number of hours of sleep per night for all students was 5.85 ± 1.853 hours. The GPA had a significant negative correlation with PSQI scores. The clinical group showed a stronger negative correlation (P = -0.351) than the nonclinical group (P = -0.134). It can be concluded that dental students tend to have poor sleep quality, which is unknown to them. Poor sleep quality was associated with lower academic performance, especially in clinical years.

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

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Mehra, Devika; Kyagaba, Emmanuel; Östergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

Association between self-reported academic performance and risky sexual behavior among Ugandan university students- a cross sectional study.

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Ostergren, Per-Olof; Agardh, Anette

2014-04-16

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

Becoming a caregiver: attachment theory and poorly performing doctors.

Science.gov (United States)

Adshead, Gwen

2010-02-01

In this paper, I review a theoretical paradigm (attachment theory) which facilitates an understanding of how human care-giving and care-eliciting behaviours develop and are maintained over the lifespan. I argue that this paradigm has particular utility in: (i) the training of doctors; (ii) understanding why some doctors and medical students experience high levels of stress, and (iii) developing interventions to help those who struggle to manage high levels of work-related stress. I carried out a review of key texts and previously published studies of attachment styles in caregivers. Large-scale epidemiological studies, using valid and reliable measures, show that insecure attachment styles are found in a proportion of normal populations of both males and females. Insecure attachment is associated with impaired stress management and subtle deficits in care-giving sensitivity. It is reasonable to assume that a proportion of students entering medical training and doctors with performance problems may have insecure attachment styles which influence how they approach their training experience and how they manage occupational stress. Attachment theory is a useful paradigm for thinking about training as a professional caregiver. Insecure early attachment experiences may be a risk factor for poor stress management in some medical students and doctors who are exposed to increasing demands as carers. These findings lead to suggestions for possible research and support interventions.

Association between Facebook dependence and poor sleep quality: a study in a sample of undergraduate students in Peru.

Science.gov (United States)

Wolniczak, Isabella; Cáceres-DelAguila, José Alonso; Palma-Ardiles, Gabriela; Arroyo, Karen J; Solís-Visscher, Rodrigo; Paredes-Yauri, Stephania; Mego-Aquije, Karina; Bernabe-Ortiz, Antonio

2013-01-01

Internet can accelerate information exchange. Social networks are the most accessed especially Facebook. This kind of networks might create dependency with several negative consequences in people's life. The aim of this study was to assess potential association between Facebook dependence and poor sleep quality. A cross sectional study was performed enrolling undergraduate students of the Universidad Peruana de Ciencias Aplicadas, Lima, Peru. The Internet Addiction Questionnaire, adapted to the Facebook case, and the Pittsburgh Sleep Quality Index, were used. A global score of 6 or greater was defined as the cutoff to determine poor sleep quality. Generalized linear model were used to determine prevalence ratios (PR) and 95% confidence intervals (95%CI). A total of 418 students were analyzed; of them, 322 (77.0%) were women, with a mean age of 20.1 (SD: 2.5) years. Facebook dependence was found in 8.6% (95% CI: 5.9%-11.3%), whereas poor sleep quality was present in 55.0% (95% CI: 50.2%-59.8%). A significant association between Facebook dependence and poor sleep quality mainly explained by daytime dysfunction was found (PR = 1.31; IC95%: 1.04-1.67) after adjusting for age, sex and years in the faculty. There is a relationship between Facebook dependence and poor quality of sleep. More than half of students reported poor sleep quality. Strategies to moderate the use of this social network and to improve sleep quality in this population are needed.

Medical students' clinical performance of dealing with patients in the context of domestic violence.

Science.gov (United States)

Kong, Hyun-Hee; Im, Sunju; Seo, Ji-Hyun; Kim, Do-Kyong; Roh, HyeRin

2018-03-01

The aim of this study was to inquire about the clinical performance and determine the performance pattern of medical students in standardized patient (SP) based examinations of domestic violence (DV). The clinical performance sores in DV station with SP of third-year (n=111, in 2014) and 4th-year (n=143, in 2016) medical students of five universities in the Busan-Gyeongnam Clinical Skills Examination Consortium were subjected in this study. The scenarios and checklists of DV cases were developed by the case development committee of the consortium. The students' performance was compared with other stations encountered in SP. The items of the checklists were categorized to determine the performance pattern of students investigating DV into six domains: disclosure strategy (D), DV related history taking (H), checking the perpetrator's psychosocial state (P), checking the victim's condition (V), negotiating and persuading the interviewee (N), and providing information about DV (I). Medical students showed poorer performance in DV stations than in the other stations with SP in the same examination. Most students did confirm the perpetrator and commented on confidentiality but ignored the perpetrator's state and patient's physical and psychological condition. The students performed well in the domains of D, H, and I but performed poorly in domains P, V, and N. Medical students showed poor clinical performance in the DV station. They performed an 'event oriented interview' rather than 'patient centered' communication. An integrated educational program of DV should be set to improve students' clinical performance.

Medical student psychological distress and academic performance.

Science.gov (United States)

Dendle, Claire; Baulch, Julie; Pellicano, Rebecca; Hay, Margaret; Lichtwark, Irene; Ayoub, Sally; Clarke, David M; Morand, Eric F; Kumar, Arunaz; Leech, Michelle; Horne, Kylie

2018-01-21

The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academic performance.

Bullying as a risk for poor sleep quality among high school students in China.

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Ying Zhou

Full Text Available To determine whether involvement in bullying as a bully, victim, or bully-victim was associated with a higher risk of poor sleep quality among high school students in China.A cross-sectional study was conducted. A total of 23,877 high school students were surveyed in six cities in Guangdong Province. All students were asked to complete the adolescent health status questionnaire, which included the Chinese version of the Pittsburgh Sleep Quality Index (PSQI and bullying involvement. Descriptive statistics were used to evaluate sleep quality and the prevalence of school bullying. Multi-level logistic regression analyses were conducted to examine the association between being victimized and bullying others with sleep quality.Among the 23,877 students, 6,127 (25.66% reported having poor sleep quality, and 10.89% reported being involved in bullying behaviors. Of the respondents, 1,410 (5.91% were pure victims of bullying, 401 (1.68% were bullies and 784 (3.28% were bully-victims. Frequently being involved in bullying behaviors (being bullied or bullying others was related to increased risks of poor sleep quality compared with adolescents who were not involved in bullying behaviors. After adjusting for age, sex, and other confounding factors, the students who were being bullied (OR=2.05, 95%CI=1.81-2.32, bullied others (OR=2.30, 95%CI=1.85-2.86 or both (OR=2.58, 95%CI=2.20-3.03 were at a higher risk for poor sleep quality.Poor sleep quality among high school students is highly prevalent, and school bullying is prevalent among adolescents in China. The present results suggested that being involved in school bullying might be a risk factor for poor sleep quality among adolescents.

Bullying as a risk for poor sleep quality among high school students in China.

Science.gov (United States)

Zhou, Ying; Guo, Lan; Lu, Ci-yong; Deng, Jian-xiong; He, Yuan; Huang, Jing-hui; Huang, Guo-liang; Deng, Xue-qing; Gao, Xue

2015-01-01

To determine whether involvement in bullying as a bully, victim, or bully-victim was associated with a higher risk of poor sleep quality among high school students in China. A cross-sectional study was conducted. A total of 23,877 high school students were surveyed in six cities in Guangdong Province. All students were asked to complete the adolescent health status questionnaire, which included the Chinese version of the Pittsburgh Sleep Quality Index (PSQI) and bullying involvement. Descriptive statistics were used to evaluate sleep quality and the prevalence of school bullying. Multi-level logistic regression analyses were conducted to examine the association between being victimized and bullying others with sleep quality. Among the 23,877 students, 6,127 (25.66%) reported having poor sleep quality, and 10.89% reported being involved in bullying behaviors. Of the respondents, 1,410 (5.91%) were pure victims of bullying, 401 (1.68%) were bullies and 784 (3.28%) were bully-victims. Frequently being involved in bullying behaviors (being bullied or bullying others) was related to increased risks of poor sleep quality compared with adolescents who were not involved in bullying behaviors. After adjusting for age, sex, and other confounding factors, the students who were being bullied (OR=2.05, 95%CI=1.81-2.32), bullied others (OR=2.30, 95%CI=1.85-2.86) or both (OR=2.58, 95%CI=2.20-3.03) were at a higher risk for poor sleep quality. Poor sleep quality among high school students is highly prevalent, and school bullying is prevalent among adolescents in China. The present results suggested that being involved in school bullying might be a risk factor for poor sleep quality among adolescents.

Association of Stress, General Health, and Alcohol Use with Poor Sleep Quality among U.S. College Students

Science.gov (United States)

Valerio, Teresa D.; Kim, Myoung Jin; Sexton-Radek, Kathy

2016-01-01

Background: Poor sleep among college students is a major, growing problem associated with lower academic performance, higher rates of health and emotional problems, and development of chronic sleep disorders. Purpose: Though previous studies have focused on individual colleges, our study purpose was to reveal the association of behaviors and…

Association between Facebook dependence and poor sleep quality: a study in a sample of undergraduate students in Peru.

Directory of Open Access Journals (Sweden)

Isabella Wolniczak

Full Text Available OBJECTIVES: Internet can accelerate information exchange. Social networks are the most accessed especially Facebook. This kind of networks might create dependency with several negative consequences in people's life. The aim of this study was to assess potential association between Facebook dependence and poor sleep quality. METHODOLOGY/PRINCIPAL FINDINGS: A cross sectional study was performed enrolling undergraduate students of the Universidad Peruana de Ciencias Aplicadas, Lima, Peru. The Internet Addiction Questionnaire, adapted to the Facebook case, and the Pittsburgh Sleep Quality Index, were used. A global score of 6 or greater was defined as the cutoff to determine poor sleep quality. Generalized linear model were used to determine prevalence ratios (PR and 95% confidence intervals (95%CI. A total of 418 students were analyzed; of them, 322 (77.0% were women, with a mean age of 20.1 (SD: 2.5 years. Facebook dependence was found in 8.6% (95% CI: 5.9%-11.3%, whereas poor sleep quality was present in 55.0% (95% CI: 50.2%-59.8%. A significant association between Facebook dependence and poor sleep quality mainly explained by daytime dysfunction was found (PR = 1.31; IC95%: 1.04-1.67 after adjusting for age, sex and years in the faculty. CONCLUSIONS: There is a relationship between Facebook dependence and poor quality of sleep. More than half of students reported poor sleep quality. Strategies to moderate the use of this social network and to improve sleep quality in this population are needed.

Association between Facebook Dependence and Poor Sleep Quality: A Study in a Sample of Undergraduate Students in Peru

Science.gov (United States)

Wolniczak, Isabella; Cáceres-DelAguila, José Alonso; Palma-Ardiles, Gabriela; Arroyo, Karen J.; Solís-Visscher, Rodrigo; Paredes-Yauri, Stephania; Mego-Aquije, Karina; Bernabe-Ortiz, Antonio

2013-01-01

Objectives Internet can accelerate information exchange. Social networks are the most accessed especially Facebook. This kind of networks might create dependency with several negative consequences in people’s life. The aim of this study was to assess potential association between Facebook dependence and poor sleep quality. Methodology/Principal Findings A cross sectional study was performed enrolling undergraduate students of the Universidad Peruana de Ciencias Aplicadas, Lima, Peru. The Internet Addiction Questionnaire, adapted to the Facebook case, and the Pittsburgh Sleep Quality Index, were used. A global score of 6 or greater was defined as the cutoff to determine poor sleep quality. Generalized linear model were used to determine prevalence ratios (PR) and 95% confidence intervals (95%CI). A total of 418 students were analyzed; of them, 322 (77.0%) were women, with a mean age of 20.1 (SD: 2.5) years. Facebook dependence was found in 8.6% (95% CI: 5.9%–11.3%), whereas poor sleep quality was present in 55.0% (95% CI: 50.2%–59.8%). A significant association between Facebook dependence and poor sleep quality mainly explained by daytime dysfunction was found (PR = 1.31; IC95%: 1.04–1.67) after adjusting for age, sex and years in the faculty. Conclusions There is a relationship between Facebook dependence and poor quality of sleep. More than half of students reported poor sleep quality. Strategies to moderate the use of this social network and to improve sleep quality in this population are needed. PMID:23554978

Do university students know how they perform?

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Annalisa VARSARI

2009-10-01

Full Text Available The aim of the research is to study the capacity for self-evaluation of University students undergoing tests involving mathematics, linguistic and formal reasoning. Subjects were asked to estimate the number of correct answers and subsequently to compare their performance with that of their peers. We divided the subjects into three groups on the basis of performance: poor, middle and top performers. The results demonstrate that all the subjects in all tests showed good awareness of their level of actual performance. Analyzing comparative assessments, the results reported in literature by Kruger and Dunning were confirmed: poor performers tend to significantly overestimate their own performance whilst top performers tend to underestimate it. This can be interpreted as a demonstration that the accuracy of comparative self-evaluations depends on a number of variables: cognitive and metacognitive factors and aspects associated with self-representation. Our conclusion is that cognitive and metacognitive processes work as “submerged” in highly subjective representations, allowing dynamics related to safeguarding the image one has of oneself to play a role.

A preliminary study on the association between ventilation rates in classrooms and student performance.

Science.gov (United States)

Shaughnessy, R J; Haverinen-Shaughnessy, U; Nevalainen, A; Moschandreas, D

2006-12-01

Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.

Sleep Insufficiency, Sleep Health Problems and Performance in High School Students

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Xue Ming

2011-01-01

Full Text Available A survey on sleep schedule, sleep health, school performance and school start times was conducted in 1,941 adolescents. A high level of early and circadian-disadvantaged sleep/wake schedules during weekdays was observed. Shorter sleep duration on weekdays was reported, especially in upper classmen. Complaints of inadequate sleep and sleepiness during weekdays, alarm clock use, and napping were prevalent. Night awakening and prolonged sleep onset were common and associated with poor school performance. Students with a sleep length of less than 7 hours on both weekdays and weekends exhibited poorer performance, while those who made up this sleep loss on weekends did not. The total number of poor sleep factors in an individual also correlated with poor school performance. Earlier school start times were associated with a perception of poor sleep quality, shorter sleep duration and more sleep health problems. We conclude that sleep inadequacies and sleep health problems were prevalent in this population, especially in those who started school earlier in the morning, and that these poor sleep factors were associated with school performance.

Poor Reading Culture: A Barrier to Students' Patronage of Libraries ...

African Journals Online (AJOL)

FIRST LADY

show that computer and other media, harsh economic reality, societal demand for materialism, inadequate library materials among others are causes of poor reading culture of students in secondary schools. .... foundation of elementary education. ... play in the social, economic and technological development of any country.

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Science.gov (United States)

Rowtho, Vikash

2017-01-01

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students…

Poor Reading Culture: A Barrier to Students' Patronage of Libraries ...

African Journals Online (AJOL)

The paper examined poor reading culture: A barrier to students' patronage of Selected Secondary School Libraries in Ado Ekiti Local Government Area of Ekiti State. The design for the study is descriptive survey which utilizes questionnaire to collect data. Oral interview was also conducted. Tables and simple percentages ...

THE INFLUENCE OF PARENTS’ EDUCATIONAL BACKGROUND AND STUDY FACILITIES ON ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS

OpenAIRE

ALOKAN, FUNMILOLA BOSEDE; OSAKINLE, EUNICE OLUFUNMILAYO; ONIJINGIN, EMMANUEL OLUBU

2013-01-01

There has been an outcry against the poor performance of students in the Senior Secondary Certificate Examination in Nigeria. This study investigated the difference between the academic performance of students from parents with high educational background and students from parents with low educational background. It also investigated the influence of having study facilities at home on academic performance. The population for this study comprised all public secondary school students in Ondo St...

Factors affecting dance exercise performance in students at a special needs school.

Science.gov (United States)

Ito, Yukiko; Hiramoto, Izumi; Kodama, Hideya

2017-09-01

In Japan, dance exercise has been introduced as a compulsory element of health and physical education, but there is a considerable discrepancy in the levels of performance among students with intellectual disability (ID) at special needs schools. The aim of this study was therefore to identify the factors affecting the performance of dance exercise in students with ID. A 4 month dance exercise program was implemented for junior high school students at a special needs school, and the performance of 32 students at 22 sessions was assessed quantitatively according to calorie use during exercise and performance proficiency score. The measures were compared according to gender, age, body mass index, diagnosis, and development quotient (DQ) score. Performance in many students improved with repetition and reached the highest attainment level at around the third month. Male gender and older age had a significant positive impact on calorie use, whereas diagnosis of Down syndrome and higher DQ score had a significant positive impact on proficiency score. Four students with poor performance were all female students with autism. This study provides some possible explanations for differences in the levels of dance performance among students with ID. © 2017 Japan Pediatric Society.

Effects of sleep deprivation on cognitive and physical performance in university students

OpenAIRE

Patrick, Yusuf; Lee, Alice; Raha, Oishik; Pillai, Kavya; Gupta, Shubham; Sethi, Sonika; Mukeshimana, Felicite; Gerard, Lothaire; Moghal, Mohammad U.; Saleh, Sohag N.; Smith, Susan F.; Morrell, Mary J.; Moss, James

2017-01-01

Sleep deprivation is common among university students, and has been associated with poor academic performance and physical dysfunction. However, current literature has a narrow focus in regard to domains tested, this study aimed to investigate the effects of a night of sleep deprivation on cognitive and physical performance in students. A randomized controlled crossover study was carried out with 64 participants [58% male (n?=?37); 22???4 years old (mean???SD)]. Participants were randomized i...

Low-Performing Students: Why They Fall Behind and How to Help Them Succeed. PISA

Science.gov (United States)

OECD Publishing, 2016

2016-01-01

There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole. Reducing the number of low-performing students is…

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

Science.gov (United States)

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Perceived Medical School stress of undergraduate medical students predicts academic performance: an observational study.

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Kötter, Thomas; Wagner, Josefin; Brüheim, Linda; Voltmer, Edgar

2017-12-16

Medical students are exposed to high amounts of stress. Stress and poor academic performance can become part of a vicious circle. In order to counteract this circularity, it seems important to better understand the relationship between stress and performance during medical education. The most widespread stress questionnaire designed for use in Medical School is the "Perceived Medical School Stress Instrument" (PMSS). It addresses a wide range of stressors, including workload, competition, social isolation and financial worries. Our aim was to examine the relation between the perceived Medical School stress of undergraduate medical students and academic performance. We measured Medical School stress using the PMSS at two different time points (at the end of freshman year and at the end of sophomore year) and matched stress scores together with age and gender to the first medical examination (M1) grade of the students (n = 456). PMSS scores from 2 and 14 months before M1 proved to be significant predictors for medical students' M1 grade. Age and gender also predict academic performance, making older female students with high stress scores a potential risk group for entering the vicious circle of stress and poor academic performance. PMSS sum scores 2 and 14 months before the M1 exam seem to have an independent predictive validity for medical students' M1 grade. More research is needed to identify potential confounders.

Stereotactic Radiosurgery for Poor Performance Status Patients

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Kubicek, Gregory J., E-mail: kubicek-gregory@cooperhealth.edu [Department of Radiation Oncology, Cooper University Hospital, Camden, New Jersey (United States); Turtz, Alan [Department of Neurological Surgery, Cooper University Hospital, Camden, New Jersey (United States); Xue, Jinyu; Patel, Ashish; Richards, Gregory; LaCouture, Tamara [Department of Radiation Oncology, Cooper University Hospital, Camden, New Jersey (United States); Cappelli, Louis; Diestelkamp, Tim [Rowan Graduate School, Camden, New Jersey (United States); Saraiya, Piya [Department of Diagnostic Radiology, Cooper University Hospital, Camden, New Jersey (United States); Bexon, Anne [Department of Neurological Surgery, Cooper University Hospital, Camden, New Jersey (United States); Lerman, Nati [Department of Medical Oncology, Cooper University Hospital, Camden, New Jersey (United States); Goldman, Howard Warren [Department of Neurological Surgery, Cooper University Hospital, Camden, New Jersey (United States)

2016-07-01

Purpose: Patients with poor performance status (PS), usually defined as a Karnofsky Performance Status of 60 or less, were not eligible for randomized stereotactic radiosurgery (SRS) studies, and many guidelines suggest that whole-brain radiation therapy (WBRT) is the most appropriate treatment for poor PS patients. Methods and Materials: In this retrospective review of our SRS database, we identified 36 patients with PS of 60 or less treated with SRS for central nervous system (CNS) metastatic disease. PS, as defined by the Karnofsky Performance Status, was 60 (27 patients), 50 (8 patients), or 40 (1 patient). The median number of CNS lesions treated was 3. Results: Median overall survival (OS) was 7.2 months (range, 0.73-25.6 months). Fifteen patients (41%) were alive at 6 months, and 6 patients (16.6%) were alive at 1 year. There was no difference in OS in patients who underwent previous WBRT. There were no local failures or cases of radiation toxicity. Distant CNS failures were seen in 9 patients (25%). Conclusions: Our patients with poor PS had reasonable median OS and relatively low distant CNS failure rates. Patients in this patient population may be ideal candidates for SRS compared with WBRT given the low incidence of distant failure over their remaining lives and the favorable logistics of single-fraction treatment for these patients with debility and their caregivers.

Factors associated with high school learners' poor performance: a ...

African Journals Online (AJOL)

This study, using a non-experimental, exploratory and descriptive method, established learners' and educators' views about factors that contribute to poor performance in mathematics and physical science. Participants were purposefully selected from seven schools with poor pass rates in District 3 of Tshwane North.

Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance.

Science.gov (United States)

Alsaggaf, Mohammed A; Wali, Siraj O; Merdad, Roah A; Merdad, Leena A

2016-02-01

To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS) in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance

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Frank, Timothy; Scharf, Lauren F. V

2013-01-01

This project studied the effect of individualized, voluntary learning contracts for 18 students who performed poorly in the first part of the semester. Contracts were hypothesized to increase commitment and motivation, and lead to changes in behaviors and course performance. Self-reported prioritization and learning-related behaviors (completion…

Does Taking One Step Back Get You Two Steps Forward? Grade Retention and School Performance in Poor Areas in Rural China

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Chen, Xinxin; Liu, Chengfang; Zhang, Linxiu; Shi, Yaojiang; Rozelle, Scott

2010-01-01

Despite the rise in grade retention in poor areas in rural China recently, little work has been done to understand the impact of grade retention on the educational performance of students in these areas in rural China. This paper seeks to redress this shortcoming and examines the effect of grade retention on educational performance on 1649…

Student Performance in Principles of Macroeconomics: the Importance of Gender and Personality Type

OpenAIRE

Leiv Opstad; Lars Fallan

2010-01-01

Several studies indicate that females perform more poorly in economic courses than their male counterparts. Other studies reveal that students' personality types affect their performance in economic courses, as well. The present study explores this issue by testing a number of interactions between gender and the Kersey-Bates temperament types in an ordered probit model explaining students' grades in Principles of Macroeconomics. The results confirm that the interaction of gender and temperame...

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

OpenAIRE

Mehra, Devika; Kyagaba, Emmanuel; ?stergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gende...

Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance

Directory of Open Access Journals (Sweden)

Mohammed A. Alsaggaf

2016-02-01

Full Text Available Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. Methods: In this cross-sectional study, medical students (n=320 were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Results: Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Conclusion: Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

Screening applicants for risk of poor academic performance: a novel scoring system using preadmission grade point averages and graduate record examination scores.

Science.gov (United States)

Luce, David

2011-01-01

The purpose of this study was to develop an effective screening tool for identifying physician assistant (PA) program applicants at highest risk for poor academic performance. Prior to reviewing applications for the class of 2009, a retrospective analysis of preadmission data took place for the classes of 2006, 2007, and 2008. A single composite score was calculated for each student who matriculated (number of subjects, N=228) incorporating the total undergraduate grade point average (UGPA), the science GPA (SGPA), and the three component Graduate Record Examination (GRE) scores: verbal (GRE-V), quantitative (GRE-Q), analytical (GRE-A). Individual applicant scores for each of the five parameters were ranked in descending quintiles. Each applicant's five quintile scores were then added, yielding a total quintile score ranging from 25, which indicated an excellent performance, to 5, which indicated poorer performance. Thirteen of the 228 students had academic difficulty (dismissal, suspension, or one-quarter on academic warning or probation). Twelve of the 13 students having academic difficulty had a preadmission total quintile score 12 (range, 6-14). In response to this descriptive analysis, when selecting applicants for the class of 2009, the admissions committee used the total quintile score for screening applicants for interviews. Analysis of correlations in preadmission, graduate, and postgraduate performance data for the classes of 2009-2013 will continue and may help identify those applicants at risk for academic difficulty. Establishing a threshold total quintile score of applicant GPA and GRE scores may significantly decrease the number of entering PA students at risk for poor academic performance.

Malaria is associated with poor school performance in an endemic area of the Brazilian Amazon

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Vitor-Silva, Sheila; Reyes-Lecca, Roberto C; Pinheiro, Tamam RA; Lacerda, Marcus VG

2009-01-01

Background Approximately 40% of the world's population is at risk for malaria. In highly endemic tropical areas, malaria is a major cause of morbidity and mortality during infancy. There is a complex interrelationship between malaria, malnutrition and intestinal helminths, and this may impair cognitive development in children. The aim of this study was to determine the relationship between malaria and school performance in children living in an endemic area where Plasmodium vivax is the species responsible for most of the cases. Methods The study was conducted in the Municipality of Careiro, Amazonas, Brazil, with five to14 year-old children, studying the first eight grades of public school, during the year 2008. After an initial active case detection, during nine months of follow-up, passive malaria cases detection was instituted, through a thick blood smear performed in every child with fever. School performance was evaluated by the final notes in Mathematics and Portuguese Language. Performance was considered poor when either of the final notes in these disciplines was below the 50th percentile for the respective class and grade. Results The total number of students followed-up in the cohort was 198. Malarial attacks were reported in 70 (35.4%) of these students, with no cases of severe disease. Plasmodium vivax was detected in 69.2% of the attacks, Plasmodium falciparum in 25.5% and both species in 5.3%. In the multivariate analysis, adjusting for age, mother's education, time living in the study area and school absenteeism, presenting with at least one episode of malaria independently predicted a poor performance at school [OR = 1.91 (1.04-3.54); p = 0.039]. Conclusion Non-severe malaria compromises the school performance of children even during a nine-month follow-up, potentially contributing to the maintenance of underdevelopment in countries endemic for malaria. This is the first evidence of such impact in Latin America, where P. vivax is responsible for

Malaria is associated with poor school performance in an endemic area of the Brazilian Amazon

Directory of Open Access Journals (Sweden)

Lacerda Marcus VG

2009-10-01

Full Text Available Abstract Background Approximately 40% of the world's population is at risk for malaria. In highly endemic tropical areas, malaria is a major cause of morbidity and mortality during infancy. There is a complex interrelationship between malaria, malnutrition and intestinal helminths, and this may impair cognitive development in children. The aim of this study was to determine the relationship between malaria and school performance in children living in an endemic area where Plasmodium vivax is the species responsible for most of the cases. Methods The study was conducted in the Municipality of Careiro, Amazonas, Brazil, with five to14 year-old children, studying the first eight grades of public school, during the year 2008. After an initial active case detection, during nine months of follow-up, passive malaria cases detection was instituted, through a thick blood smear performed in every child with fever. School performance was evaluated by the final notes in Mathematics and Portuguese Language. Performance was considered poor when either of the final notes in these disciplines was below the 50th percentile for the respective class and grade. Results The total number of students followed-up in the cohort was 198. Malarial attacks were reported in 70 (35.4% of these students, with no cases of severe disease. Plasmodium vivax was detected in 69.2% of the attacks, Plasmodium falciparum in 25.5% and both species in 5.3%. In the multivariate analysis, adjusting for age, mother's education, time living in the study area and school absenteeism, presenting with at least one episode of malaria independently predicted a poor performance at school [OR = 1.91 (1.04-3.54; p = 0.039]. Conclusion Non-severe malaria compromises the school performance of children even during a nine-month follow-up, potentially contributing to the maintenance of underdevelopment in countries endemic for malaria. This is the first evidence of such impact in Latin America, where P

Acculturative Stress, Poor Mental Health and Condom-Use Intention among International Students in China

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Yang, Ningxi; Xu, Yayun; Chen, Xinguang; Yu, Bin; Yan, Hong; Li, Shiyue

2018-01-01

Objectives: Engaging in sexual risk behaviour can be a maladaptive strategy for international students to deal with stress. This study examined the role of poor mental health in mediating the relationship between acculturative stress and condom-use intention among international students in Beijing, China. Methods: The study used a cross-sectional…

Entitlement Attitudes Predict Students' Poor Performance in Challenging Academic Conditions

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Anderson, Donna; Halberstadt, Jamin; Aitken, Robert

2013-01-01

Excessive entitlement--an exaggerated or unrealistic belief about what one deserves--has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. In the context of tertiary education, we reasoned that if students expend less effort to obtain positive outcomes to which they feel entitled, this should…

The Association of Poor Academic Performance with Tic Disorders: A Longitudinal, Mainstream School-Based Population Study.

Science.gov (United States)

Cubo, Esther; Gonzalez, Cristina; Ausin, Vanesa; Delgado, Vanesa; Saez, Sara; Calvo, Sara; Garcia Soto, Xose; Cordero, José; Kompoliti, Katie; Louis, Elan D; de la Fuente Anuncibay, Raquel

2017-01-01

Little is known about the academic performance of students with tic disorders (TD). Our aim was to investigate the association of TD and poor academic performance over time. Longitudinal, observational study of mainstream schoolchildren comparing grade retention (GR) and learning disorders (LD) in students with vs. without TD between 2010 and 2014. Students with vs. without TD based on DSM-IV-TR criteria, or with vs. without GR and LD were compared in terms of comorbidities, school, and environmental characteristics. The association of TD with GR was analyzed using hazard ratios (HRs) with 95% CIs, and with LD using logistic regression analysis [Odds ratio (OR)]. Two hundred fifty-eight students were included (mean age 14.0 ± 1.71 years, 143 [55.4%] males). The incident rate for TD and GR was 2.6 and 3.3 per 100 persons-year, respectively. LD found in 21 (9.9%) students was associated with TD (OR 11.62, 95% CI 2.21-60.90, p = 0.004), and attention deficit hyperactivity disorder (ADHD; OR 6.63, 95% CI 1.55-28.37, p = 0.01). Low psychological support (HRs 12.79, 95% CI 3.39-48.17) and low sport participation (HRs 6.41, 95% CI 1.54-26.78) were risk factors for GR. TD was associated with academic difficulties, namely, LD in conjunction with ADHD but not GR. The diagnosis of TD and comorbidities, and the initiation of proper treatment could have a favorable impact on school performance, and consequently on social development. © 2017 S. Karger AG, Basel.

Common Characteristics of Good and Poorly Performing AC Pavements

Science.gov (United States)

1999-12-01

This report documents the analysis and findings of a study to identify the site conditions and design/construction features of : flexible pavements that lead to good performance and those that lead to poor performance. Data from the Long Term Pavemen...

Common Characteristics of Good and Poorly Performing PCC Pavements

Science.gov (United States)

1998-01-01

This report documents the analysis and findings of a study to identify the site conditions and design/construction features of concrete pavements (JPCP, JRCP, CRCP) that lead to good performance and those that lead to poor performance. Data from Long...

Sleep difficulties and academic performance in Norwegian higher education students.

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Hayley, Amie C; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

2017-12-01

Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. A total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale). Difficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting 'extreme' DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01-1.57, p academic outcomes as well as poorer self-rated academic proficiency among higher education students. Amelioration of sleep difficulties may improve overall academic performance and health outcomes in affected students. © 2017 The British Psychological Society.

Impact of Facilities on Academic Performance of Students with Special Needs in Mainstreamed Public Schools in Southwestern Nigeria

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Fareo, Dorcas Oluremi; Ojo, Olakunbi Olubukola

2013-01-01

Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…

Daytime Sleepiness, Poor Sleep Quality, Eveningness Chronotype, and Common Mental Disorders among Chilean College Students

Science.gov (United States)

Concepcion, Tessa; Barbosa, Clarita; Vélez, Juan Carlos; Pepper, Micah; Andrade, Asterio; Gelaye, Bizu; Yanez, David; Williams, Michelle A.

2014-01-01

Objectives: To evaluate whether daytime sleepiness, poor sleep quality, and morningness and eveningness preferences are associated with common mental disorders (CMDs) among college students. Methods: A total of 963 college students completed self-administered questionnaires that collected information about sociodemographic characteristics, sleep…

Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

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Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

2002-01-01

A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…

Effect of exposure to good vs poor medical trainee performance on attending physician ratings of subsequent performances.

Science.gov (United States)

Yeates, Peter; O'Neill, Paul; Mann, Karen; Eva, Kevin W

2012-12-05

Competency-based models of education require assessments to be based on individuals' capacity to perform, yet the nature of human judgment may fundamentally limit the extent to which such assessment is accurately possible. To determine whether recent observations of the Mini Clinical Evaluation Exercise (Mini-CEX) performance of postgraduate year 1 physicians influence raters' scores of subsequent performances, consistent with either anchoring bias (scores biased similar to previous experience) or contrast bias (scores biased away from previous experience). Internet-based randomized, blinded experiment using videos of Mini-CEX assessments of postgraduate year 1 trainees interviewing new internal medicine patients. Participants were 41 attending physicians from England and Wales experienced with the Mini-CEX, with 20 watching and scoring 3 good trainee performances and 21 watching and scoring 3 poor performances. All then watched and scored the same 3 borderline video performances. The study was completed between July and November 2011. The primary outcome was scores assigned to the borderline videos, using a 6-point Likert scale (anchors included: 1, well below expectations; 3, borderline; 6, well above expectations). Associations were tested in a multivariable analysis that included participants' sex, years of practice, and the stringency index (within-group z score of initial 3 ratings). The mean rating scores assigned by physicians who viewed borderline video performances following exposure to good performances was 2.7 (95% CI, 2.4-3.0) vs 3.4 (95% CI, 3.1-3.7) following exposure to poor performances (difference of 0.67 [95% CI, 0.28-1.07]; P = .001). Borderline videos were categorized as consistent with failing scores in 33 of 60 assessments (55%) in those exposed to good performances and in 15 of 63 assessments (24%) in those exposed to poor performances (P performances compared with 25 of 63 assessments (39.5%) in those exposed to poor performances (P poor

Doctors' stress responses and poor communication performance in simulated bad-news consultations.

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Brown, Rhonda; Dunn, Stewart; Byrnes, Karen; Morris, Richard; Heinrich, Paul; Shaw, Joanne

2009-11-01

No studies have previously evaluated factors associated with high stress levels and poor communication performance in breaking bad news (BBN) consultations. This study determined factors that were most strongly related to doctors' stress responses and poor communication performance during a simulated BBN task. In 2007, the authors recruited 24 doctors comprising 12 novices (i.e., interns/residents with 1-3 years' experience) and 12 experts (i.e., registrars, medical/radiation oncologists, or cancer surgeons, with more than 4 years' experience). Doctors participated in simulated BBN consultations and a number of control tasks. Five-minute-epoch heart rate (HR), HR variability, and communication performance were assessed in all participants. Subjects also completed a short questionnaire asking about their prior experience BBN, perceived stress, psychological distress (i.e., anxiety, depression), fatigue, and burnout. High stress responses were related to inexperience with BBN, fatigue, and giving bad versus good news. Poor communication performance in the consultation was related to high burnout and fatigue scores. These results suggest that BBN was a stressful experience for doctors even in a simulated encounter, especially for those who were inexperienced and/or fatigued. Poor communication performance was related to burnout and fatigue, but not inexperience with BBN. These results likely indicate that burnout and fatigue contributed to stress and poor work performance in some doctors during the simulated BBN task.

Poor School Performance: Contributing Factors and Consequences, with Emphasis on the Nonwhite Child.

Science.gov (United States)

Gwinn, Diane G.

Research on poor school performance--with emphasis on the nonwhite child--is discussed in terms of differences children bring to school, the school process, and consequences of poor school performance. Individual factors related to poor achievement are noted to include membership in a disadvantaged minority group, broken homes and absent fathers,…

The impact of taking a college pre-calculus course on students' college calculus performance

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Sonnert, Gerhard; Sadler, Philip M.

2014-11-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and four-year colleges continues to grow, and these courses are well-populated with students who already took pre-calculus in high school. We examine student performance in college calculus, using regression discontinuity to estimate the effects of taking college pre-calculus or not, in a national US sample of 5507 students at 132 institutions. We find that students who take college pre-calculus do not earn higher calculus grades.

Eye-Movement Patterns and Reader Characteristics of Students with Good and Poor Performance When Reading Scientific Text with Diagrams

Science.gov (United States)

Jian, Yu-Cin

2017-01-01

This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated…

Poor Gait Performance and Prediction of Dementia: Results From a Meta-Analysis.

Science.gov (United States)

Beauchet, Olivier; Annweiler, Cédric; Callisaya, Michele L; De Cock, Anne-Marie; Helbostad, Jorunn L; Kressig, Reto W; Srikanth, Velandai; Steinmetz, Jean-Paul; Blumen, Helena M; Verghese, Joe; Allali, Gilles

2016-06-01

Poor gait performance predicts risk of developing dementia. No structured critical evaluation has been conducted to study this association yet. The aim of this meta-analysis was to systematically examine the association of poor gait performance with incidence of dementia. An English and French Medline search was conducted in June 2015, with no limit of date, using the medical subject headings terms "Gait" OR "Gait Disorders, Neurologic" OR "Gait Apraxia" OR "Gait Ataxia" AND "Dementia" OR "Frontotemporal Dementia" OR "Dementia, Multi-Infarct" OR "Dementia, Vascular" OR "Alzheimer Disease" OR "Lewy Body Disease" OR "Frontotemporal Dementia With Motor Neuron Disease" (Supplementary Concept). Poor gait performance was defined by standardized tests of walking, and dementia was diagnosed according to international consensus criteria. Four etiologies of dementia were identified: any dementia, Alzheimer disease (AD), vascular dementia (VaD), and non-AD (ie, pooling VaD, mixed dementias, and other dementias). Fixed effects meta-analyses were performed on the estimates in order to generate summary values. Of the 796 identified abstracts, 12 (1.5%) were included in this systematic review and meta-analysis. Poor gait performance predicted dementia [pooled hazard ratio (HR) combined with relative risk and odds ratio = 1.53 with P analysis provides evidence that poor gait performance predicts dementia. This association depends on the type of dementia; poor gait performance is a stronger predictor of non-AD dementias than AD. Copyright © 2016 AMDA – The Society for Post-Acute and Long-Term Care Medicine. Published by Elsevier Inc. All rights reserved.

The interplay between academic performance and quality of life among preclinical students.

Science.gov (United States)

Shareef, Mohammad Abrar; AlAmodi, Abdulhadi A; Al-Khateeb, Abdulrahman A; Abudan, Zainab; Alkhani, Mohammed A; Zebian, Sanderlla I; Qannita, Ahmed S; Tabrizi, Mariam J

2015-10-31

The high academic performance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life. A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively. A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academic performance of students positively correlated with physical (r = 0.23, p student scored higher than female peers in physical and psychological health. This study has identified a direct relationship between the academic performance of preclinical students and their quality of life. The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academic performance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.

Using Predictive Modelling to Identify Students at Risk of Poor University Outcomes

Science.gov (United States)

Jia, Pengfei; Maloney, Tim

2015-01-01

Predictive modelling is used to identify students at risk of failing their first-year courses and not returning to university in the second year. Our aim is twofold. Firstly, we want to understand the factors that lead to poor first-year experiences at university. Secondly, we want to develop simple, low-cost tools that would allow universities to…

Verbal Processing Reaction Times in "Normal" and "Poor" Readers.

Science.gov (United States)

Culbertson, Jack; And Others

After it had been determined that reaction time (RT) was a sensitive measure of hemispheric dominance in a verbal task performed by normal adult readers, the reaction times of three groups of subjects (20 normal reading college students, 12 normal reading third graders and 11 poor reading grade school students) were compared. Ss were exposed to…

Aggregate packing characteristics of good and poor performing asphalt mixes

CSIR Research Space (South Africa)

Denneman, E

2007-07-01

Full Text Available The aggregate structure of the compacted mix is a determining factor for the performance of Hot-Mix Asphalt (HMA). In this paper, the grading characteristics of good and poor performing HMA mixes are explored using the concepts of the Bailey method...

Poor physician performance in the Netherlands: characteristics, causes, and prevalence.

NARCIS (Netherlands)

Goor, M.M.P.G. van den; Wagner, C.; Lombarts, K.M.J.M.H.

2015-01-01

Introduction: Poor physician performance has a profound impact on patient safety and society's trust in the health care system. The attention that this topic has received in the media suggests that it is a large-scale issue. However, research about physician performance is still scant; there is

Evidence that communication impairment in schizophrenia is associated with generalized poor task performance.

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Merrill, Anne M; Karcher, Nicole R; Cicero, David C; Becker, Theresa M; Docherty, Anna R; Kerns, John G

2017-03-01

People with schizophrenia exhibit wide-ranging cognitive deficits, including slower processing speed and decreased cognitive control. Disorganized speech symptoms, such as communication impairment, have been associated with poor cognitive control task performance (e.g., goal maintenance and working memory). Whether communication impairment is associated with poorer performance on a broader range of non-cognitive control measures is unclear. In the current study, people with schizophrenia (n =51) and non-psychiatric controls (n =26) completed speech interviews allowing for reliable quantitative assessment of communication impairment. Participants also completed multiple goal maintenance and working memory tasks. In addition, we also examined (a) simple measures of processing speed involving highly automatic prepotent responses and (b) a non-cognitive control measure of general task performance. Schizophrenia communication impairment was significantly associated with poor performance in all cognitive domains, with the largest association found with processing speed (r s =-0.52). Further, communication impairment was also associated with the non-cognitive control measure of poor general task performance (r s =-0.43). In contrast, alogia, a negative speech symptom, and positive symptoms were less if at all related to cognitive task performance. Overall, this study suggests that communication impairment in schizophrenia may be associated with relatively generalized poor cognitive task performance. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Academic performance of students who underwent psychiatric treatment at the students' mental health service of a Brazilian university.

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Campos, Cláudia Ribeiro Franulovic; Oliveira, Maria Lilian Coelho; Mello, Tânia Maron Vichi Freire de; Dantas, Clarissa de Rosalmeida

2017-01-01

University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students' mental health service (SAPPE) and to compare their academic performance with that of non-patient students. Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

Predictors of poor sleep quality among Lebanese university students: association between evening typology, lifestyle behaviors, and sleep habits.

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Kabrita, Colette S; Hajjar-Muça, Theresa A; Duffy, Jeanne F

2014-01-01

Adequate, good night sleep is fundamental to well-being and is known to be influenced by myriad biological and environmental factors. Given the unavailability of sleep data about Lebanon, the cultural shifts and socioeconomic pressures that have affected many aspects of society, particularly for students and working adults, as well as our understanding of sleep in university students in other countries, we conducted a national study to assess sleep quality and factors contributing to sleep and general health in a culture-specific context. A self-filled questionnaire, inquiring about sociodemographics, health-risk behaviors, personal health, and evaluating sleep quality and chronotype using standard scales was completed by 540 students at private and public universities in Lebanon. Overall, they reported sleeping 7.95±1.34 hours per night, although 12.3% reported sleeping Sleep Quality Index (PSQI). Sleep timing differed markedly between weekdays and weekends, with bedtimes and wake-up times delayed by 1.51 and 2.43 hours, respectively, on weekends. While most scored in the "neither type" category on the Morningness-Eveningness Questionnaire (MEQ), 24.5% were evening types and 7.3% were morning types. MEQ score was significantly correlated with smoking behavior and daily study onset, as well as with PSQI score, with eveningness associated with greater number of cigarettes, later study times, and poor sleep. We conclude that the prevalence of poor sleep quality among Lebanese university students is associated with reduced sleep duration and shifts in sleep timing between weekdays and weekends, especially among evening types. While chronotype and certain behavioral choices interact to affect sleep dimensions and quality, raising awareness about the importance of obtaining adequate nighttime sleep on daily performance and avoiding risky behaviors may help Lebanese students make better choices in school and work schedules.

Engagement as predictors of performance in a single cohort of undergraduate chiropractic students.

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Rix, Jacqueline; Dewhurst, Philip; Cooke, Caroline; Newell, David

2017-03-01

To investigate the potential association of novel academic and nonacademic factors with chiropractic student academic performance. Students enrolled into year 1 of a chiropractic master's degree (MChiro) at our college were selected for this study. Data collected included demographics, attendance, virtual learning environment use, additional learning needs, previous degree qualifications, and summative marks. Differences between students who had to take an examination more than once (resit) and nonresit students were explored using t test and χ 2 analysis. Relationships between attendance and end-of-year marks were explored using regression analysis. Male students outperformed female students in four of the six units and as the total year average. Students who attended risk [ RR] = 2.6; 95% confidence interval [CI], 1.4-4.9). Students who performed poorly (<70%) in the semester 1 unit of a course on human structure and failed the semester 1 practical assessment of a course on clinical management were significantly more likely to have one or more resit assessments in semester 2 units ( RR = 3.5 [95% CI, 2.2-5.7]; RR = 3.2 [95% CI, 2.0-4.9]). Attendance and unit 105 were independent predictors of one or more resits at the end-of-year ( R 2 = 0.86, p < .001). Attendance and first semester summative marks were associated with end-of-year performance. As such, these markers of performance may be used to flag struggling students in the program.

Poor Sleep, Anxiety, Depression and Other Occupational Health Risks in Seafaring Population

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Jurgita AndruŁkienė

2016-04-01

Full Text Available Background: seafaring is an occupation with specific work-related risks, causing increased morbidity and mortality. Nevertheless, the research in the area of marine students ‘sleep quality and mental health is lacking in Lithuania, as well as other European countries. The aim was to overview scientific findings, related with occupational health risks in a seafaring population and asses the frequency of poor sleep and the relations among poor sleep, anxiety and depression in the sample of maritime students. Methods and contingent. The scientific literature review, based on PubMed sources analysis, related to occupational health risks in seafaring population, was performed. Questionnaire survey was conducted in 2014 at The Lithuanian Maritime Academy, 393 (78.9 % of them males students participated. Sleep quality was evaluated by Pittsburg Sleep Quality Index. Anxiety and depression were assessed by Hospital Anxiety and Depression scale. Sociodemographic questions were used. The Chi-square test r Fisher exact test was used to estimate association between categorical variables. P- Values less than 0.05 were interpreted as statistically significant. Results. Scientific literature review indicate that highly stressful and exhausting working conditions on ships can lead to depression, insomnia, various types of cancer, cardiovascular, communicable, blood-born and sexually transmitted diseases. Poor sleep was found in 45.0 % of the students. Mild depression was established in 6.9 %, moderate in 2.3 %, Severe in 0.8 % of the students. Mild anxiety was found in 19.1 %, moderate in 14.8 % and Severe in 7.9 % of the students. Depression (score ?8 was significantly more frequent among third (fourth year students (22.2 % with poor sleep, as compared to the students demonstrating good sleep (2.7 %. Marine engineering programme students whose sleep was poor more often had depression (22.0 %, as compared to the students whose sleep was good (5

Exercising upper respiratory videoendoscopic evaluation of 100 nonracing performance horses with abnormal respiratory noise and/or poor performance.

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Davidson, E J; Martin, B B; Boston, R C; Parente, E J

2011-01-01

Although well documented in racehorses, there is paucity in the literature regarding the prevalence of dynamic upper airway abnormalities in nonracing performance horses. To describe upper airway function of nonracing performance horses with abnormal respiratory noise and/or poor performance via exercising upper airway videoendoscopy. Medical records of nonracing performance horses admitted for exercising evaluation with a chief complaint of abnormal respiratory noise and/or poor performance were reviewed. All horses had video recordings of resting and exercising upper airway endoscopy. Relationships between horse demographics, resting endoscopic findings, treadmill intensity and implementation of head and neck flexion during exercise with exercising endoscopic findings were examined. Dynamic upper airway obstructions were observed in 72% of examinations. Head and neck flexion was necessary to obtain a diagnosis in 21 horses. Pharyngeal wall collapse was the most prevalent upper airway abnormality, observed in 31% of the examinations. Complex abnormalities were noted in 27% of the examinations. Resting laryngeal dysfunction was significantly associated with dynamic arytenoid collapse and the odds of detecting intermittent dorsal displacement of the soft palate (DDSP) during exercise in horses with resting DDSP was only 7.7%. Exercising endoscopic observations were different from the resting observations in 54% of examinations. Dynamic upper airway obstructions were common in nonracing performance horses with respiratory noise and/or poor performance. Resting endoscopy was only helpful in determining exercising abnormalities with recurrent laryngeal neuropathy. This study emphasises the importance of exercising endoscopic evaluation in nonracing performance horses with abnormal respiratory noise and/or poor performance for accurate assessment of dynamic upper airway function. © 2010 EVJ Ltd.

Residential Electrostatic Precipitator - Performance at efficient and poor combustion conditions

Energy Technology Data Exchange (ETDEWEB)

Baefver, Linda; Yngvesson, Johan; Niklasson, Fredrik

2012-07-01

The performance of a pilot residential electrostatic precipitator R{sub E}SP (Applied Plasma Physics AS), was investigated at laboratory. Measurements of TSP (Total Suspended Particles), content of organic and elemental carbon, and mass size distribution of particles upstream and downstream of ESP were performed. Values for PM1 (particles < 1 {mu}m) were calculated from the particle size distributions. Concentrations and size distributions with respect to particle numbers were measured in separate tests. Gas concentrations, temperatures and boiler parameters were also measured. The TSP concentrations upstream of the R{sub E}SP were varied in range of 15-390 mg/m{sub N}{sup 3}. Up to concentrations of about 300 mg/m{sub N}{sup 3}, the TSP-concentrations out from the ESP were less than 20 mg/m{sub N}{sup 3}, which is well below the German emission limit for wood stoves. The removal efficiencies with respect to mass were about 87% at efficient combustion and 93% at poor combustion. Corresponding values with respect to number concentrations were about 97% at efficient combustion and almost 99% at poor combustion. The better performance at poor combustion may be explained by lower flue gas temperature, leading to longer residence time in the ESP. High removal efficiencies were also found with respect to particulate organic and elemental carbon.

Common mental disorder and its association with academic performance among Debre Berhan University students, Ethiopia.

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Haile, Yohannes Gebreegziabhere; Alemu, Sisay Mulugeta; Habtewold, Tesfa Dejenie

2017-01-01

Common mental disorder (CMD) is prevalent in industrialized and non-industrialized countries. The prevalence of CMD among university students was 28.8-44.7% and attributed to several risk factors, such as schooling. The aim of this study was to assess the prevalence and risk factors of CMD. In addition, the association between CMD and academic performance was tested. Institution based cross-sectional study was conducted with 422 students at Debre Berhan university from March to April 2015. CMD was the primary outcome variable whereas academic performance was the secondary outcome variable. Kessler psychological distress (K10) scale was used to assess CMD. Bivariate and multiple logistic regression analysis were performed for modeling the primary outcome variable; independent samples T test and linear regression analysis were carried out for modeling the secondary outcome variable. The strength of association was interpreted using odds ratio and regression coefficient (β) and decision on statistical significance was made at a p value of 0.05. Data were entered using EPI-data version 3.1 software and analyzed using the Statistical Package for the Social Sciences (SPSS) version 20.01 software. The prevalence of CMD was 63.1%. Field of study (p = 0.008, OR = 0.2, 95% CI 0.04-0.61), worshiping (p = 0.04, OR = 1.8, 95% CI 1.02-3.35), insomnia (p academic performance between students. At least three out of five students fulfilled CMD diagnostic criteria. The statistically significant risk factors were field of study, worshiping, insomnia, alcohol drinking, and headache. Moreover, there was no statistically significant association between CMD and academic performance. Undertaking integrated evidence-based intervention focusing on students with poor sleep quality, poor physical health, and who drink alcohol is essential if the present finding confirmed by a longitudinal study.

Sleep disordered breathing and daytime sleepiness are associated with poor academic performance in teenagers. A study using the Pediatric Daytime Sleepiness Scale (PDSS).

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Perez-Chada, Daniel; Perez-Lloret, Santiago; Videla, Alejandro J; Cardinali, Daniel; Bergna, Miguel A; Fernández-Acquier, Mariano; Larrateguy, Luis; Zabert, Gustavo E; Drake, Christopher

2007-12-01

Inadequate sleep and sleep disordered breathing (SDB) can impair learning skills. Questionnaires used to evaluate sleepiness in adults are usually inadequate for adolescents. We conducted a study to evaluate the performance of a Spanish version of the Pediatric Daytime Sleepiness Scale (PDSS) and to assess the impact of sleepiness and SDB on academic performance. A cross-sectional survey of students from 7 schools in 4 cities of Argentina. A questionnaire with a Spanish version of the PDSS was used. Questions on the occurrence of snoring and witnessed apneas were answered by the parents. Mathematics and language grades were used as indicators of academic performance. The sample included 2,884 students (50% males; age: 13.3 +/- 1.5 years) Response rate was 85%; 678 cases were excluded due to missing data. Half the students slept sleep habits. Insufficient hours of sleep were prevalent in this population. The Spanish version of the PDSS was a reliable tool in middle-school-aged children. Reports of snoring or witnessed apneas and daytime sleepiness as measured by PDSS were independent predictors of poor academic performance.

Association between overweight and obesity with school performance in secondary students in Merida, Mexico.

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Salazar-Rendón, Juan Carlos; Méndez, Nina; Azcorra, Hugo

2018-01-01

Some studies have found a negative relationship between obesity and school performance in scholars. However, this topic has not been studied in depth in Mexico. The aim of this study was to analyze the association between overweight and obesity with school performance in secondary school students from Merida. Weight and height were measured, and body mass index was calculated in a sample of 566 secondary students in Merida. Nutritional status was classified in normal weight (-2- + 2 SD) according to the World Health Organization criteria. The scores in language, mathematics and sciences were used as indicators of school performance. Good performance was considered when the scores were ≥8 points, and poor performance when scores were <8 points. Logistic regression models were used to analyse the association between the variables. The 44% of the sample met the criteria for overweight and obesity. After adjusting for school grade, type of school, number of absences, and Mayan surnames, we found that girls classified as obese had a significant risk of a poor performance in mathematics (odds ratio [OR]: 3.07; 95% confidence interval [CI]: 1.39-6.80) and language (OR: 2.55; 95% CI: 1.14-5.71) compared with those with healthy weight. Our results suggest that obesity represents a risk of having a lower school performance in girls but not in boys. Copyright: © 2018 Permanyer.

Iron nutrition and premenopausal women: effects of poor iron status on physical and neuropsychological performance.

Science.gov (United States)

McClung, James P; Murray-Kolb, Laura E

2013-01-01

Iron is a nutritionally essential trace element that functions through incorporation into proteins and enzymes, many of which contribute to physical and neuropsychological performance. Poor iron status, including iron deficiency (ID; diminished iron stores) and iron deficiency anemia (IDA; poor iron stores and diminished hemoglobin), affects billions of people worldwide. This review focuses on physical and neuropsychological outcomes associated with ID and IDA in premenopausal women, as the prevalence of ID and IDA is often greater in premenopausal women than other population demographics. Recent studies addressing the physiological effects of poor iron status on physical performance, including work productivity, voluntary activity, and athletic performance, are addressed. Similarly, the effects of iron status on neurological performance, including cognition, affect, and behavior, are summarized. Nutritional countermeasures for the prevention of poor iron status and the restoration of decrements in performance outcomes are described.

Predictors of poor sleep quality among Lebanese university students: association between evening typology, lifestyle behaviors, and sleep habits

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Kabrita CS

2014-01-01

Full Text Available Colette S Kabrita,1 Theresa A Hajjar-Muça,2 Jeanne F Duffy31Department of Sciences, 2Department of Mathematics and Statistics, Faculty of Natural and Applied Sciences, Notre Dame University – Louaize, Zouk Mosbeh, Lebanon; 3Division of Sleep Medicine, Department of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USAAbstract: Adequate, good night sleep is fundamental to well-being and is known to be influenced by myriad biological and environmental factors. Given the unavailability of sleep data about Lebanon, the cultural shifts and socioeconomic pressures that have affected many aspects of society, particularly for students and working adults, as well as our understanding of sleep in university students in other countries, we conducted a national study to assess sleep quality and factors contributing to sleep and general health in a culture-specific context. A self-filled questionnaire, inquiring about sociodemographics, health-risk behaviors, personal health, and evaluating sleep quality and chronotype using standard scales was completed by 540 students at private and public universities in Lebanon. Overall, they reported sleeping 7.95±1.34 hours per night, although 12.3% reported sleeping <6.5 hours and more than half scored in the poor-sleeper category on the Pittsburgh Sleep Quality Index (PSQI. Sleep timing differed markedly between weekdays and weekends, with bedtimes and wake-up times delayed by 1.51 and 2.43 hours, respectively, on weekends. While most scored in the "neither type" category on the Morningness–Eveningness Questionnaire (MEQ, 24.5% were evening types and 7.3% were morning types. MEQ score was significantly correlated with smoking behavior and daily study onset, as well as with PSQI score, with eveningness associated with greater number of cigarettes, later study times, and poor sleep. We conclude that the prevalence of poor sleep quality among Lebanese university students is associated

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law.

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Byun, Soo-Yong; Henck, Adrienne; Post, David

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academic performance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academic performance.

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law*

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Byun, Soo-yong; Henck, Adrienne; Post, David

2014-01-01

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academic performance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academic performance. PMID:25632163

Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.

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Shaban, Sami; Aburawi, Elhadi H; Elzubeir, Khalifa; Elango, Sambandam; El-Zubeir, Margaret

2016-01-01

Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination. 1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined. Expected mark correlated significantly with objectively assessed marks (r = 0.407; P self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.

Association of tic disorders with poor academic performance in central Spain: a population-based study.

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Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián

2013-07-01

To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India.

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Goyal, Abhishek; Pakhare, Abhijit P; Bhatt, Girish C; Choudhary, Bharat; Patil, Rajesh

2018-01-01

Pediatric obstructive sleep apnea (OSA) is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5-10 years and its association with academic performance. This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD) scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33%) was reported as proportion and its 95% confidence interval (CI). We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%-11.7%). On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2-2.7), sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1-2.6), and sleep talking (adjusted OR: 3.0; 95% CI: 1.9-4.7) were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE) (OR 3.48; 95% CI 2.27-5.26) and poor academic performance in all subjects. OSA is highly prevalent (9.6%) in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies.

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India

Directory of Open Access Journals (Sweden)

Abhishek Goyal

2018-01-01

Full Text Available Background: Pediatric obstructive sleep apnea (OSA is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5–10 years and its association with academic performance. Methodology: This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33% was reported as proportion and its 95% confidence interval (CI. Results: We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%–11.7%. On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2–2.7, sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1–2.6, and sleep talking (adjusted OR: 3.0; 95% CI: 1.9–4.7 were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE (OR 3.48; 95% CI 2.27–5.26 and poor academic performance in all subjects. Conclusion: OSA is highly prevalent (9.6% in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies.

[Attrition and poor performance in general practice training: age, competence and knowledge play a role].

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Vermeulen, Margit I; Kuyvenhoven, Marijke M; Zuithoff, N P A Peter; van der Graaf, Yolanda; Pieters, H M Ron

2011-01-01

To investigate which determinants are related to poor performance and forced attrition in the first year residency in general practice (GP). Observational retrospective cohort study. We collected data relating to personal characteristics such as age, sex and clinical experience from residents who started the GP training in Utrecht, the Netherlands, in the period March 2005-August 2007. We also collected competence scores from the domains 'medical expertise', 'doctor-patient communication' and 'professionalism', as well as scores on a national GP knowledge test. The outcome measures were 'poor performance' and 'forced attrition'. Multivariate logistic regression was used to analyse correlations between personal characteristics, competence scores on the 3 domains and knowledge scores in the first trimester on the one hand and poor performance or forced attrition on the other. 215 residents started the GP training. In the first trimester a quarter of the residents had an insufficient score in 1 or more of the domains. Competence scores were mutually correlated, but did not correlate with the knowledge score. 18 residents showed poor performance and 3 were forced to stop their training. Poor performance and forced attrition were correlated with age (adjusted odds ratio (OR): 1.1; 95% CI: 1.0-1.3), insufficient knowledge (adjusted OR: 8.9; 3.0-26.3) and medical expertise (adjusted OR: 2.1; 1.1-4.0) at the beginning of the training. Age, insufficient knowledge of general practice, and insufficient competence in the domain of 'medical expertise' at the beginning of the training are risk factors for poor performance by residents and attrition from their GP training.

The Impact of Taking a College Pre-Calculus Course on Students' College Calculus Performance

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Sonnert, Gerhard; Sadler, Philip M.

2014-01-01

Poor performance on placement exams keeps many US students who pursue a STEM (science, technology, engineering, mathematics) career from enrolling directly in college calculus. Instead, they must take a pre-calculus course that aims to better prepare them for later calculus coursework. In the USA, enrollment in pre-calculus courses in two- and…

Poor Executive Functions among Children with Moderate-into-Severe Asthma: Evidence from WCST Performance.

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Taha, Haitham

2017-01-01

Executive functions (EFs) measures of 27 asthmatic children, with general learning difficulties, were tested by using the Wisconsin card sorting test (WCST), and were compared to the performances of 30 non-asthmatic children with general learning difficulties. The results revealed that the asthmatic group has poor performance through all the WCST psychometric parameters and especially the perseverative errors one. The results were discussed in light of the postulation that poor EFs could be associated with the learning difficulties of asthmatic children. Neurophysiological framework has been suggested to explain the etiology of poor EFs among children with moderate into severe asthma.

Bajo desempeño escolar relacionado con la persistencia del tabaquismo en una cohorte de estudiantes en México Poor school perfomance associated with tobacco persistence among Mexican students

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Rafael Anaya-Ocampo

2006-01-01

el combate a las adicciones.OBJECTIVE: To evaluate the independent effect of poor school performance and tobacco persistence using a prospective population study of students who remained on school grounds during the follow-up period. Two measurements were taken over a period of three years. MATERIAL AND METHODS: A cohort study conducted within school confines was developed over the period 1998 to 1999 and 2000 to 2001, with 2 568 students, including both tobacco persistent students and non-consumers. Multiple logistic regression models were designed and structured according to educational performance using two standards: students who maintained and/or improved performance and those with poor performance, based on the first and second measurements. RESULTS: In the reference cohort, 5.2% of the students reported to have persisted with tobacco consumption during the study period, while 64.2% remained unexposed. Poor school performance was associated with tobacco persistence for the total population (OR 2.27, 95%CI 1.4-3.6, as well as for females (OR 3.0 95%CI 1.4-6.7 and males (OR 2.2 95%CI 1.1-4.1. Poor school performance has an excess risk of tobacco persistence, independently of other co-variables. The greatest difference in prevalence, using poor school performance as a reference, was observed in those subjects having depressive symptomolgy, with an excessive tobacco persistence of 21.3%. CONCLUSIONS: Interventions that foster healthy lifestyles within school environments should be adopted in a comprehensive manner. In addition, students who perform poorly should be considered vulnerable to unhealthy lifestyles. It will therefore be necessary to identify them as high risk subjects and implement interventions among this population, particularly with regard to combatting addictions.

The Effects of Nutrition Awareness and Knowledge on Health Habits and Performance Among Pharmacy Students in Egypt.

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El-Ahmady, Sherweit; El-Wakeel, Lamia

2017-04-01

A cross-sectional study was conducted on a group of pharmacy students to assess the relation between nutritional knowledge and awareness of university students and their nutrition habits and health related performance and indicators. The students were subjected to a questionnaire designed to approach four health related topics including nutrition literacy, health awareness, nutritional habits and health related performance. Answers on each topic were collected and statistical analysis was performed using GraphPad Prism 5 software including a measure of gender differences and correlative studies. No significant difference between genders in the overall responses but discrepancies in certain questions were observed. Female students showed higher awareness of nutrition concepts and practices but poor implementation from their side was observed. The study revealed that a positive and significant correlation existed between health related performance and nutrition literacy (r = 0.32). Healthier eating habits and lifestyle were associated more with nutrition conscious students (r = 0.73) than knowledgeable students (r = 0.56). It was concluded that knowledge alone is not enough to stimulate individuals to practice healthy habits. Other implementations are required to raise awareness of the issues at hand.

Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects

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Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton

2015-01-01

Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…

The prevalences of and association between nonmedical prescription opioid use and poor sleep among Chinese high school students.

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Tang, Daiting; Li, Pengsheng; Guo, Lan; Xu, Yan; Gao, Xue; Deng, Jianxiong; Huang, Jinghui; Huang, Guoliang; Wu, Hong; Yue, Yue; Lu, Ciyong

2016-07-28

The purpose of this study was to investigate the prevalences of and association between nonmedical prescription opioid use (NMPOU) and sleep quality among Chinese high school students. A cross-sectional study was conducted in Chongqing high school students in 2012, and questionnaires from 18,686 students were completed and eligible for this study. Demographic and NMPOU information was collected using a self-administered questionnaire. The Chinese Pittsburgh Sleep Quality index (CPSQI) was used to assess the occurrence of poor sleep. Among the total sample, 18.0% were classified as poor sleepers (27.4% of the subjects with past-month NMPOU), and the prevalences of lifetime, past-year and past-month NMPOU were 14.6, 4.6 and 2.8% across the entire sample, respectively. The most commonly used medicine was licorice tablets with morphine (9.1, 2.5 and 1.5% for lifetime, past-year and past-month, respectively), followed by cough syrup with codeine, Percocet, diphenoxylate and tramadol. After adjustment for potential confounders, the association between past-month NMPOU and poor sleep remained significant (AOR = 1.47, 95% CI 1.17 to 1.85). Programs aimed at decreasing NMPOU should also pay attention to sleep quality among adolescents.

Academic Guidance for Undergraduate Students in a South African ...

African Journals Online (AJOL)

Abstract. Higher education institutions, including medical schools, still grapple with the challenge of poor academic ... and implications of lack of accommodation for black students; how poor academic performance can lead to an array of ... student development, student success, undergraduate medical students. Introduction.

20 CFR 666.420 - Under what circumstances may a sanction be applied to local areas for poor performance?

Science.gov (United States)

2010-04-01

... applied to local areas for poor performance? 666.420 Section 666.420 Employees' Benefits EMPLOYMENT AND... sanction be applied to local areas for poor performance? (a) If a local area fails to meet the levels of... achieving poor levels of performance; or (3) Requires other appropriate measures designed to improve the...

Perception of Overweight Is Associated with Poor Academic Performance in US Adolescents

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Florin, Todd A.; Shults, Justine; Stettler, Nicolas

2011-01-01

Background: To improve understanding of the mechanisms affecting the relationship between adolescent obesity and poor academic performance, we examined the association of overweight or perceived weight status with academic achievement. Methods: We performed a cross-sectional study of 14-17-year-olds (N = 11,012) from the nationally representative…

Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study.

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Chew, Boon How; Zain, Azhar Md; Hassan, Faezah

2013-03-27

Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.

Poor Parenting, Attachment Style, and Dating Violence Perpetration Among College Students.

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Tussey, Brian Ermon; Tyler, Kimberly A; Simons, Leslie Gordon

2018-02-01

Although dating violence is prevalent among college students, little is known about how both attachment style and participation in risky behaviors contribute to this pattern of violence. To address this literature gap, we examine the role of poor parenting, child abuse, attachment style, and risky sexual and drug use behaviors on dating violence perpetration among 1,432 college students (51% female). Path analysis results revealed that females were more likely to report greater attachment anxiety but lower attachment avoidance compared with males. Correlates of attachment anxiety included child physical abuse, witnessing parental violence, and poorer maternal relationship quality whereas attachment avoidant behavior was linked to more physical abuse and poorer maternal relationship quality. Females were more likely to perpetrate dating violence as were those with greater attachment anxiety and lower attachment avoidance. Other correlates of dating violence perpetration included sexual and drug risk behaviors. Finally, distal factors (i.e., more child physical abuse and poorer maternal relationship quality) also were associated with dating violence perpetration. Study implications are also discussed.

Quality Lies in the Eyes of the Beholder: A Mismatch between Student Evaluation and Peer Observation of Teaching

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Hassan, Salochana; Wium, Wouter

2014-01-01

The study described in this article was prompted by the poor performance of students in an "at risk subject" in a science faculty at a university in South Africa. Teacher performance could contribute to poor performance among students, therefore the performance of one of the science teachers whose students were performing poorly was…

THE LINK BETWEEN STUDENTS' SATISFACTION WITH FACULTY, OVERALL STUDENTS' SATISFACTION WITH STUDENT LIFE AND STUDENT PERFORMANCES

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Zoran Mihanović

2016-03-01

Full Text Available Customer satisfaction has long been recognized as a central concept of all business activities. Satisfaction can serve as an indicator of success of the company, both in the past and present, as well as an indicator of future performance. High quality service to students is a prerequisite of maintaining competitiveness in the market of higher education. A relationship that is created between the expectations of students and their satisfaction with the quality of service that provides educational institution plays an important role in shaping the reputation of academic institutions. Academic institutions are becoming aware of the importance of student satisfaction, because satisfaction positively influences their decision to continue their education at this institution, and the positive word of mouth that will attract prospective students. Satisfaction will affect student motivation, and therefore their performance. This paper provides insight into the marketing aspects of customer satisfaction, primarily insight into the satisfaction of students in the educational sector. The aim is to establish the influence of satisfaction various factors related to the university and higher education to the satisfaction of student life, and does student life satisfaction affect the overall happiness and student performance. The research was conducted on the student population of the University of Split, on a sample of 191 respondents. The research was conducted with the help of online survey questionnaire. The claim that student’s satisfactions with housing affect the satisfaction with the quality of student life is rejected. The results confirmed that the student’s satisfaction with university contents, university bodies and services, teaching, teaching methods and academic reputation affects the satisfaction of student life and student life satisfaction affect the student performance.

Improving Student Performance Using Nudge Analytics

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Feild, Jacqueline

2015-01-01

Providing students with continuous and personalized feedback on their performance is an important part of encouraging self regulated learning. As part of our higher education platform, we built a set of data visualizations to provide feedback to students on their assignment performance. These visualizations give students information about how they…

Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey.

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Orozco, Ricardo; Benjet, Corina; Borges, Guilherme; Moneta Arce, María Fátima; Fregoso Ito, Diana; Fleiz, Clara; Villatoro, Jorge Ameth

2018-01-01

Students' mental health is associated to academic performance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academic performance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academic performance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academic performance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academic performance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academic performance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academic performance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academic performance.

Pharmacy student absenteeism and academic performance.

Science.gov (United States)

Hidayat, Levita; Vansal, Sandeep; Kim, Esther; Sullivan, Maureen; Salbu, Rebecca

2012-02-10

To assess the association of pharmacy students' personal characteristics with absenteeism and academic performance. A survey instrument was distributed to first- (P1) and second-year (P2) pharmacy students to gather characteristics including employment status, travel time to school, and primary source of educational funding. In addition, absences from specific courses and reasons for not attending classes were assessed. Participants were divided into "high" and "low" performers based on grade point average. One hundred sixty survey instruments were completed and 135 (84.3%) were included in the study analysis. Low performers were significantly more likely than high performers to have missed more than 8 hours in therapeutics courses. Low performers were significantly more likely than high performers to miss class when the class was held before or after an examination and low performers were significantly more likely to believe that participating in class did not benefit them. There was a negative association between the number of hours students' missed and their performance in specific courses. These findings provide further insight into the reasons for students' absenteeism in a college or school of pharmacy setting.

The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study.

Science.gov (United States)

McIsaac, Jessie-Lee D; Kirk, Sara F L; Kuhle, Stefan

2015-11-20

Establishing early healthy eating and physical activity behaviours is critical in supporting children's long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Our population-based study included students in grades 4-6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students.

The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

Science.gov (United States)

McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

2015-01-01

Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

Directory of Open Access Journals (Sweden)

Jessie-Lee D. McIsaac

2015-11-01

Full Text Available Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA. Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students.

An Assessment of Students' Performance in Communication Skills: A Case Study of the University of Education Winneba

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Asemanyi, Abena Abokoma

2015-01-01

This study was done to find out the factors that account for the poor performances of students and to find out ways of improving the teaching and learning of the Communication Skills course at the University of Education, Winneba. The research also had an aim of bringing to light suggestions and recommendations on how to improve the teaching and…

Should schools expect poor physical and mental health, social adjustment, and participation outcomes in students with disability?

Science.gov (United States)

Vaz, Sharmila; Cordier, Reinie; Falkmer, Marita; Ciccarelli, Marina; Parsons, Richard; McAuliffe, Tomomi; Falkmer, Torbjorn

2015-01-01

The literature on whether students with disabilities have worse physical and mental health, social adjustment, and participation outcomes when compared to their peers without disabilities is largely inconclusive. While the majority of case control studies showed significantly worse outcomes for students with disabilities; the proportion of variance accounted for is rarely reported. The current study used a population cross-sectional approach to determine the classification ability of commonly used screening and outcome measures in determining the disability status. Furthermore, the study aimed to identify the variables, if any, that best predicted the presence of disability. Results of univariate discriminant function analyses suggest that across the board, the sensitivity of the outcome/screening tools to correctly identify students with a disability was 31.9% higher than the related Positive Predictive Value (PPV). The lower PPV and Positive Likelihood Ratio (LR+) scores suggest that the included measures had limited discriminant ability (17.6% to 40.3%) in accurately identifying students at-risk for further assessment. Results of multivariate analyses suggested that poor health and hyperactivity increased the odds of having a disability about two to three times, while poor close perceived friendship and academic competences predicted disability with roughly the same magnitude. Overall, the findings of the current study highlight the need for researchers and clinicians to familiarize themselves with the psychometric properties of measures, and be cautious in matching the function of the measures with their research and clinical needs.

Relationship between weekend catch-up sleep and poor performance on attention tasks in Korean adolescents.

Science.gov (United States)

Kim, Seog Ju; Lee, Yu Jin; Cho, Seong-Jin; Cho, In-Hee; Lim, Weonjeong; Lim, Wonshin

2011-09-01

To investigate the relationship between insufficient sleep and poor attention in Korean adolescents, adjusting for potential confounding factors of depressed mood and habitual snoring. School-based cross-sectional study. Eight high schools in 3 cities in the Republic of Korea. A sample of 2638 urban high school students (42.2% male and 57.8% female; mean [SD] age, 17.3 [0.6] years [age range, 14-19 years]) completed questionnaires and computerized attention tasks during the school term. Weekend catch-up sleep. Self-reported sleep schedules and habits, including sleep duration, bedtime, wake-up time, depressed mood, and habitual snoring. Also measured were numbers of omission and commission errors on computerized attention tasks. The mean (SD) sleep duration on weekdays was 5 hours 42 minutes (1 hour 0 minutes) per day and on weekends was 8 hours 24 minutes (1 hour 36 minutes) per day. The mean (SD) weekend catch-up sleep was 2 hours 42 minutes (1 hour 42 minutes) per day. After adjusting for age, sex, depressed mood (Beck Depression Inventory score, ≥10), habitual snoring, and weekday sleep duration, increased weekend catch-up sleep was significantly associated with more omission and commission errors on sustained attention tasks (P sleep as an indicator of insufficient weekday sleep is associated with poor performance on objective attention tasks. Assessment of catch-up sleep and sleep duration may be useful for physicians to evaluate sleep insufficiency and its adverse effects on attention in adolescents.

IM-Chem: The Use of Instant Messaging to Improve Student Performance and Personalize Large Lecture General Chemistry Courses

Science.gov (United States)

Behmke, Derek A.; Atwood, Charles H.

2012-01-01

Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance…

Defining poor and optimum performance in an IVF programme.

Science.gov (United States)

Castilla, Jose A; Hernandez, Juana; Cabello, Yolanda; Lafuente, Alejandro; Pajuelo, Nuria; Marqueta, Javier; Coroleu, Buenaventura

2008-01-01

At present there is considerable interest in healthcare administration, among professionals and among the general public concerning the quality of programmes of assisted reproduction. There exist various methods for comparing and analysing the results of clinical activity, with graphical methods being the most commonly used for this purpose. As yet, there is no general consensus as to how the poor performance (PP) or optimum performance (OP) of assisted reproductive technologies should be defined. Data from the IVF/ICSI register of the Spanish Fertility Society were used to compare and analyse different definitions of PP or OP. The primary variable best reflecting the quality of an IVF/ICSI programme was taken to be the percentage of singleton births per IVF/ICSI cycle initiated. Of the 75 infertility clinics that took part in the SEF-2003 survey, data on births were provided by 58. A total of 25 462 cycles were analysed. The following graphical classification methods were used: ranking of the proportion of singleton births per cycles started in each centre (league table), Shewhart control charts, funnel plots, best and worst-case scenarios and state of the art methods. The clinics classified as producing PP or OP varied considerably depending on the classification method used. Only three were rated as providing 'PP' or 'OP' by all methods, unanimously. Another four clinics were classified as 'poor' or 'optimum' by all the methods except one. On interpreting the results derived from IVF/ICSI centres, it is essential to take into account the characteristics of the method used for this purpose.

Students’ and Teachers’ Perceptions of Factors Leading to Poor Clinical Skill Development in Medical Education: A Descriptive Study

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Chatterjee Nandini

2015-01-01

Full Text Available Background. Our study was taken up to explore the possible factors influencing poor performance of undergraduate students in clinical skill demonstration. Aims. Identification of factors leading to poor clinical skill development in undergraduate medical students. Settings and Design. This is an observational study. Methods and Material. The study population comprised the undergraduate students and teachers of the Department of Medicine. All were provided with structured questionnaires who responded anonymously which were then interpreted with the help of software statistical calculator. Results. Of the 145 students, only 57 (39.3% actually attended medicine ward. The major factors that the students reported were large groups of students around a patient (94.74%  ± 4.67, inadequacy of information in books of clinical medicine (78.9%  ± 8.53, overcrowded unclean wards (73.7%  ± 9.2, lack of practice of clinical methods at home (50.8%  ± 10.4, and timing of classes (42.1%  ± 10.3. Teachers cited poor attendance of students to wards (76.2%  ± 17.1, poor condition of wards and lack of separate enclosures to teach (100%, and large groups around a single patient (66.67%  ± 17.9. Conclusions. Absenteeism of students, overcrowding of wards, and lack of uniformity of study materials were prime factors.

Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

OpenAIRE

Mainul Haque; Nor Azlina A Rahman; Md. Anwarul Azim Majumder; Nor Iza A Rahman; Seraj Zohurul Haque; Zainal Zulkifli; Halyna Lugova; Rabiu Muazu Musa; Ahmed Ghazi Alattraqchi

2018-01-01

Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL) related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing t...

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.

Science.gov (United States)

Higgins-Opitz, Susan B; Tufts, Mark

2014-06-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. Copyright © 2014 The American Physiological Society.

Poorly Performing Physicians: Does the Script Concordance Test Detect Bad Clinical Reasoning?

Science.gov (United States)

Goulet, Francois; Jacques, Andre; Gagnon, Robert; Charlin, Bernard; Shabah, Abdo

2010-01-01

Introduction: Evaluation of poorly performing physicians is a worldwide concern for licensing bodies. The College des Medecins du Quebec currently assesses the clinical competence of physicians previously identified with potential clinical competence difficulties through a day-long procedure called the Structured Oral Interview (SOI). Two peer…

Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

Directory of Open Access Journals (Sweden)

Amir Mohamed Talib

2018-01-01

Full Text Available This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT Fundamentals (IT280 course in the Information Technology (IT Department, College of Computer & Information Sciences (CCIS, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU. The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98 was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%, moderate (42%, good (18%, and successful (24% to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

Television Viewing and Its Association with Sedentary Behaviors, Self-Rated Health and Academic Performance among Secondary School Students in Peru

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Bimala Sharma

2017-04-01

Full Text Available The study assessed television viewing >2 h a day and its association with sedentary behaviors, self-rated health, and academic performance among secondary school adolescents. A cross-sectional survey was conducted among randomly selected students in Lima in 2015. We measured self-reported responses of students using a standard questionnaire, and conducted in-depth interviews with 10 parents and 10 teachers. Chi-square test, correlation and multivariate logistic regression analysis were performed among 1234 students, and thematic analysis technique was used for qualitative information. A total of 23.1% adolescents reported watching television >2 h a day. Qualitative findings also show that adolescents spend most of their leisure time watching television, playing video games or using the Internet. Television viewing had a significant positive correlation with video game use in males and older adolescents, with Internet use in both sexes, and a negative correlation with self-rated health and academic performance in females. Multivariate logistic regression analysis shows that television viewing >2 h a day, independent of physical activity was associated with video games use >2 h a day, Internet use >2 h a day, poor/fair self-rated health and poor self-reported academic performance. Television viewing time and sex had a significant interaction effect on both video game use >2 h a day and Internet use >2 h a day. Reducing television viewing time may be an effective strategy for improving health and academic performance in adolescents.

Television Viewing and Its Association with Sedentary Behaviors, Self-Rated Heath and Academic Performance among Secondary School Students in Peru.

Science.gov (United States)

Sharma, Bimala; Cosme Chavez, Rosemary; Jeong, Ae Suk; Nam, Eun Woo

2017-04-05

The study assessed television viewing >2 h a day and its association with sedentary behaviors, self-rated health, and academic performance among secondary school adolescents. A cross-sectional survey was conducted among randomly selected students in Lima in 2015. We measured self-reported responses of students using a standard questionnaire, and conducted in-depth interviews with 10 parents and 10 teachers. Chi-square test, correlation and multivariate logistic regression analysis were performed among 1234 students, and thematic analysis technique was used for qualitative information. A total of 23.1% adolescents reported watching television >2 h a day. Qualitative findings also show that adolescents spend most of their leisure time watching television, playing video games or using the Internet. Television viewing had a significant positive correlation with video game use in males and older adolescents, with Internet use in both sexes, and a negative correlation with self-rated health and academic performance in females. Multivariate logistic regression analysis shows that television viewing >2 h a day, independent of physical activity was associated with video games use >2 h a day, Internet use >2 h a day, poor/fair self-rated health and poor self-reported academic performance. Television viewing time and sex had a significant interaction effect on both video game use >2 h a day and Internet use >2 h a day. Reducing television viewing time may be an effective strategy for improving health and academic performance in adolescents.

Admission Math Level and Student Performance

DEFF Research Database (Denmark)

la Cour, Lisbeth

2015-01-01

In this paper we analyze the study performance data for three cohorts of students for the course in Economics at the Business Diploma (herafter HD) study program at Copenhagen Business School. Out main findings are 1) that students with the lowest level of math from high school are performing worse...

Self-confidence of medical students in performing clinical skills acquired during their surgical rotation. Assessing clinical skills education in Kuwait.

Science.gov (United States)

Karim, Jumanah A; Marwan, Yousef A; Dawas, Ahmed M; Akhtar, Saeed

2012-12-01

To assess the self-confidence of clinical years` medical students in performing clinical skills/procedures. A cross-sectional study was conducted in April 2011 at the Department of Surgery, Faculty of Medicine, Health Sciences Center, Kuwait University, Safat, Kuwait. A questionnaire was used to collect data from students who had completed their surgical rotation of their first clinical year. The students reported their level of self-confidence in performing specific skills/procedures related to that rotation. Data were presented using frequencies and percentages. A total score of confidence was calculated for each student. The Mann-Whitney and Kruskal-Wallis tests were used to assess the association between the students` sociodemographic characteristics and confidence score. Of the 122 students invited to participate in the study, only 15 (12.3%) declined to comply. Most students reported high confidence level (more than 75%) in performing 7 of the 13 history taking/physical examination skills, and 2 of the 39 diagnostic/treatment procedure skills. The highest confidence level was in performing abdominal examination, while the lowest level was in care of Jackson-Pratt drain site and emptying the drain bulb. The total confidence score was significantly higher among males (p=0.021), and students with higher monthly income (p=0.002). Medical students appeared to have poor self-confidence in performing clinical skills/procedures. Curriculum planners should explore potential reasons, and methods for the improvement of confidence level among medical students in performing skills/procedures they were expected to learn during their surgical rotation.

Relationship Between Teachers\\' Qualification And Students ...

African Journals Online (AJOL)

It has been observed that students\\' performance in technical subjects is very poor. Coupled with this problem is that of lack of qualified technical teachers. This study determines the relationship between teachers\\' qualification and students\\' performance in technical subjects in selected schools in northern Nigeria.

Effect of Wii-intervention on balance of children with poor motor performance

NARCIS (Netherlands)

Mombarg, Remo; Jelsma, Dorothee; Hartman, Esther

The purpose of this study was to investigate the effects of training with the Wii-balance board on balance and balance-related skills of children with poor motor performance. Twenty-nine children (23 boys, 6 girls; aged 7-12 years) participated in this study and were randomly assigned to an

Effect of Wii-intervention on balance of children with poor motor performance

NARCIS (Netherlands)

Mombarg, Remo; Jelsma, Dorothee; Hartman, Esther

2013-01-01

The purpose of this study was to investigate the effects of training with the Wii-balance board on balance and balance-related skills of children with poor motor performance. Twenty-nine children (23 boys, 6 girls; aged 7–12 years) participated in this study and were randomly assigned to an

Performance in College Chemistry: a Statistical Comparison Using Gender and Jungian Personality Type

Science.gov (United States)

Greene, Susan V.; Wheeler, Henry R.; Riley, Wayne D.

This study sorted college introductory chemistry students by gender and Jungian personality type. It recognized differences from the general population distribution and statistically compared the students' grades with their Jungian personality types. Data from 577 female students indicated that ESFP (extroverted, sensory, feeling, perceiving) and ENFP (extroverted, intuitive, feeling, perceiving) profiles performed poorly at statistically significant levels when compared with the distribution of females enrolled in introductory chemistry. The comparable analysis using data from 422 male students indicated that the poorly performing male profiles were ISTP (introverted, sensory, thinking, perceiving) and ESTP (extroverted, sensory, thinking, perceiving). ESTJ (extroverted, sensory, thinking, judging) female students withdrew from the course at a statistically significant level. For both genders, INTJ (introverted, intuitive, thinking, judging) students were the best performers. By examining the documented characteristics of Jungian profiles that correspond with poorly performing students in chemistry, one may more effectively assist the learning process and the retention of these individuals in the fields of natural science, engineering, and technology.

Student Performance in Undergraduate Economics Courses

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Mumford, Kevin J.; Ohland, Matthew W.

2011-01-01

Using undergraduate student records from six large public universities from 1990 to 2003, the authors analyze the characteristics and performance of students by major in two economics courses: Principles of Microeconomics and Intermediate Microeconomics. This article documents important differences across students by major in the principles course…

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis.

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Stenhouse, Rosie; Snowden, Austyn; Young, Jenny; Carver, Fiona; Carver, Hannah; Brown, Norrie

2016-08-01

Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. A longitudinal, quasi experimental design. Adult and mental health nursing, and midwifery programmes in a Scottish University. Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009. Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated

Factors influencing students' performance in a Brazilian dental school.

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Silva, Erica Tatiane da; Nunes, Maria de Fátima; Queiroz, Maria Goretti; Leles, Cláudio R

2010-01-01

Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (pstudent's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

The influence of principal managerial task performance on ...

African Journals Online (AJOL)

Poor performance of managerial tasks culminates declining staff productivity and thus deteriorating students academic performance. Secondary school students performance in most public examinations are not satisfactory in most states in Nigeria. Hence, this study investigate the extent to which secondary school principal ...

Impact of hybrid delivery of education on student academic performance and the student experience.

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Congdon, Heather Brennan; Nutter, Douglas A; Charneski, Lisa; Butko, Peter

2009-11-12

To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

Do indoor environments in schools influence student performance? A review of the literature

Energy Technology Data Exchange (ETDEWEB)

Mendell, Mark J.; Heath, Garvin A.

2004-11-24

Limited research is available on potential adverse effects of school environments on academic performance, despite strong public concern. We examine the scientific evidence relevant to this relationship by reviewing available research relating schools and other indoor environments to human performance or attendance. As a primary focus, we critically review evidence for direct relationships between indoor environmental quality (IEQ) in buildings and performance or attendance. As a secondary focus, we summarize, without critique, evidence on potential connections indirectly linking IEQ to performance or attendance: relationships between IEQ and health, between health and performance or attendance, and between attendance and performance. The most persuasive direct evidence showed increases in indoor concentrations of nitrogen dioxide and outdoor concentrations of several specific pollutants to be related to reduced school attendance. The most persuasive indirect evidence showed indoor dampness and microbiologic pollutants to be related to asthma and respiratory infections, which have in turn been related to reduced performance and attendance. Furthermore, a substantial scientific literature links poor IEQ (e.g., low ventilation rate, excess moisture or formaldehyde) with respiratory and other health effects in children and adults. Overall, evidence suggests that poor IEQ in schools can influence the performance and attendance of students, primarily through health effects from indoor pollutants. Also, inadequate IEQ in schools seems sufficiently common to merit strong public concern. Evidence is available to justify (1) immediate actions to protect IEQ in schools and (2) focused research on exposures, prevention, and causation, to better guide policies and actions on IEQ in schools.

Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

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Mainul Haque

2018-01-01

Full Text Available Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing the performance of medical students in Universiti Sultan Zainal Abidin (UniSZA. Materials and Methods: This was a cross-sectional study conducted on medical students at the Faculty of Medicine, UniSZA, Terengganu, Malaysia. A sample size of 300 respondents were recruited from Year I to V medical students. The questionnaire was adopted, modified and validated from a similar study in Saudi Arabia. Results: Majority of the students enjoy medical education are self-motivated, have a good command of English, non-smokers and have a sufficient sleep. Conclusion: University medical students possess good QOL within the optimum educational environment.

Does School Choice Improve Student Performance?

OpenAIRE

Kaja Høiseth Brugård

2013-01-01

This paper studies the relationship between school choice and student performance for high school students in Norway. The analysis exploits both the fact that the degree of school choice formally differs between counties, and detailed information on travelling distances to high schools, which more closely reflects the students' actual school choice possibilities. Information on students' residence, high school location, and the degree of formal school choice is used to estimate the effect on ...

Effectiveness of a poverty simulation in Second Life®: changing nursing student attitudes toward poor people.

Science.gov (United States)

Menzel, Nancy; Willson, Laura Helen; Doolen, Jessica

2014-03-11

Social justice is a fundamental value of the nursing profession, challenging educators to instill this professional value when caring for the poor. This randomized controlled trial examined whether an interactive virtual poverty simulation created in Second Life® would improve nursing students' empathy with and attributions for people living in poverty, compared to a self-study module. We created a multi-user virtual environment populated with families and individual avatars that represented the demographics contributing to poverty and vulnerability. Participants (N = 51 baccalaureate nursing students) were randomly assigned to either Intervention or Control groups and completed the modified Attitudes toward Poverty Scale pre- and post-intervention. The 2.5-hour simulation was delivered three times over a 1-year period to students in successive community health nursing classes. The investigators conducted post-simulation debriefings following a script. While participants in the virtual poverty simulation developed significantly more favorable attitudes on five questions than the Control group, the total scores did not differ significantly. Whereas students readily learned how to navigate inside Second Life®, faculty facilitators required periodic coaching and guidance to be competent. While poverty simulations, whether virtual or face-to-face, have some ability to transform nursing student attitudes, faculty must incorporate social justice concepts throughout the curriculum to produce lasting change.

The interaction between sleep quality and academic performance.

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Ahrberg, K; Dresler, M; Niedermaier, S; Steiger, A; Genzel, L

2012-12-01

Sleep quality has significant effects on cognitive performance and is influenced by multiple factors such as stress. Contrary to the ideal, medical students and residents suffer from sleep deprivation and stress at times when they should achieve the greatest amount of learning. In order to examine the relationship between sleep quality and academic performance, 144 medical students undertaking the pre-clinical board exam answered a survey regarding their subjective sleep quality (Pittsburgh sleep quality index, PSQI), grades and subjective stress for three different time points: semester, pre- and post-exam. Academic performance correlated with stress and sleep quality pre-exam (r = 0.276, p quality and high stress), however not with the stress or sleep quality during the semester and post-exam. 59% of all participants exhibited clinically relevant sleep disturbances (PSQI > 5) during exam preparation compared to 29% during the semester and 8% post-exam. This study shows that in medical students it is not the generally poor sleepers, who perform worse in the medical board exams. Instead students who will perform worse on their exams seem to be more stressed and suffer from poor sleep quality. However, poor sleep quality may negatively impact test performance as well, creating a vicious circle. Furthermore, the rate of sleep disturbances in medical students should be cause for intervention. Copyright © 2012 Elsevier Ltd. All rights reserved.

Poor flight performance in deep-diving cormorants.

Science.gov (United States)

Watanabe, Yuuki Y; Takahashi, Akinori; Sato, Katsufumi; Viviant, Morgane; Bost, Charles-André

2011-02-01

Aerial flight and breath-hold diving present conflicting morphological and physiological demands, and hence diving seabirds capable of flight are expected to face evolutionary trade-offs regarding locomotory performances. We tested whether Kerguelen shags Phalacrocorax verrucosus, which are remarkable divers, have poor flight capability using newly developed tags that recorded their flight air speed (the first direct measurement for wild birds) with propeller sensors, flight duration, GPS position and depth during foraging trips. Flight air speed (mean 12.7 m s(-1)) was close to the speed that minimizes power requirement, rather than energy expenditure per distance, when existing aerodynamic models were applied. Flights were short (mean 92 s), with a mean summed duration of only 24 min day(-1). Shags sometimes stayed at the sea surface without diving between flights, even on the way back to the colony, and surface durations increased with the preceding flight durations; these observations suggest that shags rested after flights. Our results indicate that their flight performance is physiologically limited, presumably compromised by their great diving capability (max. depth 94 m, duration 306 s) through their morphological adaptations for diving, including large body mass (enabling a large oxygen store), small flight muscles (to allow for large leg muscles for underwater propulsion) and short wings (to decrease air volume in the feathers and hence buoyancy). The compromise between flight and diving, as well as the local bathymetry, shape the three-dimensional foraging range (<26 km horizontally, <94 m vertically) in this bottom-feeding cormorant.

Self-Esteem & Academic Performance among University Students

Science.gov (United States)

Arshad, Muhammad; Zaidi, Syed Muhammad Imran Haider; Mahmood, Khalid

2015-01-01

The current study was conducted to assess the self-esteem and academic performance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…

Learning Styles and Student Performance in Introductory Economics

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Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

College Student Performance and Credit Card Usage.

Science.gov (United States)

Pinto, Mary Beth; Parente, Diane H.; Palmer, Todd Starr

2001-01-01

Examines the relationship between credit card usage, employment, and academic performance among a group of college students with credit cards. Results reveal that the students differed significantly in the level of anxiety felt from carrying debt, perceived need to work, and perceived impact of employment on academic performance. (Contains 57…

Forming Student Online Teams for Maximum Performance

Science.gov (United States)

Olson, Joel D.; Ringhand, Darlene G.; Kalinski, Ray C.; Ziegler, James G.

2015-01-01

What is the best way to assign graduate business students to online team-based projects? Team assignments are frequently made on the basis of alphabet, time zones or previous performance. This study reviews personality as an indicator of student online team performance. The personality assessment IDE (Insights Discovery Evaluator) was administered…

Satisfaction of Students and Academic Performance in Benadir University

Science.gov (United States)

Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

2016-01-01

This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…

Low physical activity and high screen time can increase the risks of mental health problems and poor sleep quality among Chinese college students.

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Xiaoyan Wu

Full Text Available To test the independent and interactive associations of physical activity (PA and screen time (ST with self-reported mental health and sleep quality among Chinese college students.Data were collected in October, 2013. The gender, age, residential background, body mass index (BMI, perceived family economy and perceived study burden were obtained from a total of 4747 college students (41.6% males and 58.4% females. The outcomes were self-reported PA status, ST, anxiety, depression, psychopathological symptoms and sleep quality. Analyses were conducted with logistic regression models.Overall, 16.3%, 15.9% and 17.3% of the students had psychological problems, such as anxiety, depression and psychopathological symptoms, respectively. The prevalence of poor sleep quality was 9.8%. High ST was significantly positively associated with anxiety (OR=1.38, 95%CI: 1.15-1.65, depression (OR=1.76, 95%CI: 1.47-2.09, psychopathological symptoms (OR=1.69, 95%CI: 1.43-2.01 and poor sleep quality (OR=1.32, 95%CI: 1.06-1.65. High PA was insignificantly negatively associated with anxiety, depression, psychopathological symptoms and poor sleep. Low PA and high ST were independently and interactively associated with increased risks of mental health problems and poor sleep quality (p<0.05 for all.Interventions are needed to reduce ST and increase PA in the lifestyles of young people. Future research should develop and measure the impacts of interventions and their potential consequences on sleep, health, and well being.

A comparative study of defibrillation and cardiopulmonary resuscitation performance during simulated cardiac arrest in nursing student teams

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Eikeland Husebø Sissel I

2012-04-01

Full Text Available Abstract Background Although nurses must be able to respond quickly and effectively to cardiac arrest, numerous studies have demonstrated poor performance. Simulation is a promising learning tool for resuscitation team training but there are few studies that examine simulation for training defibrillation and cardiopulmonary resuscitation (D-CPR in teams from the nursing education perspective. The aim of this study was to investigate the extent to which nursing student teams follow the D-CPR-algorithm in a simulated cardiac arrest, and if observing a simulated cardiac arrest scenario and participating in the post simulation debriefing would improve team performance. Methods We studied video-recorded simulations of D-CPR performance in 28 nursing student teams. Besides describing the overall performance of D-CPR, we compared D-CPR performance in two groups. Group A (n = 14 performed D-CPR in a simulated cardiac arrest scenario, while Group B (n = 14 performed D-CPR after first observing performance of Group A and participating in the debriefing. We developed a D-CPR checklist to assess team performance. Results Overall there were large variations in how accurately the nursing student teams performed the specific parts of the D-CPR algorithm. While few teams performed opening the airways and examination of breathing correctly, all teams used a 30:2 compression: ventilation ratio. We found no difference between Group A and Group B in D-CPR performance, either in regard to total points on the check list or to time variables. Conclusion We found that none of the nursing student teams achieved top scores on the D-CPR-checklist. Observing the training of other teams did not increase subsequent performance. We think all this indicates that more time must be assigned for repetitive practice and reflection. Moreover, the most important aspects of D-CPR, such as early defibrillation and hands-off time in relation to shock, must be highlighted in team

The effect of the use of android-based application in learning together to improve students' academic performance

Science.gov (United States)

Ulfa, Andi Maria; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

Poor achievement of students' performance on Chemistry may result from unfavourable learning processes. Therefore, innovation on learning process must be created. Regarding fast development of mobile technology, learning process cannot ignore the crucial role of the technology. This research and development (R&D) studies was done to develop android based application and to study the effect of its integration in Learning together (LT) into the improvement of students' learning creativity and cognitive achievement. The development of the application was carried out by adapting Borg & Gall and Dick & Carey model. The developed-product was reviewed by chemist, learning media practitioners, peer reviewers, and educators. After the revision based on the reviews, the application was used in the LT model on the topic of Stoichiometry in a senior high school. The instruments were questionnaires to get comments and suggestion from the reviewers about the application, and the another questionnaire was to collect the data of learning creativity. Another instrument used was a set of test by which data of students' achievement was collected. The results showed that the use of the mobile based application on Learning Together can bring about significant improvement of students' performance including creativity and cognitive achievement.

Visuospatial training improves elementary students' mathematics performance.

Science.gov (United States)

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

Functional gastrointestinal disorders among adolescents with poor sleep: a school-based study in Shanghai, China.

Science.gov (United States)

Zhou, Hui-Qing; Yao, Min; Chen, Guang-Yu; Ding, Xiao-Dong; Chen, Yan-Ping; Li, Ding-Guo

2012-12-01

This study aimed to determine whether functional gastrointestinal disorders are more common among adolescents with self-reported poor sleep. Junior middle school and senior high school students (n = 1,362) were recruited from schools in Shanghai. Students completed two questionnaires: the questionnaire for irritable bowel syndrome (IBS) in adolescents and the Pittsburgh Sleep Quality Index. The prevalence of poor sleep was 34.29% [95% confidence interval (CI) = 31.77-36.81] and there was no significant difference between genders (P = 0.991). The tendency towards poor sleep increased with age, with age group yielding a significant effect (P = 0.001). In junior middle school and senior high school students, the propensity towards poor sleep was 30.10% (95% CI = 27.08-33.12%) and 42.11% (95% CI = 37.67-46.55%), respectively. Among students with poor sleep, the prevalence of IBS was 19.70% (95% CI = 16.09-23.31). After adjusting for age, sex, night pain, and psychological factors, IBS was significantly more common in students with poor sleep (odds ratio = 1.92; 95% CI = 1.07-2.58). We conclude that IBS is prevalent in students with poor sleep. Poor sleep was independently associated with IBS among adolescents in Shanghai China.

Academic performance of students who underwent psychiatric treatment at the students’ mental health service of a Brazilian university

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Cláudia Ribeiro Franulovic Campos

Full Text Available ABSTRACT CONTEXT AND OBJECTIVE: University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students’ mental health service (SAPPE and to compare their academic performance with that of non-patient students. DESIGN AND SETTING: Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. METHODS: Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. RESULTS: 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1% and anxiety disorders/phobias (33.2% were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7% and bipolar disorder (1.9% were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025, but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. CONCLUSION: Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

Assessing the impact of blended learning on student performance

OpenAIRE

Do Won Kwak; Flavio Menezes; Carl Sherwood

2013-01-01

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

Students Performance And Perception Of Neurophysiology ...

African Journals Online (AJOL)

We also surveyed learning experience of a batch of graduating doctors in neurosciences (n=50) and surveyed the staff and students' perception of the teaching of neurophysiology. The students performances in neurophysiology was comparatively poorer than in cardiovascular and endocrinology aspects of the subject over ...

Identifying poor performance among doctors in NHS organizations.

Science.gov (United States)

Locke, Rachel; Scallan, Samantha; Leach, Camilla; Rickenbach, Mark

2013-10-01

To account for the means by which poor performance among career doctors is identified by National Health Service organizations, whether the tools are considered effective and how these processes may be strengthened in the light of revalidation and the requirement for doctors to demonstrate their fitness to practice. This study sought to look beyond the 'doctor as individual'; as well as considering the typical approaches to managing the practice of an individual, the systems within which the doctor is working were reviewed, as these are also relevant to standards of performance. A qualitative review was undertaken consisting of a literature review of current practice, a policy review of current documentation from 15 trusts in one deanery locality, and 14 semi-structured interviews with respondents with an overview of processes in use. The framework for the analysis of the data considered tools at three levels: individual, team and organizational. Tools are, in the main, reactive--with an individual focus. They rely on colleagues and others to speak out, so their effectiveness is hindered by a reluctance to do so. Tools can lack an evidence base for their use, and there is limited linking of data across contexts and tools. There is more work to be done in evaluating current tools and developing stronger processes. Linkage between data sources needs to be improved and proactive tools at the organizational level need further development to help with the early identification of performance issues. This would also assist in balancing a wider systems approach with a current over emphasis on individual doctors. © 2012 John Wiley & Sons Ltd.

The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

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Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

Analytical review based on statistics on good and poor financial performance of LPD in Bangli regency.

Science.gov (United States)

Yasa, I. B. A.; Parnata, I. K.; Susilawati, N. L. N. A. S.

2018-01-01

This study aims to apply analytical review model to analyze the influence of GCG, accounting conservatism, financial distress models and company size on good and poor financial performance of LPD in Bangli Regency. Ordinal regression analysis is used to perform analytical review, so that obtained the influence and relationship between variables to be considered further audit. Respondents in this study were LPDs in Bangli Regency, which amounted to 159 LPDs of that number 100 LPDs were determined as randomly selected samples. The test results found GCG and company size have a significant effect on both the good and poor financial performance, while the conservatism and financial distress model has no significant effect. The influence of the four variables on the overall financial performance of 58.8%, while the remaining 41.2% influenced by other variables. Size, FDM and accounting conservatism are variables, which are further recommended to be audited.

198Au grain implantation for early tongue cancer in patients of advanced age or poor performance status

International Nuclear Information System (INIS)

Ryu, Yoshiharu; Shibuya, Hitoshi; Hayashi, Keiji

2013-01-01

Brachytherapy using 198 Au grains is minimally invasive and the only curative treatment for early tongue cancer in patients of advanced age or poor performance status available in our institution. From March 1993 to February 2008, 198 Au grains were used to treat a group of 96 Stage I–II tongue cancer patients who could not undergo surgery or brachytherapy using 192 Ir pins because of an advanced age (≥75 years) or poor performance status (≥2). The patients were followed for 3.9 ± 3.3 years, and the cause-specific survival and local control rates were determined. Survival analyses were performed using the Kaplan-Meier method, and univariate and multivariate analyses were performed using the Cox proportional hazard model. The results were compared with those for a group of 193 early tongue-cancer patients who underwent treatment using iridium pins. The 5-year cause-specific survival and local control rates of the 198 Au grains group were 71% and 68%, respectively, both of which were 16% lower than the corresponding rates for the 192 Ir pins group. Our study demonstrated that as the last curative treatment available, 198 Au grain implantation could be used to achieve moderate treatment results for early tongue cancer in patients of advanced age or poor performance status

Music Performance Anxiety among Students of the Academy in Lithuania

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Paliaukiene, Vilma; Kazlauskas, Evaldas; Eimontas, Jonas; Skeryte-Kazlauskiene, Monika

2018-01-01

Music performance anxiety (MPA) affects amateurs, students and professional musicians. We aimed to analyse MPA among students of music performance in a higher education academy in Lithuania. A sample of 258 music performance arts students of the Lithuanian Music and Theatre Academy participated in this study. The Kenny Music Performance Anxiety…

How Do Fluent and Poor Readers' Endurance Differ in Reading?

Science.gov (United States)

Bastug, Muhammet; Keskin, Hasan Kagan; Akyol, Mustafa

2017-01-01

It was observed in this research how endurance status of fluent readers and poor readers changed as the text became longer. 40 students of the primary school 4th-grade, 20 were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilised in the data collection process. Students' oral readings were…

Impact of E-Learning Strategy on Students' Academic Performance ...

African Journals Online (AJOL)

This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

Academic Performance, Sleep Disorders and Their Association in Middle School Students in Iran

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Mohsen Reisi

2017-03-01

Full Text Available Background: Although sleep disorders are common problems among families and they affect the learning, memory processes and academic performance of children, there is no evaluation of these disorders in Iran. The aim of this study was to assess the prevalence of sleep disorders and its association with academic performance of school age children.Materials and Methods: A cross-sectional study was conducted on 1,100 middle school students of Isfahan city of Iran during 2012-2013. Multi-stage random cluster sampling method was performed and five girl’s schools and five boy’s schools were selected. The data gathered with a validated questionnaire to evaluate the academic performance and sleep disorders.Results: The mean duration of nocturnal sleep was 8.38±1.17 which was significantly higher in the group with excellent academic performance (8.86±1.18 hours, than the other two groups (8.14±1.17 hours for average academic performance and 7.90±1.15 hours for poor academic performance. Academic performance was significantly associated with age, gender, parental occupation, nocturnal sleep time, sleep latency and sleep disorders (P

Effect of Family Type on Secondary School Students\\' Performance ...

African Journals Online (AJOL)

This study investigated the effect of family type on Secondary School students\\' performance in physics in Ilorin metropolis. The sample comprised one hundred Senior Secondary II students from four schools in Ilorin metropolis. The instrument for the study titled \\"Effect of Family type on Students\\' Performance in Physics ...

STUDENT ACADEMIC PERFORMANCE PREDICTION USING SUPPORT VECTOR MACHINE

OpenAIRE

S.A. Oloruntoba1 ,J.L.Akinode2

2017-01-01

This paper investigates the relationship between students' preadmission academic profile and final academic performance. Data Sample of students in one of the Federal Polytechnic in south West part of Nigeria was used. The preadmission academic profile used for this study is the 'O' level grades(terminal high school results).The academic performance is defined using student's Grade Point Average(GPA). This research focused on using data mining technique to develop a model for predicting stude...

IMPACT OF SELF ESTEEM & SUPPORT ON STUDENT PERFORMANCE

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Akmal SHAHZAD

2012-01-01

Full Text Available Education is life blood for development of country. This paper explores the impact of various factors on student performance. Data was collected from ten (10 Govt. & Private schools in Rawalpindi. Out of 1100 hundred responded 600 hundred responses inducted in this study. Simple regression employed in this study to test the hypothesis. The result concluded that both factor have significant negative relationship with student performance. In future, the difference of performance level among male and female may be explored in term of pick & drop facility, university distance from home and other responsibility due on male student as they grow.

Students' performance on the Ghanaian junior high school ...

African Journals Online (AJOL)

kofi.mereku

Mathematics education is considered as the basic right that all students have to .... Descriptive Statistics on the Total Score of Students. ( ). Minimum. Score .... where Ghanaian students' worst performances were recorded in applying. Also, the ...

Accounting Student's Learning Approaches And Impact On Academic Performance

OpenAIRE

Ismail, Suhaiza

2009-01-01

The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

Effects of sleep deprivation on cognitive and physical performance in university students.

Science.gov (United States)

Patrick, Yusuf; Lee, Alice; Raha, Oishik; Pillai, Kavya; Gupta, Shubham; Sethi, Sonika; Mukeshimana, Felicite; Gerard, Lothaire; Moghal, Mohammad U; Saleh, Sohag N; Smith, Susan F; Morrell, Mary J; Moss, James

2017-01-01

Sleep deprivation is common among university students, and has been associated with poor academic performance and physical dysfunction. However, current literature has a narrow focus in regard to domains tested, this study aimed to investigate the effects of a night of sleep deprivation on cognitive and physical performance in students. A randomized controlled crossover study was carried out with 64 participants [58% male ( n  = 37); 22 ± 4 years old (mean ± SD)]. Participants were randomized into two conditions: normal sleep or one night sleep deprivation. Sleep deprivation was monitored using an online time-stamped questionnaire at 45 min intervals, completed in the participants' homes. The outcomes were cognitive: working memory (Simon game© derivative), executive function (Stroop test); and physical: reaction time (ruler drop testing), lung function (spirometry), rate of perceived exertion, heart rate, and blood pressure during submaximal cardiopulmonary exercise testing. Data were analysed using paired two-tailed T tests and MANOVA. Reaction time and systolic blood pressure post-exercise were significantly increased following sleep deprivation (mean ± SD change: reaction time: 0.15 ± 0.04 s, p  = 0.003; systolic BP: 6 ± 17 mmHg, p  = 0.012). No significant differences were found in other variables. Reaction time and vascular response to exercise were significantly affected by sleep deprivation in university students, whilst other cognitive and cardiopulmonary measures showed no significant changes. These findings indicate that acute sleep deprivation can have an impact on physical but not cognitive ability in young healthy university students. Further research is needed to identify mechanisms of change and the impact of longer term sleep deprivation in this population.

The effect of formative feedback on students achievement in ...

African Journals Online (AJOL)

The effect of formative feedback on students achievement in graphical element of economic curriculum. ... Journal of Educational Foundations ... Students achievement in graphical elements of economics curriculums has been a problem over the years, students have been performing poorly in SSCE (WAEC & NECO).

Effects of representation on students solving physics problems: A fine-grained characterization

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Patrick B. Kohl

2006-05-01

Full Text Available Recent papers document that student problem-solving competence varies (often strongly with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005; Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2, 010102 (2006]. These studies focused on large-lecture introductory physics courses, and included aggregate data on student performance on quizzes and homeworks. In this paper, we complement previous papers with finer-grained in-depth problem-solving interviews. In 16 interviews of students drawn from these classes, we investigate in more detail how and when student problem-solving performance varies with problem representation (verbal, mathematical, graphical, or pictorial. We find that student strategy often varies with representation, and that in this environment students who show more strategy variation tend to perform more poorly. We also verify that student performance depends sensitively on the particular combination of representation, topic, and student prior knowledge. Finally, we confirm that students have generally robust opinions of their representational skills, and that these opinions correlate poorly with their actual performances.

Performance of International Medical Students In psychosocial medicine.

Science.gov (United States)

Huhn, D; Lauter, J; Roesch Ely, D; Koch, E; Möltner, A; Herzog, W; Resch, F; Herpertz, S C; Nikendei, C

2017-07-10

Particularly at the beginning of their studies, international medical students face a number of language-related, social and intercultural challenges. Thus, they perform poorer than their local counterparts in written and oral examinations as well as in Objective Structured Clinical Examinations (OSCEs) in the fields of internal medicine and surgery. It is still unknown how international students perform in an OSCE in the field of psychosocial medicine compared to their local fellow students. All students (N = 1033) taking the OSCE in the field of psychosocial medicine and an accompanying written examination in their eighth or ninth semester between 2012 and 2015 were included in the analysis. The OSCE consisted of four different stations, in which students had to perform and manage a patient encounter with simulated patients suffering from 1) post-traumatic stress disorder, 2) schizophrenia, 3) borderline personality disorder and 4) either suicidal tendency or dementia. Students were evaluated by trained lecturers using global checklists assessing specific professional domains, namely building a relationship with the patient, conversational skills, anamnesis, as well as psychopathological findings and decision-making. International medical students scored significantly poorer than their local peers (p International students showed poorer results in clinical-practical exams in the field of psychosocial medicine, with conversational skills yielding the poorest scores. However, regarding factual and practical knowledge examined via a multiple-choice test, no differences emerged between international and local students. These findings have decisive implications for relationship building in the doctor-patient relationship.

Effect of handedness on auditory attentional performance in ADHD students

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Schmidt SL

2017-12-01

Full Text Available Sergio L Schmidt,1,2 Ana Lucia Novais Carvaho,3 Eunice N Simoes2 1Department of Neurophysiology, State University of Rio de Janeiro, Rio de Janeiro, 2Neurology Department, Federal University of the State of Rio de Janeiro, Rio de Janeiro, 3Department of Psychology, Fluminense Federal University, Niteroi, Brazil Abstract: The relationship between handedness and attentional performance is poorly understood. Continuous performance tests (CPTs using visual stimuli are commonly used to assess subjects suffering from attention deficit hyperactivity disorder (ADHD. However, auditory CPTs are considered more useful than visual ones to evaluate classroom attentional problems. A previous study reported that there was a significant effect of handedness on students’ performance on a visual CPT. Here, we examined whether handedness would also affect CPT performance using only auditory stimuli. From an initial sample of 337 students, 11 matched pairs were selected. Repeated ANOVAs showed a significant effect of handedness on attentional performance that was exhibited even in the control group. Left-handers made more commission errors than right-handers. The results were interpreted considering that the association between ADHD and handedness reflects that consistent left-handers are less lateralized and have decreased interhemispheric connections. Auditory attentional data suggest that left-handers have problems in the impulsive/hyperactivity domain. In ADHD, clinical therapeutics and rehabilitation must take handedness into account because consistent sinistrals are more impulsive than dextrals. Keywords: attention, ADHD, consistent left-handers, auditory attention, continuous performance test

[How medical students perform academically by admission types?].

Science.gov (United States)

Kim, Se-Hoon; Lee, Keumho; Hur, Yera; Kim, Ji-Ha

2013-09-01

Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. The rolling students showed higher academic achievement from year 1 to 3 than regular students (p dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.

Influence of sleep disturbance, fatigue, vitality on oral health and academic performance in indian dental students.

Science.gov (United States)

Asawa, Kailash; Sen, Nandini; Bhat, Nagesh; Tak, Mridula; Sultane, Pratibha; Mandal, Aritra

2017-01-01

Oral health and academic performance are important contributing factors for a student's professional life. Countless factors affect both, among which sleep, vitality and fatigue are less explored areas that also have a strong impact. The objective of the study was to assess the association of sleep disturbances, fatigue and vitality with self reported oral health status, oral hygiene habits and academic performance of dental students of Udaipur. A descriptive cross-sectional study was conducted among undergraduate and postgraduate dental students of Udaipur. Self-administered structured questionnaire was used to assess the psychological factors, vitality, sleep quality, fatigue, self reported oral health status, habits and academic performance. Analysis of variance and stepwise multiple linear regression were utilized for statistical analysis with 95% confidence level and 5% level of significance. Of the 230 participants, 180 (78.3%) were undergraduates and 50 (21.7%) were postgraduates. Among them, females showed higher scores in disturbed sleep index (2.69±2.14) as compared to males (2.45±1.91). Respondents who had "Poor" dental health, scored more in disturbed sleep index (3.15±1.64) and fatigue scale (20.00±4.88). Subjects who flossed "everyday", were found to have good sleep and more energy (p=0.01) and those who assessed themselves as excellent students scored more in the Vitality Scale (p=0.01) and less in the Sleep index (p=0.01). The present study confirms that disturbed sleep, aliveness and fatigue, all are interlinked with each other and are imperative factors having the potential to alter the oral health status, habits and academics of dental students.

QUALITY OF LIFE AND HEALTH SELF-PERCEPTION IN CHILDREN WITH POOR SCHOOL PERFORMANCE.

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Rezende, Bárbara Antunes; Lemos, Stela Maris Aguiar; Medeiros, Adriane Mesquita de

2017-01-01

To examine the association between quality of life and health self-perception of children with poor school performance, considering sociodemographic factors. An analytical, observational, cross-sectional study was conducted with 99 children aged 7 to 12 years receiving specialized educational assistance. Parents and legal guardians answered questions concerning the sociodemographic profile. For an assessment of the quality of life and proposed domains (autonomy, functioning, leisure, and family), the children completed the Autoquestionnarie Qualité de Vie Enfant Imagé (AUQEI) and answered a question concerning their self-perceived health. Data were analyzed using multiple linear regression, considering a 5% significance level. Among the evaluated children, 69 (69.7%) male participants with mean age of 8.7±1.5, 27% self-assessed their health status as poor/very poor, and 36.4% of the children reported having impaired quality of life. As for the domains assessed by AUQEI, there was statistical significance in the associations between family with age, autonomy with economic classification, and leisure and functioning with self-perceived health. The quality of life of children with academic underachievement is associated with their health self-perception and sociodemographic characteristics.

Older medical students' performances at McGill University.

Science.gov (United States)

Feil, D; Kristian, M; Mitchell, N

1998-01-01

To compare admission data and academic performances of medical students younger and older than 25, and to qualify older students' experiences and perceptions in medical school. The authors reviewed 1988-1991 data for applications to the McGill University Faculty of Medicine. Data included GPAs and MCAT scores, as well as ratings for reference letters, autobiographical statements, and interviews. For those same years, the authors measured students' academic performances in the preclinical and clinical years. The authors compared the data by students' age: "younger" students, aged 17 to 24; and "older" students, aged 25 and above. All enrolled students took the Derogatis Stress Profile, and the older students participated in focus groups. The older applicants had lower GPAs and MCAT scores, but higher interview and reference letter ratings. For older accepted students, basic science course scores were lower than those of younger students, but clinical scores did not differ significantly between the groups. The two groups had similar stress levels, although older students tested lower in driven behavior, relaxation potential, attitude posture, and hostility. In focus groups, the older students spoke of learning style differences, loss of social support, and loss of professional identity. Different scores in admission criteria suggest that McGill uses different standards to select older medical students. Older students admitted under different criteria, however, do just as well as do younger students by their clinical years. A broad-based study of admission criteria and outcomes for the older student population is warranted.

Academic Performance of Students without Disabilities in the Inclusive Environment

Science.gov (United States)

Fruth, Jason D.; Woods, Melanie N.

2015-01-01

This study examines the impact of inclusion on secondary students by focusing on the performance of students without disabilities in the inclusive environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the inclusive environment on the performance of students with disabilities.…

Ventilation rates in classrooms and performances of students. Preliminary study on their association; Ventilatiedebieten in klaslokalen en prestaties van scholieren

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Shaughnessy, R.J. [The University of Tulsa, Tulsa, OK (United States); Haverinen-Shaughnessy, U.; Nevalainen, A. [Department of Environmental Health, National Public Health Institute, Kuopio (Finland); Moschandreas, D. [Department of Chemical and Environmental Engineering, Illinois Institute of Technology, Chicago, IL (United States)

2007-10-15

Poor conditions leading to sub-standard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P<0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. [Dutch] Slechte omstandigheden die leiden tot een benedenmaatse binnenluchtkwaliteit (Indoor Air Quality - IAQ) in klaslokalen, zijn in de afgelopen twee decennia regelmatig aangehaald in de literatuur. Toch zijn er weinig onderzoeksresultaten waarin een verband wordt gelegd tussen een slechte IAQ in klaslokalen en de prestatie van scholieren. Er wordt verondersteld dat een slechte IAQ resulteert in een verminderde aanwezigheid en in een verminderd vermogen om te studeren, en daarop volgend in een slechte schoolprestatie. Om die reden zal het valideren van deze hypothese een uitdaging vormen in de schoolomgeving van dit moment. Dit onderzoek bestudeert het verband tussen de prestaties van scholieren en de concentraties koolstofdioxide

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

Science.gov (United States)

Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P flipped anatomy classroom performing at a higher level in kinesiology (P flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Self-perception of knowledge and confidence in performing basic life support among medical students.

Science.gov (United States)

Freund, Yonathan; Duchateau, François-Xavier; Baker, Elinor C; Goulet, Hélène; Carreira, Serge; Schmidt, Matthieu; Riou, Bruno; Rouby, Jean-Jacques; Duguet, Alexandre

2013-06-01

Before implementing new workshops and teaching in our faculty for performing basic life support (BLS), we aimed to determine the level of self-confidence of medical students with regard to the management of cardiac arrest (CA). We conducted a preinterventional study. A questionnaire was sent to third-year to sixth-year medical students. We recorded sex, year of training, and personal witnessing of CA. We asked them about their theoretical knowledge on 10 main items of BLS and their self-perception of qualification to conduct a CA situation. We tested the respective influence of sex, year of training, and personal witnessing of CA. In total, 592 (37%) students completed the questionnaire, 42% of them were men. Less than a third of the students (30%) thought of themselves as being sufficiently qualified to conduct BLS. After the third year, the level of study did not influence their theoretical knowledge or their self-perception of qualification. Male sex and the number of CAs witnessed were the only factors positively associated with better self-confidence regarding qualification. Self-perception of qualification in BLS is poor in our faculty. In our study, personal witnessing of CA greatly influenced confidence, whereas level of study did not.

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

Science.gov (United States)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Students' Understanding of Cloud and Rainbow Formation and Teachers' Awareness of Students' Performance

Science.gov (United States)

Malleus, Elina; Kikas, Eve; Kruus, Sigrid

2016-01-01

This study describes primary school students' knowledge about rainfall, clouds and rainbow formation together with teachers' predictions about students' performance. In our study, primary school students' (N = 177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school…

Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

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Melina Sevlever

2010-07-01

Full Text Available This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104 and non-premedical (N = 76 undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA. For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

Academic Guidance for Undergraduate Students in a South African Medical School: Can we guide them all?

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Mpho P Jama

2017-02-01

Full Text Available Higher education institutions, including medical schools, still grapple with the challenge of poor academic performance of students. Some studies report the positive results of providing academic guidance for common challenges such as poor and/or ineffective time management, study methods, test- and exam-taking techniques and management, and the high academic workload of undergraduate medical students. However, limited detailed insights and understanding of medical students who experience more complex challenges are available.  This study was conducted at a medical school in South Africa to determine undergraduate medical students’ perceptions of factors affecting their academic performance. A total of 89 semi-structured interviews were held with undergraduate medical students who were identified as having academic problems between 2012 and 2015. According to the results, more blacks, males and first- and second year students experienced poor academic performance. Prominent findings included the harsh realities and implications of lack of accommodation for black students; how poor academic performance can lead to an array of other social and psychological problems, such as withdrawal of bursaries and negative achievement emotions that some students experience. Compared to the usual objective measures of individual ability, the rich qualitative data of cases presented in this study reveal critical, real insights and understanding of students’ challenges from their own perspective.

Determining the Drivers of Student Performance in Online Business Courses

Science.gov (United States)

Estelami, Hooman

2014-01-01

An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online…

Attendance and Student Performance in Undergraduate Chemistry Courses

Science.gov (United States)

Lyubartseva, Ganna; Mallik, Uma Prasad

2012-01-01

Numerous studies suggest that attendance may be one of the key factors which influence student performance. Although there have been many studies in introductory science courses, there have been virtually no studies which analyze and compare students' performance from different types of institutions as well as different level of classes. Our study…

Family and academic performance: identifying high school student profiles

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Alicia Aleli Chaparro Caso López

2016-01-01

Full Text Available The objective of this study was to identify profiles of high school students, based on variables related to academic performance, socioeconomic status, cultural capital and family organization. A total of 21,724 high school students, from the five municipalities of the state of Baja California, took part. A K-means cluster analysis was performed to identify the profiles. The analyses identified two clearly-defined clusters: Cluster 1 grouped together students with high academic performance and who achieved higher scores for socioeconomic status, cultural capital and family involvement, whereas Cluster 2 brought together students with low academic achievement, and who also obtained lower scores for socioeconomic status and cultural capital, and had less family involvement. It is concluded that the family variables analyzed form student profiles that can be related to academic achievement.

Measuring Longitudinal Student Performance on Student Learning Outcomes in Sustainability Education

Science.gov (United States)

Jarchow, Meghann E.; Formisano, Paul; Nordyke, Shane; Sayre, Matthew

2018-01-01

Purpose: The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach:…

Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance

Science.gov (United States)

Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.

2015-01-01

In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…

Breaking through barriers: using technology to address executive function weaknesses and improve student achievement.

Science.gov (United States)

Schwartz, David M

2014-01-01

Assistive technologies provide significant capabilities for improving student achievement. Improved accessibility, cost, and diversity of applications make integration of technology a powerful tool to compensate for executive function weaknesses and deficits and their impact on student performance, learning, and achievement. These tools can be used to compensate for decreased working memory, poor time management, poor planning and organization, poor initiation, and decreased memory. Assistive technology provides mechanisms to assist students with diverse strengths and weaknesses in mastering core curricular concepts.

Sleep Quality and Academic Performance in University Students: A Wake-Up Call for College Psychologists

Science.gov (United States)

Gilbert, Steven P.; Weaver, Cameron C.

2010-01-01

Both sleep deprivation and poor sleep quality are prominent in American society, especially in college student populations. Sleep problems are often a primary disorder rather than secondary to depression. The purpose of the present study was to determine if sleep deprivation and/or poor sleep quality in a sample of nondepressed university students…

Diagnosis of a Poorly Performing Liquid Hydrogen Bulk Storage Sphere

Science.gov (United States)

Krenn, Angela G.

2011-01-01

There are two 850,000 gallon Liquid Hydrogen (LH2) storage spheres used to support the Space Shuttle Program; one residing at Launch Pad A and the other at Launch Pad B. The LH2 Sphere at Pad B has had a high boiloff rate since being brought into service in the 1960's. The daily commodity loss was estimated to be approximately double that of the Pad A sphere, and well above the minimum required by the sphere's specification. Additionally, after being re-painted in the late 1990's a "cold spot" appeared on the outer sphere which resulted in a poor paint bond, and mold formation. Thermography was used to characterize the area, and the boiloff rate was continually evaluated. All evidence suggested that the high boiloff rate was caused by an excessive heat leak into the inner sphere due to an insulation void in the annulus. Pad B was recently taken out of Space Shuttle program service which provided a unique opportunity to diagnose the sphere's poor performance. The sphere was drained and inerted, and then opened from the annular relief device on the top where a series of boroscoping operations were accomplished. Boroscoping revealed a large Perlite insulation void in the region of the sphere where the cold spot was apparent. Perlite was then trucked in and off-loaded into the annular void region until the annulus was full. The sphere has not yet been brought back into service.

Factors Affecting Students' Performance and Practice on Map ...

African Journals Online (AJOL)

The percentage is used to show that the level of the performance and achievement of the students. The findings suggest that possible intervention to help the students score high academic achievement should focus on teachers' training, enabling students to work hard persevere to succeed, identifying effective study ...

Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

Science.gov (United States)

Goff, Anne-Marie

2011-01-01

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

Motivated strategies for learning and their association with academic performance of a diverse group of 1styear medical students

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Shaista Hamid

2016-05-01

Full Text Available Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ, have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a heterogeneous group of 1st-year medical students. Methods. Eighty-three percent of 1st-year medical students consented to participate in this quantitative study. The MSLQ consisted of a motivation strategies component with six subscales, while the learning strategies component had nine subscales. Demographic and academic achievement information of the students was also collected. Stata version 13 (StataCorp LP, USA was used for the statistical analyses of all data. Results. Female students displayed significantly higher motivational scores. Students with prior educational experience and those who attended peer mentoring sessions had significantly higher learning strategy scores. Significant but moderate relationships were found between academic performance and the motivation strategies subsumed within the categories ‘task value’ and ‘self-efficacy for learning performance’. In terms of the ‘learning strategy component’, ‘critical thinking’, and ‘time and study environment’, the composite score was significantly but poorly correlated to academic performance. Conclusion. Overall, limited correlations were found between the MSLQ scores and academic performance. Further investigation of the use of the MSLQ and its association with academic achievement is recommended, with greater focus on specific learning events than on course outcomes. This study highlights the importance of evaluating an instrument in a specific context before accepting the findings of others with regard to the use of the instrument and its correlation with academic performance.

Sleep loss, learning capacity and academic performance.

Science.gov (United States)

Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

2006-10-01

At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested.

[Quality of sleep and academic performance in high school students].

Science.gov (United States)

Bugueño, Maithe; Curihual, Carolina; Olivares, Paulina; Wallace, Josefa; López-AlegrÍa, Fanny; Rivera-López, Gonzalo; Oyanedel, Juan Carlos

2017-09-01

Sleeping and studying are the day-to-day activities of a teenager attending school. To determine the quality of sleep and its relationship to the academic performance among students attending morning and afternoon shifts in a public high school. Students of the first and second year of high school answered an interview about socio-demographic background, academic performance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academic performance. A bad sleep quality influences academic performance in these students.

Experiences of Second-Class Citizenship Related to Continued Poor Academic Performance of Minority Xhosa Learners

Science.gov (United States)

Dreyer, Lorna M.; Singh, Suzanne A. M.

2016-01-01

This article examines the subjective life experiences of racial minority Xhosa speakers and the factors that contribute to their continued poor academic performance in a previously Whites-only school in South Africa. Vygotskian sociocultural perspective in relation to creating a democratic educational system and Bronfenbrenner's biosystemic theory…

Teachers' Competence and Students' Academic Performance in ...

African Journals Online (AJOL)

This study investigated the influence of teacher's competence on students; academic performance in senior secondary chemistry. A random sampling technique was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government Area of Rivers State. 200 students, 20 teachers and 6 principals ...

The Surprising Impact of Seat Location on Student Performance

Science.gov (United States)

Perkins, Katherine K.; Wieman, Carl E.

2005-01-01

Every physics instructor knows that the most engaged and successful students tend to sit at the front of the class and the weakest students tend to sit at the back. However, it is normally assumed that this is merely an indication of the respective seat location preferences of weaker and stronger students. Here we present evidence suggesting that in fact this may be mixing up the cause and effect. It may be that the seat selection itself contributes to whether the student does well or poorly, rather than the other way around. While a number of studies have looked at the effect of seat location on students, the results are often inconclusive, and few, if any, have studied the effects in college classrooms with randomly assigned seats. In this paper, we report on our observations of a large introductory physics course in which we randomly assigned students to particular seat locations at the beginning of the semester. Seat location during the first half of the semester had a noticeable impact on student success in the course, particularly in the top and bottom parts of the grade distribution. Students sitting in the back of the room for the first half of the term were nearly six times as likely to receive an F as students who started in the front of the room. A corresponding but less dramatic reversal was evident in the fractions of students receiving As. These effects were in spite of many unusual efforts to engage students at the back of the class and a front-to-back reversal of seat location halfway through the term. These results suggest there may be inherent detrimental effects of large physics lecture halls that need to be further explored.

Increased body weight affects academic performance in university students

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Angela S. Anderson

2017-03-01

Full Text Available For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academic performance in university students is correlated with BMI. Students from two consecutive academic years (Jan–May 2013 and Jan–May 2014 were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male consented to participate in the study. The number of correct answers to problem-solving questions (PSQs and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t-tests. BMI was significantly negatively correlated with student's final grades (P = 0.001 Pearson's r = −0.190 and PSQs were positively correlated with final grades (P < 0.001; Pearson's r = 0.357. Our findings show a correlation between healthy body weight and improved academic performance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academic performance in college students are warranted.

Formation of homophily in academic performance: Students change their friends rather than performance.

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Ivan Smirnov

Full Text Available Homophily, the tendency of individuals to associate with others who share similar traits, has been identified as a major driving force in the formation and evolution of social ties. In many cases, it is not clear if homophily is the result of a socialization process, where individuals change their traits according to the dominance of that trait in their local social networks, or if it results from a selection process, in which individuals reshape their social networks so that their traits match those in the new environment. Here we demonstrate the detailed temporal formation of strong homophily in academic achievements of high school and university students. We analyze a unique dataset that contains information about the detailed time evolution of a friendship network of 6,000 students across 42 months. Combining the evolving social network data with the time series of the academic performance (GPA of individual students, we show that academic homophily is a result of selection: students prefer to gradually reorganize their social networks according to their performance levels, rather than adapting their performance to the level of their local group. We find no signs for a pull effect, where a social environment of good performers motivates bad students to improve their performance. We are able to understand the underlying dynamics of grades and networks with a simple model. The lack of a social pull effect in classical educational settings could have important implications for the understanding of the observed persistence of segregation, inequality and social immobility in societies.

Medical Students Circadian Sleep Rhythms and Academic Performance

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Isabel Pérez-Olmos

2006-10-01

Full Text Available Objective: to evaluate, with a preliminarystudy, the distribution of circadian rhythms, sleepschedule patterns and their relationship withacademic performance on medical students.Methodology: in this descriptive study, a 10 itemoriginal questionnaire about sleep rhythms andacademic performance was applied to medicalstudents from different semesters. Week (classtime and weekend schedules, preferences,daytime somnolence and academic performancewere asked. Three chronotypes (morningness,intermediate and eveningness were definedamong waking-sleeping preference, difficulty tosleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit perweek night was also calculated. Results: Of the318 medical students that answered the questionnaire,62.6% corresponded to intermediatechronotypes, 8.8% to evening-type and 28.7%to morning-type. Significant difference wasfound among the two chronotype tails (p=0.000,Chi-square 31.13. No correlation was foundbetween academic performance and age, sex,chronotype, week sleep deficit and sleep hours inweek and weekends. A 71.1% of the students slept6 or fewer hours during class time and 78% hada sleep deficit (more frequent in the eveningchronotype. Conclusions: No relation was foundbetween sleep chronotype and academic performance.Students tend to morningness. Fewstudies have been made on equatorial zones orwithout seasons.

Finance for the Poor: An Assessment of the Performance of ...

African Journals Online (AJOL)

The introduction of microfinance in the Nigerian financial system is an attempt to provide the poor with access to micro-financial services. Micro-banks that are supposed to provide these services are faced with many challenges. Among these are: inability to reach a greater number of the poor; funding of commercial sectors ...

Sleep quantity, quality, and insomnia symptoms of medical students during clinical years

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Alsaggaf, Mohammed A.; Wali, Siraj O.; Merdad, Roah A.; Merdad, Leena A.

2016-01-01

Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. Methods: In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Results: Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS) in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Conclusion: Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep. PMID:26837401

Determinants of Perceived Students' Academic Performance in ...

African Journals Online (AJOL)

AFRREV IJAH: An International Journal of Arts and Humanities ... Performance in Vocational Education in Tertiary Institutions in Lagos State. GO Ojo ... title Home- School Factors and Students' Academic Performance in Vocational Education ...

A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders, or normal readers.

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Geva, Esther; Massey-Garrison, Angela

2013-01-01

The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.

Self-Esteem, Study Habits and Academic Performance Among University Students

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Manuel L. Chilca Alva

2017-04-01

Full Text Available This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP in the third term of 2016, and the sample size numbered 86 students. The Coopersmith Self-Esteem Inventory, Luis Vicuña Peri’s Study Habits Inventory and the average grades obtained by students were used for research variable measurement. Results show that self-esteem does not significantly impact academic performance, but study habits do influence academic performance (p = .000 < α = .05. Hence students are expected to enhance academic performance as they refine study techniques.

Impact of Metacognitive Awareness on Performance of Students in Chemistry

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Rahman, Fazal ur; Jumani, Nabi Bux; Chaudry, Muhammad Ajmal; Chisti, Saeed ul Hasan; Abbasi, Fahim

2010-01-01

The impact of metacognitive awareness on students' performance has been examined in the present study. 900 students of grade X participated in the study. Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry. Results indicated that…

Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines

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Olatunji, Samuel Olusola; Aghimien, Douglas Omoregie; Oke, Ayodeji Emmanuel; Olushola, Emmanuel

2016-01-01

Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying,…

Risk assessment of student performance in the International Foundations of Medicine Clinical Science Examination by the use of statistical modeling.

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David, Michael C; Eley, Diann S; Schafer, Jennifer; Davies, Leo

2016-01-01

The primary aim of this study was to assess the predictive validity of cumulative grade point average (GPA) for performance in the International Foundations of Medicine (IFOM) Clinical Science Examination (CSE). A secondary aim was to develop a strategy for identifying students at risk of performing poorly in the IFOM CSE as determined by the National Board of Medical Examiners' International Standard of Competence. Final year medical students from an Australian university medical school took the IFOM CSE as a formative assessment. Measures included overall IFOM CSE score as the dependent variable, cumulative GPA as the predictor, and the factors age, gender, year of enrollment, international or domestic status of student, and language spoken at home as covariates. Multivariable linear regression was used to measure predictor and covariate effects. Optimal thresholds of risk assessment were based on receiver-operating characteristic (ROC) curves. Cumulative GPA (nonstandardized regression coefficient [B]: 81.83; 95% confidence interval [CI]: 68.13 to 95.53) and international status (B: -37.40; 95% CI: -57.85 to -16.96) from 427 students were found to be statistically associated with increased IFOM CSE performance. Cumulative GPAs of 5.30 (area under ROC [AROC]: 0.77; 95% CI: 0.72 to 0.82) and 4.90 (AROC: 0.72; 95% CI: 0.66 to 0.78) were identified as being thresholds of significant risk for domestic and international students, respectively. Using cumulative GPA as a predictor of IFOM CSE performance and accommodating for differences in international status, it is possible to identify students who are at risk of failing to satisfy the National Board of Medical Examiners' International Standard of Competence.

Academic guidance for undergraduate students in a South African ...

African Journals Online (AJOL)

Higher education institutions, including medical schools, still grapple with the challenge of poor academic performance of students. Some studies report the positive results of providing academic guidance for common challenges such as poor and/or ineffective time management, study methods, test- and exam-taking ...

The Effects of Anxiety and Self-Efficacy on Finance Students

Science.gov (United States)

Sizoo, Steve; Jozkowskia, Robert; Malhotra, Naveen; Shapero, Morris

2008-01-01

Because of their quantitative content, Finance courses are particularly difficult for business majors. Math-related material causes many students to become anxious, which can impede their learning and their performance. Also, students who think they will perform poorly on a task do worse than those who think they will succeed. The difference is…

Performance of Distance Learning Students in a Small Business Management Course

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Kotey, Bernice; Anderson, Phil

2006-01-01

Purpose: The purpose of the paper is to compare the performance of distance-learning students in a Small Business Management (SBM) course with that of internal (on-campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.…

Sleep complaints affecting school performance at different educational levels.

Science.gov (United States)

Pagel, James F; Kwiatkowski, Carol F

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY.

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Bird, Lillian

2010-03-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed.

A Valid and Reliable Tool to Assess Nursing Students` Clinical Performance

OpenAIRE

Mehrnoosh Pazargadi; Tahereh Ashktorab; Sharareh Khosravi; Hamid Alavi majd

2013-01-01

Background: The necessity of a valid and reliable assessment tool is one of the most repeated issues in nursing students` clinical evaluation. But it is believed that present tools are not mostly valid and can not assess students` performance properly.Objectives: This study was conducted to design a valid and reliable assessment tool for evaluating nursing students` performance in clinical education.Methods: In this methodological study considering nursing students` performance definition; th...

Focusing on Student Performance Through Accountability. Challenge to Lead Series

Science.gov (United States)

Diaz, Alicia; Lord, Joan

2005-01-01

This report, Focusing on Student Performance Through Accountability, shows that more students, in all groups, are meeting state standards. And parents, communities and education leaders are better informed about student performance than ever before. It shows that large gaps remain in every state. If the state is to reach the No Child Left Behind…

Peer influence on students' estimates of performance: social comparison in clinical rotations.

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Raat, A N Janet; Kuks, Jan B M; van Hell, E Ally; Cohen-Schotanus, Janke

2013-02-01

During clinical rotations, students move from one clinical situation to another. Questions exist about students' strategies for coping with these transitions. These strategies may include a process of social comparison because in this context it offers the student an opportunity to estimate his or her abilities to master a novel rotation. These estimates are relevant for learning and performance because they are related to self-efficacy. We investigated whether student estimates of their own future performance are influenced by the performance level and gender of the peer with whom the student compares him- or herself. We designed an experimental study in which participating students (n = 321) were divided into groups assigned to 12 different conditions. Each condition entailed a written comparison situation in which a peer student had completed the rotation the participant was required to undertake next. Differences between conditions were determined by the performance level (worse, similar or better) and gender of the comparison peer. The overall grade achieved by the comparison peer remained the same in all conditions. We asked participants to estimate their own future performance in that novel rotation. Differences between their estimates were analysed using analysis of variance (ANOVA). Students' estimates of their future performance were highest when the comparison peer was presented as performing less well and lowest when the comparison peer was presented as performing better (p influences students' estimates of their future performance in a novel rotation. The effect depends on the performance level and gender of the comparison peer. This indicates that comparisons against particular peers may strengthen or diminish a student's self-efficacy, which, in turn, may ease or hamper the student's learning during clinical rotations. The study is limited by its experimental design. Future research should focus on students' comparison behaviour in real transitions

Influence of course characteristics, student characteristics, and behavior in learning management systems on student performance

OpenAIRE

Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno

2016-01-01

The use of learning management systems (LMS) in education make it possible to track students’ online behavior. This data can be used for educational data mining and learning analytics, for example, by predicting student performance. Although LMS data might contain useful predictors, course characteristics and student characteristics have shown to influence student performance as well. However, these different sets of features are rarely combined or compared. Therefore, in the current study we...

Performance of Senior Tourism Students in Using Foreign Language

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Dr. Dexter R. Buted

2014-06-01

Full Text Available The study generally intended to reckon the previous and present condition of senior tourism students with regards on their foreign language class. Specifically, it described the profile of the professors teaching foreign language; determined the senior tourism student’s performances on their foreign language class; assessed the teaching strategies used by the professors; tested the significant relationship between the performances of the students to the teaching strategies used; and lastly, proposed an action plan to help tourism students in the study of foreign language. The researchers used the descriptive method of research, with one hundred seventy-eight (178 respondents composed of all senior tourism students who are enrolled in foreign language class. The result of the study revealed that the professors who are teaching foreign language are 61 years old and above, masters degree holder, 10 years and above, with a unit of 21 and can speak Spanish. Also, the students are able to speak and comprehend Mandarin, French and Spanish. The teaching techniques used by the professors in teaching the language was giving and evaluating student’s performance more often. Moreover, the performances of the students in foreign language are affected by the teaching strategies used by the professors. And a proposed plan was formulated to improve foreign language subject of the study

Does self-reported sleep quality predict poor cognitive performance among elderly living in elderly homes?

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Amer, Motassem S; Hamza, Sarah A; El Akkad, Rania M; Abdel Galeel, Yamen I I

2013-01-01

Sleep complaints are common among elderly, especially institutionalized elderly, as they experience poorer sleep quality and higher use of sedative hypnotics, when compared to community-dwelling elderly. Recent findings suggest that there may be a relationship between poor quality of sleep and cognitive deficits. This study aimed at studying the relation between sleep quality and cognitive performance in older adults living in elderly homes. 100 elderly living in an elderly home in El Mansoura, Egypt, were recruited in this study, 50 cases with subjective poor quality of sleep and 50 controls with subjective good quality of sleep as assessed by Pittsburgh sleep quality index (PSQI). Each participant went through comprehensive geriatric assessment (CGA), including geriatric depression scale (GDS), assessment of cognitive function by mini mental state examination (MMSE). 52% of poor sleepers showed impaired MMSE, while only 24% of good sleepers had impaired MMSE. Both orientation and (attention and calculation) were more affected (P = 0.027 and 0.035, respectively). Linear correlation coefficient between PSQI and different variables revealed significant negative correlation with total MMSE score, attention and calculation. Poor quality of sleep is related to cognitive impairment among elderly living in elderly homes and this problem should be taken in consideration among this group of elders.

Prefrontal hemodynamic responses and the degree of flow experience among occupational therapy students during their performance of a cognitive task

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Kazuki Hirao

2014-09-01

Full Text Available Purpose: Although flow experience is positively associated with motivation to learn, the biological basis of flow experience is poorly understood. Accumulation of evidence on the underlying brain mechanisms related to flow is necessary for a deeper understanding of the motivation to learn. The purpose of this study is to investigate the relationship between flow experience and brain function using near-infrared spectroscopy (NIRS during the performance of a cognitive task. Methods: Sixty right-handed occupational therapy (OT students participated in this study. These students performed a verbal fluency test (VFT while 2-channel NIRS was used to assess changes in oxygenated hemoglobin concentration (oxygenated hemoglobin [oxy-Hb] in the prefrontal cortex. Soon after that, the OT students answered the flow questionnaire (FQ to assess the degree of flow experience during the VFT. Results: Average oxy-Hb in the prefrontal cortex had a significant negative correlation with the satisfaction scores on the FQ. Conclusion: Satisfaction during the flow experience correlated with prefrontal hemodynamic suppression. This finding may assist in understanding motivation to learn and related flow experience.

Assessing students' performance in software requirements engineering education using scoring rubrics

Science.gov (United States)

Mkpojiogu, Emmanuel O. C.; Hussain, Azham

2017-10-01

The study investigates how helpful the use of scoring rubrics is, in the performance assessment of software requirements engineering students and whether its use can lead to students' performance improvement in the development of software requirements artifacts and models. Scoring rubrics were used by two instructors to assess the cognitive performance of a student in the design and development of software requirements artifacts. The study results indicate that the use of scoring rubrics is very helpful in objectively assessing the performance of software requirements or software engineering students. Furthermore, the results revealed that the use of scoring rubrics can also produce a good achievement assessments direction showing whether a student is either improving or not in a repeated or iterative assessment. In a nutshell, its use leads to the performance improvement of students. The results provided some insights for further investigation and will be beneficial to researchers, requirements engineers, system designers, developers and project managers.

The Influence of Virtual Learning Environments in Students' Performance

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Alves, Paulo; Miranda, Luísa; Morais, Carlos

2017-01-01

This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…

THE LINK BETWEEN STUDENTS' SATISFACTION WITH FACULTY, OVERALL STUDENTS' SATISFACTION WITH STUDENT LIFE AND STUDENT PERFORMANCES

OpenAIRE

Mihanović, Zoran; Batinić, Ana Barbara; Pavičić, Jurica

2016-01-01

Customer satisfaction has long been recognized as a central concept of all business activities. Satisfaction can serve as an indicator of success of the company, both in the past and present, as well as an indicator of future performance. High quality service to students is a prerequisite of maintaining competitiveness in the market of higher education. A relationship that is created between the expectations of students and their satisfaction with the quality of service that provides educatio...

Correlation of Numerical Anxiety and Mathematics Performance

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Michael Howard D. Morada

2015-12-01

Full Text Available It has been observed that most students had negative view towards mathematics and as a result, they also performed poorly.As such, it is imperative for every math teacher to understand the reasons behind this negative view to improve their student’s performance. This observation led the researcher to conduct a study on Correlation of Mathematics Performance and Anxiety of third and fourth year students for school year 2012-2013 across the different programs.This study determined the numerical anxiety level and mathematics performance of the respondents along age, gender and programs. The study revealed that students, regardless of age had passing performance. However, female and male students had fair and passing mathematics performance, respectively. Students from College of Business Education, Teacher Education and Computer Studies had fair performance while those from Marine Transportation, Criminal Justice Education and Engineering had passing performance. The study also revealed that students across different variables had moderate numerical anxiety level. Furthermore, it was found out that mathematics performance is significantly related to numerical anxiety. However, the relationship was inverse and small.

Predicting students' intention to use stimulants for academic performance enhancement.

Science.gov (United States)

Ponnet, Koen; Wouters, Edwin; Walrave, Michel; Heirman, Wannes; Van Hal, Guido

2015-02-01

The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academic performance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.

Student Learning Motivation as a Mediator of the Relationship between Service Quality and Student Performance

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Ibrahim, Hamdi H. M.

2016-01-01

Students look for evidence of service quality when selecting a university to attend. Student dissatisfaction with the quality of service may reduce student motivation in online higher-education settings, and low levels of motivation may lead to inferior student performance and a persistently high dropout rate. The purpose of this quantitative,…

Using Arduino to Teach Programming to First-Year Computer Science Students

Science.gov (United States)

Tan, Wee Lum; Venema, Sven; Gonzalez, Ruben

2017-01-01

Transitioning to university is recognised as a challenging endeavour for commencing students. For commencing Computer Science students specifically, evidence suggests a link between poor performance in introductory technical courses, such as programming, and high attrition rates. Building resilience in students, particularly at the start of their…

Performance evaluation of nursing students following competency-based education.

Science.gov (United States)

Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling

2015-01-01

Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

Low motor performance scores among overweight children: poor coordination or morphological constraints?

Science.gov (United States)

Chivers, Paola; Larkin, Dawne; Rose, Elizabeth; Beilin, Lawrence; Hands, Beth

2013-10-01

This study examined whether lower motor performance scores can be full attributed to poor coordination, or whether weight related morphological constraints may also affect motor performance. Data for 666 children and adolescents from the longitudinal Western Australian Pregnancy Cohort (Raine) Study were grouped into normal weight, overweight and obese categories based on the International Obesity Task Force cut points. Participants completed the 10-item McCarron Assessment of Neuromuscular Development (MAND) at the 10 and 14 year follow-up. The prevalence of overweight and obese participants classified with mild or moderate motor difficulties was not different from the normal weight group at 10 years (χ2 = 5.8 p = .215), but higher at 14 years (χ2 = 11.3 p = .023). There were no significant differences in overall motor performance scores between weight status groups at 10 years, but at 14 years, the normal weight group achieved better scores than the obese group (pobese groups on the jump task at 10 (pmotor competence are appropriate for an increasingly overweight and obese population. Copyright © 2013 Elsevier B.V. All rights reserved.

Factors affecting academic performance of Pharmacy students in the ...

African Journals Online (AJOL)

... performance of undergraduate Pharmacy students of the University of Jos, Nigeria ... was conducted using self-completed questionnaires among Pharmacy students of ... Pharmacy students; Test Competence, Time Management; Test Anxiety ... By Country · List All Titles · Free To Read Titles This Journal is Open Access.

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

Science.gov (United States)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

Risk assessment of student performance in the International Foundations of Medicine Clinical Science Examination by the use of statistical modeling

Directory of Open Access Journals (Sweden)

David MC

2016-12-01

Full Text Available Michael C David,1 Diann S Eley,2 Jennifer Schafer,2 Leo Davies,3 1School of Public Health, 2School of Medicine, The University of Queensland, Herston, QLD, 3Sydney Medical School, The University of Sydney, NSW, Australia Purpose: The primary aim of this study was to assess the predictive validity of cumulative grade point average (GPA for performance in the International Foundations of Medicine (IFOM Clinical Science Examination (CSE. A secondary aim was to develop a strategy for identifying students at risk of performing poorly in the IFOM CSE as determined by the National Board of Medical Examiners’ International Standard of Competence. Methods: Final year medical students from an Australian university medical school took the IFOM CSE as a formative assessment. Measures included overall IFOM CSE score as the dependent variable, cumulative GPA as the predictor, and the factors age, gender, year of enrollment, international or domestic status of student, and language spoken at home as covariates. Multivariable linear regression was used to measure predictor and covariate effects. Optimal thresholds of risk assessment were based on receiver-operating characteristic (ROC curves. Results: Cumulative GPA (nonstandardized regression coefficient [B]: 81.83; 95% confidence interval [CI]: 68.13 to 95.53 and international status (B: –37.40; 95% CI: –57.85 to –16.96 from 427 students were found to be statistically associated with increased IFOM CSE ­performance. Cumulative GPAs of 5.30 (area under ROC [AROC]: 0.77; 95% CI: 0.72 to 0.82 and 4.90 (AROC: 0.72; 95% CI: 0.66 to 0.78 were identified as being thresholds of significant risk for domestic and international students, respectively. Conclusion: Using cumulative GPA as a predictor of IFOM CSE performance and accommodating for differences in international status, it is possible to identify students who are at risk of failing to satisfy the National Board of Medical Examiners’ International

Development of a measure of student self-evaluation of physics exam performance

Science.gov (United States)

Hagedorn, Eric Anthony

The central purpose of this study was to provide preliminary evidence of the reliability and validity of the SEVSI - P (Self- evaluation scaled instrument - physics). This instrument, designed to measure student self-evaluation of physics exam performance, was developed in congruence with social cognitive theory. Self-evaluation in this study is defined to consist of two of the three subprocesses of self-regulation: self-observation and judgmental process. As such, the SEVSI - P consists of two subscales, one measuring the frequency and types of self-observations made during a physics exam and one measuring the frequency and types of judgmental comparisons made after an exam. Data from 621 completed surveys, voluntarily taken by first semester algebra/trigonometry based physics students at six Midwestern universities and one Southern university, were analyzed for reliability and factorial validity. Cronbach alphas of .71 and .83 for the self-observation and judgment subscales, respectively, indicate acceptable reliability for the instrument. Confirmatory factor analysis indicates the acceptability of the hypothesis that the data analyzed could have indeed been obtained from the proposed two factor model (self-observation and judgment). The results of this confirmatory factor analysis provide preliminary construct validity for this instrument. A number of theoretically related items were included on the SEVSI - P form to elicity information about the use of goals and pre-planned strategies, actions taken in response to previous poor performances, and emotional responses to performance. A correlational analysis of these items along with the self-observation and judgment subscale scores provided a limited degree of convergent validity for the two subscales. Analyses of variance were done to determine the presence of differences in scoring patterns based on gender or reported ethnic origin. These results indicate slightly higher judgment subscale scores for women and

SLEEP COMPLAINTS AFFECTING SCHOOL PERFORMANCE AT DIFFERENT EDUCATIONAL LEVELS

Directory of Open Access Journals (Sweden)

James F Pagel

2010-11-01

Full Text Available The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students. Reported restless legs and periodic limb movements are significantly associated with lower GPA’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

Sleep Complaints Affecting School Performance at Different Educational Levels

OpenAIRE

Pagel, James F.; Kwiatkowski, Carol F.

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness...

Stress level and academic performance of university students in ...

African Journals Online (AJOL)

This study examined the relationship between level of stress and students' academic performance in Universities in Kwara State, Nigeria. The study adopted a descriptive survey research design. Proportional stratified random sampling was used to select 300 students for the study. A “Students' Stress Level Questionnaire ...

The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students.

Science.gov (United States)

O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn

2015-02-02

To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

Online learning in speech and language therapy: Student performance and attitudes.

Science.gov (United States)

Upton, Dominic

2006-03-01

Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.

Poor precompetitive sleep habits, nutrients' deficiencies, inappropriate body composition and athletic performance in elite gymnasts.

Science.gov (United States)

Silva, M-R G; Paiva, T

2016-09-01

This study aimed to evaluate body composition, sleep, precompetitive anxiety and dietary intake on the elite female gymnasts' performance prior to an international competition. Sixty-seven rhythmic gymnasts of high performance level were evaluated in relation to sport and training practice, body composition, sleep duration, daytime sleepiness by the Epworth Sleepiness Scale (ESS), sleep quality by the Pittsburgh Sleep Quality Index (PSQI), precompetitive anxiety by the Sport Competition Anxiety Test form A (SCAT-A) and detailed dietary intake just before an international competition. Most gymnasts (67.2%) suffered from mild daytime sleepiness, 77.6% presented poor sleep quality and 19.4% presented high levels of precompetitive anxiety. The majority of gymnasts reported low energy availability (EA) and low intakes of important vitamins including folate, vitamins D, E and K; and minerals, including calcium, iron, boron and magnesium (p performance was positively correlated with age (p = .001), sport practice (p = .024), number of daily training hours (p = .000), number of hours of training/week (p = .000), waist circumference (WC) (p = .008) and sleep duration (p = .005). However, it was negatively correlated with WC/hip circumference (p = .000), ESS (p = .000), PSQI (p = .042), SCAT-A (p = .002), protein g/kg (p = .028), EA (p = .002) and exercise energy expenditure (p = .000). High performance gymnasts presented poor sleep habits with consequences upon daytime sleepiness, sleep quality and low energy availability.

Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance.

Science.gov (United States)

Wu, Jinnan; Mei, Wenjuan; Ugrin, Joseph C

2018-03-01

This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.

Burnout syndrome among dental students.

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Campos, Juliana Alvares Duarte Bonini; Jordani, Paula Cristina; Zucoloto, Miriane Lucindo; Bonafé, Fernanda Salloume Sampaio; Maroco, João

2012-03-01

The burnout syndrome is characterized by professional exhaustion and has been reported in college students. The aim of this study was to estimate the prevalence of Burnout Syndrome among dentistry students from a public university, and its relationship to socio-demographic characteristics. All students (n = 300) were invited to participate. We used the Maslach Burnout Inventory-Student Version (MBI-SS). We carried out an analysis of the MBI-SS' psychometric properties. Multivariate Analysis of Variance (MANOVA) was performed, followed by Analysis of Variance (ANOVA) and Tukey's post-hoc tests to compare the mean scores of burnout dimensions. Of the 235 participants, 72.8% were women and the mean age was 21.0 ± 1.8 years. The MBI-SS was reliable and valid. Of the students, 17.0% had Burnout Syndrome. There was a significant relation between Burnout Syndrome and a student's performance during the course (F = 4.433, p students most affected were those with poor performance, those who took medication because of studies, and those with thoughts of dropping the course. We concluded that the prevalence of the syndrome among dentistry students was high, with a significant relation between the syndrome and a student's academic performance, use of medication because of studies, and thoughts of dropping the course.

Students' Academic Performance: Academic Effort Is an Intervening ...

African Journals Online (AJOL)

PROMOTING ACCESS TO AFRICAN RESEARCH ... Students' Academic Performance: Academic Effort Is an Intervening Variable ... This study was designed to seek explanations for differences in academic performance among junior ...

Neurotological symptoms and academic performance of university students.

Science.gov (United States)

Marques, Marcia Mattos; Ganança, Mauricio Malavasi; Marques, Carolina Mattos; Ganança, Fernando Freitas; Caovilla, Heloisa Helena

2010-02-01

To compare the academic performance of university students with or without neurotological symptoms. 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. The symptoms presented once, sometimes, many times or always, in a decreasing order of prevalence, were headache (74.0%), difficulty with concentration (57.0%), lack of memory (45.0%), physical indisposition, nausea /dizziness when in moving vehicle (37.0%), fainting (27.0%), nausea (26.0%), sensation of fullness in the ear (26.0%), hypersensitivity to sounds (26.0%), tinnitus (22.0%), vertigo and other kinds of dizziness (21.0%), imbalance when walking (21.0%), difficulty in hearing (21.0%), imminent sensation of fainting (11.0%) and vomiting (8.0%), alone or in different associations; convulsion was not mentioned. The final academic performance score ranged from 5.1 to 10.0. University students with or without neurotological symptoms have manifested similar academic performance.

After-School Tutoring and the Distribution of Student Performance

Science.gov (United States)

Huang, Min-Hsiung

2013-01-01

As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

Sleep disorder among medical students: relationship to their academic performance.

Science.gov (United States)

Abdulghani, Hamza M; Alrowais, Norah A; Bin-Saad, Norah S; Al-Subaie, Nourah M; Haji, Alhan M A; Alhaqwi, Ali I

2012-01-01

Medical students are exposed to a significant level of pressure due to academic demands. Their sleep pattern is characterized by insufficient sleep duration, delayed sleep onset, and occurrence of napping episodes during the day. To examine the prevalence of sleep disorder among medical students and investigate any relationship between sleep disorder and academic performance. This is a cross-sectional self-administered questionnaire-based study. The participants were medical students of the first, second, and third academic years. The Epworth Sleepiness Scale (ESS) was also included to identify sleep disorder and grade point average was recorded for academic performance. There were 491 responses with a response rate of 55%. The ESS score demonstrated that 36.6% of participants were considered to have abnormal sleep habits, with a statistically significant increase in female students (p = 0.000). Sleeping between 6-10 h per day was associated with normal ESS scores (p = 0.019) as well as the academic grades ≥ 3.75. Abnormal ESS scores were associated with lower academic achievement (p = 0.002). A high prevalence of sleep disorder was found in this group of students, specifically female students. Analysis of the relationship between sleep disorder and academic performance indicates a significant relationship between abnormal ESS scores, total sleeping hours, and academic performance.

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

Science.gov (United States)

Hughes, Jan N; Wu, Wei; West, Stephen G

2011-02-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery.

Science.gov (United States)

Yoho, Robert M; Vardaxis, Vassilios; Millonig, Kelsey

2016-05-01

Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

The relationship between sleep habits and academic performance in dental students in Croatia.

Science.gov (United States)

Valic, M; Pecotic, R; Lusic, L; Peros, K; Pribudic, Z; Dogas, Z

2014-11-01

It is well accepted that sleep and lifestyle habits affect academic success in students. However, sleep patterns and sleep problems amongst dental students have been insufficiently addressed in the literature. The purpose of this study was to evaluate sleep habits of dental students and the relationship between sleep habits and academic performance. A self-administered questionnaire on sleep habits, academic performance and lifestyle was administered. The participants were 447 dental students from Split University Dental Medicine School and Zagreb University Dental Medicine School from the six academic years. The subjects were classified into two groups based on academic success (high-performing vs. low-performing students) for comparison of sleep and lifestyle habits. Amongst the whole group of students, average bedtime and wake time during weekday was significantly earlier compared with weekend. Main findings indicate that students with high academic performance had earlier bedtimes during weekdays and weekends, earlier wake times during weekends and shorter sleep latency compared with low academic performing students. Self-reported academic performance of dental students in Croatia is associated with timing of sleep and wakefulness, rather than with total sleep time duration. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Communicating Learning Outcomes and Student Performance through the Student Transcript

Science.gov (United States)

Kenyon, George; Barnes, Cynthia

2010-01-01

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

The Effectiveness of Light Therapy for College Student Depression

Science.gov (United States)

House, Lisa A.; Walton, Barry

2018-01-01

There is a growing number of students on college campuses with mental health problems and college counseling services are reporting significant increases in student demand for counseling. Depression, a mental illness consisting of profound sadness, fatigue, and irritability, as well as low motivation, poor academic performance, and suicidal…

Effect of the inquiry-based teaching approach on students ...

African Journals Online (AJOL)

kofi.mereku

mathematics as a vital tool for the understanding and application of science and .... In view of senior high school students' poor performance in circle theorems and their ..... taught using the inquiry-based approach on the other hand perceive their .... visualization and spatial reasoning to middle school mathematics students.

Investigating the relationship between information literacy and academic performance among students.

Science.gov (United States)

Soleymani, Mohammad Reza

2014-01-01

Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academic performance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.

POOR PROGRESS STUDENTS IN LEARNING MATHEMATICS AS SOCIAL AND PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

OpenAIRE

Vladimir Tatochenko; Andrii Shypko

2016-01-01

The article is devoted to theoretical substantiation of modern methodical system of Mathematics teaching of poor progressing secondary school pupils. A systematic approach to the study of psycho-pedagogical determinants of poor progress of pupils in math was implemented. The dynamic of interfunctional relationship of structure of educational and informative sphere of poor progressing pupils in mathematics was disclosed and scientific understanding of this process was expanded. The introducti...

What effects do student jobs have on the study performance ...

African Journals Online (AJOL)

This research examines the effects student jobs have on the study performance, and the competency and career development of hospitality management students. A 13-item survey was administered to a sample of 82 hospitality management students to see how they think about their student job. Qualitative data was ...

Student Engagement and Academic Performance in the Colombian University Context.

Directory of Open Access Journals (Sweden)

Pineda-Báez, Clelia

2014-11-01

Full Text Available Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students’ academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE that measures students’ level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students’ academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students.

Predictors of Academic Performance among Indian Students

Science.gov (United States)

Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

2017-01-01

There are two dominant strains in the literature on academic performance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academic performance of engineering undergraduate students in India. Time management and perceived stress were included in the model to…

Measuring Student Performance in General Organic Chemistry

Science.gov (United States)

Austin, Ara C.; Ben-Daat, Hagit; Zhu, Mary; Atkinson, Robert; Barrows, Nathan; Gould, Ian R.

2015-01-01

Student performance in general organic chemistry courses is determined by a wide range of factors including cognitive ability, motivation and cultural capital. Previous work on cognitive factors has tended to focus on specific areas rather than exploring performance across all problem types and cognitive skills. In this study, we have categorized…

Factors affecting the academic performance of optometry students in Mozambique.

Science.gov (United States)

Shah, Kajal; Naidoo, Kovin; Bilotto, Luigi; Loughman, James

2015-06-01

The Mozambique Eyecare Project is a higher education partnership for the development, implementation, and evaluation of a model of optometry training at UniLúrio in Mozambique. There are many composite elements to the development of sustainable eye health structures, and appropriate education for eye health workers remains a key determinant of successful eye care development. However, from the first intake of 16 students, only 9 students graduated from the program, whereas only 6 graduated from the second intake of 24 students. This low graduation rate is attributable to a combination of substandard academic performance and student dropout. The aim of this article was to identify factors affecting the academic performance of optometry students in Mozambique. Nine lecturers (the entire faculty) and 15 students (9 from the first intake and 6 from the second) were recruited to the study. Clinical competency assessments were carried out on the students, semistructured individual interviews were conducted with the course lecturers, and a course evaluation questionnaire was completed by students. The results were combined to understand the complexities surrounding the optometry student training and performance. One student out of nine from the first intake and three students out of six from the second were graded as competent in all the elements of the refraction clinical competency examination. Analysis of data from the interviews and questionnaire yielded four dominant themes that were viewed as important determinants of student refraction competencies: student learning context, teaching context, clinic conditions and assessment, and the existing operating health care context. The evaluations have helped the university and course partners to better structure the teaching and adapt the learning environments by recommending a preparatory year and a review of the curriculum and clinic structure, implementing more transparent entry requirements, increasing awareness of

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

OpenAIRE

Jeffres, Meghan N.; Barclay, Sean M.; Stolte, Scott K.

2014-01-01

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled.

SELF-ASSESSMENT OF STUDENTS PERFORMANCE AT THE UNIVERSITY OF ZAGREB

Directory of Open Access Journals (Sweden)

Prof. dr.sc. Mirna Andrijašević

2009-11-01

Full Text Available Students spend a larger portion of your time in studying and preparing for the- ir future profession and occupation. Since professional status and influence will be on all other aspects of their lives (financial status, social status, choice of friends, etc.. Is extremely important that students during the study to be aware of the importance of the- ir profession, because it will help them to successfully end the study commenced. The differences in performance are linked with the fundamental human characteristics such as abilities, skills, knowledge, motivation, etc. Given the Bologna process, the socio-eco- nomic conditions markedly that students do not have clear knowledge about their futu- re profession. For this reason, we have conducted research with the aim to investigate whether there is a difference in self-performance among students of social science and bio-tehnical area of science. The study also participated students of Kinesiology and Agriculture faculty at the University of Zagreb, who are representatives of the mentio- ned areas of science. Surveyed the 374 students (46.25% female student. Applied the anonymous questionnaire of 12 statements that students are assessed on the scale of 1 to 5, where 1 indicates “completely false “ 5 “completely true “. The results showed that the surveyed students differ in assessing the performance of self-efficacy to gender and the area of science. Pearson χ2 analysis showed statisti- cally significant difference in the variables applied given the gender and faculty

Parent Involvement and Student Performance: The Influence of School Context

Science.gov (United States)

McNeal, Ralph B., Jr.

2015-01-01

Researchers focusing on parent involvement continue to concentrate their efforts on the relationship between involvement and student performance in isolation of the school context in which involvement occurs. This research outlines an ecology of involvement and how this social context affects parent involvement and student performance. Relying on…

Attitude towards statistics and performance among post-graduate students

Science.gov (United States)

Rosli, Mira Khalisa; Maat, Siti Mistima

2017-05-01

For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

Monitoring student attendance, participation, and performance improvement: an instrument and forms.

Science.gov (United States)

Kosta, Joanne

2012-01-01

When students receive consistent and fair feedback about their behavior, program liability decreases. To help students to have a clearer understanding of minimum program standards and the consequences of substandard performance, the author developed attendance and participation monitoring and performance improvement instruments. The author discusses the tools that address absenteeism, tardiness, unprofessional, and unsafe clinical behaviors among students.

On predicting student performance using low-rank matrix factorization techniques

DEFF Research Database (Denmark)

Lorenzen, Stephan Sloth; Pham, Dang Ninh; Alstrup, Stephen

2017-01-01

Predicting the score of a student is one of the important problems in educational data mining. The scores given by an individual student reflect how a student understands and applies the knowledge conveyed in class. A reliable performance prediction enables teachers to identify weak students...... that require remedial support, generate adaptive hints, and improve the learning of students. This work focuses on predicting the score of students in the quiz system of the Clio Online learning platform, the largest Danish supplier of online learning materials, covering 90% of Danish elementary schools...... and the current version of the data set is very sparse, the very low-rank approximation can capture enough information. This means that the simple baseline approach achieves similar performance compared to other advanced methods. In future work, we will restrict the quiz data set, e.g. only including quizzes...

Free Improvisation and Performance Anxiety among Piano Students

Science.gov (United States)

Allen, Robert

2013-01-01

The purpose of this study was to compare the levels of anxiety that students experienced according to whether their public performance consisted of a free improvisation or a repertory piece. The researcher had two objectives: (1) examine the relationship of students' levels of anxiety to free improvisation and repertory pieces during a…

Determinants of Students Academic Performance in Senior High ...

African Journals Online (AJOL)

A binary logit model is used to investigate the determinants of students' performance in the final high school examination. Questionnaires were administered to a sample of 1,129 final year students (614 boys and 515 girls) in ten senior high schools (SHSs) during the 2008/2009 academic year. Respondents were requested ...

An Agency Theory Perspective on Student Performance Evaluation

Science.gov (United States)

Smith, Michael E.; Zsidisin, George A.; Adams, Laural L.

2005-01-01

The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade-offs that may be involved in the selection of various…

Performance Anxiety at English PBL Groups Among Taiwanese Medical Students: A Preliminary Study

Directory of Open Access Journals (Sweden)

Cheng-Sheng Chen

2008-03-01

Full Text Available Students' performance anxiety can impact negatively on the effectiveness of medical education reform, including performance in problem-based learning (PBL and in using English in discussion. This study aimed to investigate the nature of performance anxiety among Taiwanese medical students in an English-language PBL group. Eighteen Taiwanese, one American and four Asian medical students who were attending an international PBL workshop were enrolled. A questionnaire seeking demographic data and experience in use of PBL and eight questions evaluating performance anxiety were administered. The performance anxiety of Taiwanese medical students was compared to that of the Asians and the one American. Frequencies of each performance anxiety were calculated. The results suggested that the Taiwanese students showed more anxiety than the one student from the United States, but less than other Asian students. The acts of giving a report, being the center of attention, and talking in the PBL group were the most common situations related to anxiety in PBL groups. Using English and working in a new PBL environment are possible sources of anxiety. The presence of anxiety among the Taiwanese medical students in English PBL groups implies the necessity for developing an effective strategy to deal with students' performance anxiety.

Portuguese state university performance according to students: an efficiency analysis

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Emerson Wagner Mainardes

2016-08-01

Full Text Available The objective of this research project is to evaluate the performance of Portuguese state universities in accordance with the expectations and satisfactions of their students and through recourse to the DEA methodology and thus representing one of the very few studies analysing university performance based upon student perceptions. According to an output oriented Variable Returns to Scale model, handling the responses returned by 1,669 students, the results demonstrate that faculties generally attain a good relationship between student expectations and their levels of satisfaction. We furthermore conclude that university scale does not guarantee efficiency. Hence, irrespective of size, universities are able to ensure the satisfaction of their students. Finally, the results show that satisfying only certain expectations related to specific aspects does not prove sufficient to guaranteeing overall student satisfaction. The analysis also correspondingly finds that while some decision making units prove efficient in satisfying expectations on specific aspects, they fail to attain such efficiency in the overall perspective of students.

Students academic performance based on behavior

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Maulida, Juwita Dien; Kariyam

2017-12-01

Utilization of data in an information system that can be used for decision making that utilizes existing data warehouse to help dig useful information to make decisions correctly and accurately. Experience API (xAPI) is one of the enabling technologies for collecting data, so xAPI can be used as a data warehouse that can be used for various needs. One software application whose data is collected in xAPI is LMS. LMS is a software used in an electronic learning process that can handle all aspects of learning, by using LMS can also be known how the learning process and the aspects that can affect learning achievement. One of the aspects that can affect the learning achievement is the background of each student, which is not necessarily the student with a good background is an outstanding student or vice versa. Therefore, an action is needed to anticipate this problem. Prediction of student academic performance using Naive Bayes algorithm obtained accuracy of 67.7983% and error 32.2917%.

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

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Paula Armstrong

2015-12-01

Full Text Available This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002 and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

Class modality, student characteristics, and performance in a community college introductory STEM course

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Fogle, Thomas Ty

Research on introductory STEM course performance has indicated that student characteristics (age, ethnicity and gender) and Grade Point Average (G.P.A.) can be predictive of student performance, and by implication, a correlation among these factors can help determine course design interventions to help certain types of students perform well in introductory STEM courses. The basis of this study was a community college Visual Basic programming course taught in both online and hybrid format. Beginning students in this course represented a diverse population residing in a large, mid-western, city and surrounding communities. Many of these students were defined as "at-Risk" or "non-traditional, which generally means any combination of socio-economic, cultural, family and employment factors that indicate a student is non-traditional. Research has shown these students struggle academically in technologically dense STEM courses, and may require student services and support to achieve their individual performance goals. The overall number in the study range was 392 distance students and 287 blended course students. The main question of this research was to determine to what extent student characteristics in a community college context, and previous success, as measured in overall G.P.A., were related to course performance in an introductory Visual Basic programming (STEM) course; and, whether or not a combination of these factors and course modality was predictive of success. The study employed a quantitative, quasi-experimental design to assess whether students' course performance was linked to course modality, student characteristics and overall G.P.A. The results indicated that the only predictor of student performance was overall G.P.A. Despite the research analyzed in Chapter 2, there was no statistically significant relationship to modality, age, ethnicity, or gender to performance in the course. Cognitive load is significant in a computer programming course and it

Influence of Strategies-Based Feedback in Students' Oral Performance

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Sisquiarco, Angie; Rojas, Santiago Sánchez; Abad, José Vicente

2018-01-01

This article reports on an action research study that assessed the influence of cognitive and metacognitive strategies-based feedback in the oral performance of a group of 6th grade students at a public school in Medellin, Colombia. Researchers analyzed students' oral performance through assessment and self-assessment rubrics, applied inventories…

Student Learning Styles and Performance in an Introductory Finance Class

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Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

2014-01-01

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

Team Satisfaction and Student Group Performance: A Cross-Cultural Study

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Zeitun, Rami M.; Abdulqader, Khalid Shams; Alshare, Khaled A.

2013-01-01

The authors examined the relationship between team satisfaction and students' performance in group projects in two universities, one from the United States and one from Qatar. The results showed that there is a significant positive correlation between team satisfaction and group performance only for the American students. Demographic factors such…

The Effect of School Design on Student Performance

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Ariani, Mohsen Ghasemi; Mirdad, Fatemeh

2016-01-01

The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school…

Uncovering phenotypes of poor-pitch singing: the Sung Performance Battery (SPB)

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Berkowska, Magdalena; Dalla Bella, Simone

2013-01-01

Singing is as natural as speaking for humans. Increasing evidence shows that the layman can carry a tune (e.g., when asked to sing a well-known song or to imitate single pitches, intervals and short melodies). Yet, important individual differences exist in the general population with regard to singing proficiency. Some individuals are particularly inaccurate or imprecise in producing or imitating pitch information (poor-pitch singers), thus showing a variety of singing phenotypes. Unfortunately, so far there is not a standard set of tasks for assessing singing proficiency in the general population, allowing to uncover and characterize individual profiles of poor-pitch singing. Different tasks and analysis methods are typically used in various experiments, making the comparison of the results across studies arduous. To fill this gap we propose here a new tool for assessing singing proficiency (the Sung Performance Battery, SPB). The SPB starts from the assessment of participants' vocal range followed by five tasks: (1) single-pitch matching, (2) pitch-interval matching, (3) novel-melody matching, (4) singing from memory of familiar melodies (with lyrics and on a syllable), and (5) singing of familiar melodies (with lyrics and on a syllable) at a slow tempo indicated by a metronome. Data analysis via acoustical methods provides objective measures of pitch accuracy and precision in terms of absolute and relative pitch. The SPB has been tested in a group of 50 occasional singers. The results indicate that the battery is useful for characterizing proficient singing and for detecting cases of inaccurate and/or imprecise singing. PMID:24151475

Uncovering phenotypes of poor-pitch singing: The Sung Performance Battery (SPB

Directory of Open Access Journals (Sweden)

Magdalena eBerkowska

2013-10-01

Full Text Available Singing is as natural as speaking for humans. Increasing evidence shows that the layman can carry a tune (e.g., when asked to sing a well-known song or to imitate single pitches, intervals and short melodies. Yet, important individual differences exist in the general population with regard to singing proficiency. Some individuals are particularly inaccurate or imprecise in producing or imitating pitch information (poor-pitch singers, thus showing a variety of singing phenotypes. Unfortunately, so far there is not a standard set of tasks for assessing singing proficiency in the general population, allowing to uncover and characterize individual profiles of poor-pitch singing. Different tasks and analysis methods are typically used in various experiments, making the comparison of the results across studies arduous. To fill this gap we propose here a new tool for assessing singing proficiency (the Sung Performance Battery, SPB. The SPB starts from the assessment of participants’ vocal range followed by five tasks: 1 single-pitch matching, 2 pitch-interval matching, 3 novel-melody matching, 4 singing from memory of familiar melodies (with lyrics and on a syllable, and 5 singing of familiar melodies (with lyrics and on a syllable at a slow tempo indicated by a metronome. Data analysis via acoustical methods provides objective measures of pitch accuracy and precision in terms of absolute and relative pitch. The SPB has been tested in a group of 50 occasional singers. The results indicate that the battery is useful for characterizing proficient singing and for detecting cases of inaccurate and/or imprecise singing.

Clinical skills-related learning goals of senior medical students after performance feedback.

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Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific

Study habits among Nigerian secondary school students with brain fag syndrome

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Olufemi Morakinyo

2010-01-01

Full Text Available Brain Fag Syndrome (BFS is a psychiatric disorder associated with study affecting two to four out of every ten African students. One of the consequences of this illness is early foreclosure of education in affected students. Etiological factors such as nervous predisposition, motivation for achievement, and psycho-stimulant use have been found associated with it. However, the contributions of study habits to the pathogenesis of this study-related illness deserve more attention than has been given. We carried out this cross-sectional study to ascertain the types of study habits associated with BFS among a sample of senior secondary school students in Ile-Ife, Nigeria. Five hundred students from six schools in Ile-Ife were selected using a stratified random sampling technique. The selected students completed the Socio-demographic Data Schedule, the Brain Fag Syndrome Scale, and Bakare’s Study Habit Inventory. The prevalence of BFS was 40.2% (201. There were no significant socio-demographic variables identifying BFS students apart from those without BFS. The significant measures of study habits that predicted BFS were homework and assignments, examinations, and written work. Those with BFS had 3.58 times the odds to perform poorly on homework and assignments, 3.27 times the odds to perform poorly on examinations, and 1.01 times the odds to perform poorly on written work compared to those without BFS. We concluded that the results of this study suggest that homework and assignments, examinations, and written work were significant study habit variables associated with BFS.

Academic Performance, School Desertion and Emotional Paradigm in University Students

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Sosa, Emma Rosa Cruz; Barrientos, Laura Gática; Castro, Patricia Eugenia García; García, Jesús Hernández

2010-01-01

The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their…

The Students\\' Knowledge, Attitude and Performance about Prevention of Using of Ecstasy

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Mitra Zolfaghari

2009-08-01

Full Text Available Introduction: In recent decades because of stimulant and hallucinogenic properties of ecstasy, it has been found so many users among adolescent and youth people. The aim of present study was the study of students' knowledge, attitude and performance related to prevention of using of ecstasy. Method: This descriptive – analytic study has done in 400 female students of government schools of zone no. 17. The sample selected by clustering random sampling and their knowledge, attitude, and performance measured by using of researchers developed questionnaire which shown sufficient level of validity and reliability. Results: The results showed that the majority of students (41% had low knowledge, 56% had positive attitude, and 55.1% had good performance related to prevention of using of ecstasy. Also, there was positive relationship between students' knowledge and attitude also attitude and performance. There was also positive relationship between some of the demographic characteristics and the students' knowledge, attitude and performance related to prevention of using of ecstasy. Conclusion: Finding of the research showed that the students' knowledge related to use of ecstasy is low, therefore appropriate instructional intervention in order to promote the students' knowledge is necessary.

Performance of engineering undergraduate students in mathematics: A case study in UniMAP

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Saad, Syafawati Ab.; Azziz, Nor Hizamiyani Abdul; Zakaria, Siti Aisyah; Yazid, Nornadia Mohd

2015-12-01

The purpose of this paper is to study the trend performance of the first year engineering students at a public university in Mathematics course: Engineering Mathematics I. We analyze how ethnicity factor influenced students' performance in mathematics course over three years period. The performance of the undergraduate students in this study is measured by their cumulative grade point average (CGPA) in the first semester. Analysis of Variance (ANOVA) will be used to test the significance difference between three variables (Malay, Chinese and Indian). Method of simple linear regression (SLR) is used to test the relationship between the performances and to predict the future performance for this course. The findings of the study show that Chinese students perform better than Malay and Indian students.

Producing "science/fictions" about the rural and urban poor: Community-based learning at a medical college in South India

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Arur, Aditi Ashok

This dissertation is an ethnographic case study of a community-based teaching program (CBTP) in public health at a medical college in South India that explored how the CBTP produced particular ways of seeing and understanding rural and urban poor communities. Drawing from critical, feminist, and postcolonial scholars, I suggest that the knowledge produced in the CBTP can be understood as "science/fictions", that is, as cultural texts shaped by transnational development discourses as well as medical teachers' and students' sociospatial imaginations of the rural and urban poor. I explored how these science/fictions mediated medical students' performative actions and interactions with a rural and an urban poor community in the context of the CBTP. At the same time, I also examined how knowledge produced in students' encounters with these communities disrupted their naturalized understandings about these communities, and how it was taken up to renarrativize science/fictions anew. Data collection and analyses procedures were informed by critical ethnographic and critical discourse analysis approaches. Data sources includes field notes constructed from observations of the CBTP, interviews with medical teachers and students, and curricular texts including the standardized national textbook of public health. The findings of this study illustrate how the CBTP staged the government and technology as central actors in the production of healthy bodies, communities, and environments, and implicitly positioned medical teachers and students as productive citizens of a modern nation while rural and urban poor communities were characterized sometimes as empowered, and at other times as not-yet-modern and in need of reform. However, the community also constituted an alternate pedagogical site of engagement in that students' encounters with community members disrupted students' assumptions about these communities to an extent. Nevertheless, institutionalized practices of assessment

Accounting for Non-Accounting Students: What Affects Their Performance?

OpenAIRE

Suhaiza Ismail; Nurkamariah Kasim

2012-01-01

This study aims to examine the factors affecting the examination performance of non-accounting students in completing an accounting course, that is, Management Accounting. A questionnaire survey was administered to a total of 147 non-accounting students who enrolled in a Management Accounting course for a semester. The factors considered are gender, prior academic performance, year of study and learning approaches adopted which include deep, surface and strategic approaches. Using multiple re...

Math Anxiety and How It Affects High School Students.

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Murr, Kathleen A.

2001-01-01

Studies the role that math anxiety played in the poor performance of students, what promoted such feelings, and what teachers can do to lessen this anxiety. Students and adults sense the urgency to understand the mathematical material, and that urgency often leads to anxiety when they cannot arrive at a solution. (ASK)

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

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Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Effect of Wii-intervention on balance of children with poor motor performance.

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Mombarg, Remo; Jelsma, Dorothee; Hartman, Esther

2013-09-01

The purpose of this study was to investigate the effects of training with the Wii-balance board on balance and balance-related skills of children with poor motor performance. Twenty-nine children (23 boys, 6 girls; aged 7-12 years) participated in this study and were randomly assigned to an experimental and control group. All children scored below the 16th percentile on a standardized test of motor ability and balance skills (Movement Assessment Battery for children (M-ABC-2)). Before and after a six-week Wii-intervention (M=8h, 22 min, SD=53 min), the balance skills of the experimental group and control group were measured with the M-ABC-2 and the Bruininks-Oseretsky test of motor proficiency (BOT-2). Both groups improved on all tests. The M-ABC-2 and the BOT-2 total balance-scores of the experimental group improved significantly from pre to post intervention, whereas those of the control group showed no significant progress. This resulted in significant interaction-effects, favoring the experimental children. No transfer-effects of the intervention on balance-related skills were demonstrated. Our findings showed that the Wii-balance board is an effective intervention for children with poor balance control. Further development and investigation of the intervention could be directed toward the implementation of the newly acquired balance-skills in daily life. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

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Kaplan, Rochelle G.; Patino, Rodrigo A.

Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

Social support and performance anxiety of college music students.

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Schneider, Erin; Chesky, Kris

2011-09-01

This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

Test anxiety and academic performance in chiropractic students.

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Zhang, Niu; Henderson, Charles N R

2014-01-01

Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

Effect of students' learning styles on classroom performance in problem-based learning.

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Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Effects of Conducting Instruction on the Musical Performance of Beginning Band Students.

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Kelly, Steven N.

1997-01-01

Investigates the effects of conducting instruction on beginning band students' individual rhythmic performance, group rhythmic performance, group performance of legato and staccato, and group performance of phrasing and dynamics. The students represented diverse ethnic and cultural backgrounds. Concludes the conducting instruction is a useful tool…

In Science Students Must Also Play Their Part.

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Brekke, Stewart E.

1993-01-01

Argues that very little is being done to improve the environmental conditions that cause poor student performance such as gang behavior, violence in children's lives, behavior problems, and the detrimental effects of poverty. (CCM)

Obesity and Student Performance at School

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Taras, Howard; Potts-Datema, William

2005-01-01

To review the state of research on the association between obesity among school-aged children and academic outcomes, the authors reviewed published studies investigating obesity, school performance, and rates of student absenteeism. A table with brief descriptions of each study's research methodology and outcomes is included. Research demonstrates…

Influence of residual catalyst on the properties of conjugated polyphenylenevinylene materials: Palladium nanoparticles and poor electrical performance

DEFF Research Database (Denmark)

Krebs, Frederik C; Nyberg, R.B.; Jørgensen, M.

2004-01-01

polymer material prepared by two different routes: the palladium route and the condensation route. The performance in a device application of the two polymer materials was, however, very different, and the palladium route was demonstrated to give poor films with low breakdown voltages and short circuits....

Upper urinary tract stone disease in patients with poor performance status: active stone removal or conservative management?

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Yamashita, Shimpei; Kohjimoto, Yasuo; Hirabayashi, Yasuo; Iguchi, Takashi; Iba, Akinori; Higuchi, Masatoshi; Koike, Hiroyuki; Wakamiya, Takahito; Nishizawa, Satoshi; Hara, Isao

2017-11-16

It remains controversial as to whether active stone removal should be performed in patients with poor performance status because of their short life expectancy and perioperative risks. Our objectives were to evaluate treatment outcomes of active stone removal in patients with poor performance status and to compare life prognosis with those managed conservatively. We retrospectively reviewed 74 patients with Eastern Cooperative Oncology Group performance status 3 or 4 treated for upper urinary tract calculi at our four hospitals between January 2009 and March 2016. Patients were classified into either surgical treatment group or conservative management group based on the presence of active stone removal. Stone-free rate and perioperative complications in surgical treatment group were reviewed. In addition, we compared overall survival and stone-specific survival between the two groups. Cox proportional hazards analysis was performed to investigate predictors of overall survival and stone-specific survival. Fifty-two patients (70.3%) underwent active stone removal (surgical treatment group) by extracorporeal shock wave lithotripsy (n = 6), ureteroscopy (n = 39), percutaneous nephrolithotomy (n = 6) or nephrectomy (n = 1). The overall stone-free rate was 78.8% and perioperative complication was observed in nine patients (17.3%). Conservative treatment was undergone by 22 patients (29.7%) (conservative management group). Two-year overall survival rates in surgical treatment and conservative management groups were 88.0% and 38.4%, respectively (p performance status could be performed safely and effectively. Compared to conservative management, surgical stone treatment achieved longer overall survival and stone-specific survival.

Smelling Anxiety Chemosignals Impairs Clinical Performance of Dental Students.

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Singh, Preet Bano; Young, Alix; Lind, Synnøve; Leegaard, Marie Cathinka; Capuozzo, Alessandra; Parma, Valentina

2018-05-15

Despite the fact that human body odors can transfer anxiety-related signals, the impact of such signals in real-life situations is scant. In this study, the effects of anxiety chemosignals on the performance of dental students operating on simulation units, wearing t-shirts imbued with human sweat and masked with eugenol were tested. Twenty-four 4th year dental students (17F) donated their body odors in two sessions (Anxiety and Rest). Twenty-four normosmic, sex- and age-matched test subjects who were3rd year dental students performed three dental procedures while smelling masked anxiety body odors, masked rest body odors or masker alone. The intensity and pleasantness ratings showed that the test subjects could not report perceptual differences between the odor conditions. When exposed to masked anxiety body odors the test subject's dental performance was significantly worse than when they were exposed to masked rest body odors and masker alone, indicating that their performance was modulated by exposure to the emotional tone of the odor. These findings call for a careful evaluation of the anxiety-inducing effects of body odors in performance-related tasks and provide the first ecological evaluation of human anxiety chemosignal communication.

A study on the effect of varying sequence of lab performance skills on lab performance of high school physics students

Science.gov (United States)

Bournia-Petrou, Ethel A.

The main goal of this investigation was to study how student rank in class, student gender and skill sequence affect high school students' performance on the lab skills involved in a laboratory-based inquiry task in physics. The focus of the investigation was the effect of skill sequence as determined by the particular task. The skills considered were: Hypothesis, Procedure, Planning, Data, Graph, Calculations and Conclusion. Three physics lab tasks based on the simple pendulum concept were administered to 282 Regents physics high school students. The reliability of the designed tasks was high. Student performance was evaluated on individual student written responses and a scoring rubric. The tasks had high discrimination power and were of moderate difficulty (65%). It was found that, student performance was weak on Conclusion (42%), Hypothesis (48%), and Procedure (51%), where the numbers in parentheses represent the mean as a percentage of the maximum possible score. Student performance was strong on Calculations (91%), Data (82%), Graph (74%) and Plan (68%). Out of all seven skills, Procedure had the strongest correlation (.73) with the overall task performance. Correlation analysis revealed some strong relationships among the seven skills which were grouped in two distinct clusters: Hypothesis, Procedure and Plan belong to one, and Data, Graph, Calculations, and Conclusion belong to the other. This distinction may indicate different mental processes at play within each skill cluster. The effect of student rank was not statistically significant according to the MANOVA results due to the large variation of rank levels among the participating schools. The effect of gender was significant on the entire test because of performance differences on Calculations and Graph, where male students performed better than female students. Skill sequence had a significant effect on the skills of Procedure, Plan, Data and Conclusion. Students are rather weak in proposing a

Three forms of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine theme

Science.gov (United States)

Feltham, Nicola F.; Downs, Colleen T.

2002-02-01

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.

Predictors of Middle School Students' Use of Self- Handicapping Strategies.

Science.gov (United States)

Midgley, Carol; Urdan, Tim

1995-01-01

By procrastinating, allowing others to keep them from studying, deliberately not trying, and using other "self-handicapping" strategies, students can convey that those circumstances, rather than lack of ability, are the reasons for subsequent poor performance. Survey data from 256 eighth-grade students indicated that boys use those strategies more…

Sleep quality among dental students and its association with academic performance

OpenAIRE

Elagra, Marwa I.; Rayyan, Mohammad R.; Alnemer, Omaima A.; Alshehri, Maram S.; Alsaffar, Noor S.; Al-Habib, Rabab S.; Almosajen, Zainab A.

2016-01-01

Objective: To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academic performance of students. Methods: A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academic performance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GP...

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Directory of Open Access Journals (Sweden)

Zafer Unal

2017-11-01

Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

Pattern of alcoholic beverage consumption and academic performance among college students

Directory of Open Access Journals (Sweden)

Aline Silva de Aguiar Nemer

2013-01-01

Full Text Available BACKGROUND: Alcoholic beverages are widely available in the university environment, particularly at the parties. There are few studies addressing the relationship between alcohol consumption and academic performance among college students. OBJECTIVE: This study evaluated the behavior of college students regarding the profile of alcohol consumption and its academic consequences. METHODS: The volunteers (343 students answered a questionnaire about their pattern of alcohol consumption and possible related behaviors, especially academic performance. Participants were classified as "non-drinkers" (ND, "non-binge drinkers" (nBD, "binge drinkers" (BD and "heavy drinkers" (HD. RESULTS: 88.1% of the students reported ingesting alcoholic beverages, 44% as BD. Most of the drinker students (75.5% - nBD, BD or HD stated getting intoxicated at least once a month. Binge drinking was the predominant pattern (66.2% of those who drank. HD students presented a risk 9.2 times higher of not being in the ideal period of the course. DISCUSSION: The college students evaluated presented high rates of alcohol abuse. Binge drinking might have interfered in their academic performance. Organic, social and behavioral consequences were also reported.

314 A Study of Secondary School Students' Academic Performance ...

African Journals Online (AJOL)

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Students' Academic Performance in English Language and Mathematics ... passed at credit level by secondary schools students in public examinations. A credit level ..... ls O n lin e: www.a jo l.in fo. T ab le 1. : P ercen tage of p asses and failu.

Medial olivocochlear function in children with poor speech-in-noise performance and language disorder.

Science.gov (United States)

Rocha-Muniz, Caroline Nunes; Mamede Carvallo, Renata Mota; Schochat, Eliane

2017-05-01

Contralateral masking of transient-evoked otoacoustic emissions is a phenomenon that suggests an inhibitory effect of the olivocochlear efferent auditory pathway. Many studies have been inconclusive in demonstrating a clear connection between this system and a behavioral speech-in-noise listening skill. The purpose of this study was to investigate the activation of a medial olivocochlear (MOC) efferent in children with poor speech-in-noise (PSIN) performance and children with language impairment and PSIN (SLI + PSIN). Transient evoked otoacoustic emissions (TEOAEs) with and without contralateral white noise were tested in 52 children (between 6 and 12 years). These children were arranged in three groups: typical development (TD) (n = 25), PSIN (n = 14) and SLI + PSI (n = 13). PSIN and SLI + PSI groups presented reduced otoacoustic emission suppression in comparison with the TD group. Our finding suggests differences in MOC function among children with typical development and children with poor SIN and language problems. Copyright © 2017 Elsevier B.V. All rights reserved.

Elementary Students' Metacognitive Processes and Post-Performance Calibration on Mathematical Problem-Solving Tasks

Science.gov (United States)

García, Trinidad; Rodríguez, Celestino; González-Castro, Paloma; González-Pienda, Julio Antonio; Torrance, Mark

2016-01-01

Calibration, or the correspondence between perceived performance and actual performance, is linked to students' metacognitive and self-regulatory skills. Making students more aware of the quality of their performance is important in elementary school settings, and more so when math problems are involved. However, many students seem to be poorly…

Temporal diagnostic analysis of the SWAT model to detect dominant periods of poor model performance

Science.gov (United States)

Guse, Björn; Reusser, Dominik E.; Fohrer, Nicola

2013-04-01

four reoccurring patterns of typical model performance, which can be related to different phases of the hydrograph. Overall, the baseflow cluster has the lowest performance. By combining the periods with poor model performance with the dominant model components during these phases, the groundwater module was detected as the model part with the highest potential for model improvements. The detection of dominant processes in periods of poor model performance enhances the understanding of the SWAT model. Based on this, concepts how to improve the SWAT model structure for the application in German lowland catchment are derived.

Prior academic background and student performance in assessment in a graduate entry programme.

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Craig, P L; Gordon, J J; Clark, R M; Langendyk, V

2004-11-01

This study aims to identify whether non-science graduates perform as well as science graduates in Basic and Clinical Sciences (B & CS) assessments during Years 1-3 of a four-year graduate-entry programme at the University of Sydney (the 'USydMP'). Students were grouped into five categories: Health Professions (HP), Biomedical Sciences (BMS), Other Biology (BIOL), Physical Sciences (PHYS) or Non-Science (NONS). We examined the performance rank of students in each of the five groups for single best answer (SBA) and modified essay (MEQ) assessments separately, and also calculated the relative risk of failure in the summative assessments in Years 2 and 3. Students with science-based prior degrees performed better in the SBA assessments. The same occurred initially in the MEQs, but the effect diminished with time. The HP students performed consistently better but converged with other groups over time, particularly in the MEQs. Relative performance by the NONS students improved with time in both assessment formats. Overall, differences between the highest and lowest groups were small and very few students failed to meet the overall standard for the summative assessments. HP and BMS students had the lowest failure rate. NONS students were more likely to fail the assessments in Year 2 and 3, but their pass rates were still high. Female students performed significantly better overall at the end of Year 2 and in Year 3. There were only minor differences between Australian resident and International students. While there are small differences in performance in B & CS early in the programme, these lessen with time. The study results will inform decisions regarding timing of summative assessments, selection policy and for providing additional support to students who need it to minimize their risk of failure. Readers should note that this paper refers to student performance in only one of the four curriculum themes, where health professional and science graduates would be

Sleep Duration and Academic Performance Among Student Pharmacists.

Science.gov (United States)

Zeek, Megan L; Savoie, Matthew J; Song, Matthew; Kennemur, Leanna M; Qian, Jingjing; Jungnickel, Paul W; Westrick, Salisa C

2015-06-25

To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists. A cross-sectional design was used. An anonymous self-administered paper questionnaire was administered to first-year through third-year students at a pharmacy school. Questionnaires were completed by 364 student pharmacists (79.4% response rate and 93.8% cooperation rate). More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime sleepiness almost every day. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs). A majority of student pharmacists had suboptimal durations of sleep, defined as fewer than 7 hours. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.

Association between Eating Behavior and Academic Performance in University Students.

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Valladares, Macarena; Durán, Elizabeth; Matheus, Alexis; Durán-Agüero, Samuel; Obregón, Ana María; Ramírez-Tagle, Rodrigo

2016-01-01

To determine the association between academic performance and eating behavior in university students in Chile. A total of 680 college students, 409 (60%) women and 271 (40%) men, were randomly recruited and the mean age of the entire sample was 26. The Three-Factor Eating Questionnaire (TFEQ), which evaluates 3 dimensions of eating behavior-cognitive restriction (limiting own intake), uncontrolled eating (inclination to eat), and emotional eating (control of food intake in the context of negative emotions)-was used. Academic performance was measured by the grade point average (GPA) and was associated with eating behavior. Women had significantly higher scores in the "emotional eating" dimension than men (p = 0.002). The eating behavior analysis showed that female students with higher GPAs (above 5.5) had statistically significantly lower uncontrolled eating scores (p = 0.03) and higher cognitive restriction scores (p = 0.05) than women with lower academic performance (below 5.5). There were no significant associations between eating behavior and academic performance in men. A positive association between eating behavior and academic performance was observed in female university students in Chile. Further studies are needed to explore the causes of this association and determine how to improve the nutritional habits of this population.

Calibration between Undergraduate Students' Prediction of and Actual Performance: The Role of Gender and Performance Attributions

Science.gov (United States)

Gutierrez, Antonio P.; Price, Addison F.

2017-01-01

This study investigated changes in male and female students' prediction and postdiction calibration accuracy and bias scores, and the predictive effects of explanatory styles on these variables beyond gender. Seventy undergraduate students rated their confidence in performance before and after a 40-item exam. There was an improvement in students'…

Relationships between academic performance of medical students and their workplace performance as junior doctors.

Science.gov (United States)

Carr, Sandra E; Celenza, Antonio; Puddey, Ian B; Lake, Fiona

2014-07-30

Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation. This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool. There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P gender or ethnicity on the overall combined score of performance of the junior doctor. Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

Is Critical Thinking a Mediator Variable of Student Performance in School?

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Walter, Christel; Walter, Paul

2018-01-01

The study explores the influences of critical thinking and interests on students' performance at school. The tested students attended German grammar schools ("Gymnasien"). Separate regression analyses showed the expected moderate positive influences of critical thinking and interests on school performance. But analyzed simultaneously,…

Academic Performance of Less Endowed High School Students in ...

African Journals Online (AJOL)

This paper investigates the academic performance of students from less endowed senior high schools in the Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were administered to 152 (123 males and 29 females) fourth year students who enrolled for various programmes at KNUST in 2007 ...

Evaluating Technology Resistance and Technology Satisfaction on Students' Performance

Science.gov (United States)

Norzaidi, Mohd Daud; Salwani, Mohamed Intan

2009-01-01

Purpose: Using the extended task-technology fit (TTF) model, this paper aims to examine technology resistance, technology satisfaction and internet usage on students' performance. Design/methodology/approach: The study was conducted at Universiti Teknologi MARA, Johor, Malaysia and questionnaires were distributed to 354 undergraduate students.…

Assessing clinical reasoning abilities of medical students using clinical performance examination

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Sunju Im

2016-03-01

Full Text Available Purpose: The purpose of this study is to investigate the reliability and validity of new clinical performance examination (CPX for assessing clinical reasoning skills and evaluating clinical reasoning ability of the students. Methods: Third-year medical school students (n=313 in Busan-Gyeongnam consortium in 2014 were included in the study. One of 12 stations was developed to assess clinical reasoning abilities. The scenario and checklists of the station were revised by six experts. Chief complaint of the case was rhinorrhea, accompanied by fever, headache, and vomiting. Checklists focused on identifying of the main problem and systematic approach to the problem. Students interviewed the patient and recorded subjective and objective findings, assessments, plans (SOAP note for 15 minutes. Two professors assessed students simultaneously. We performed statistical analysis on their scores and survey. Results: The Cronbach α of subject station was 0.878 and Cohen κ coefficient between graders was 0.785. Students agreed on CPX as an adequate tool to evaluate students’ performance, but some graders argued that the CPX failed to secure its validity due to their lack of understanding the case. One hundred eight students (34.5% identified essential problem early and only 58 (18.5% performed systematic history taking and physical examination. One hundred seventy-three of them (55.3% communicated correct diagnosis with the patient. Most of them had trouble in writing SOAP notes. Conclusion: To gain reliability and validity, interrater agreement should be secured. Students' clinical reasoning skills were not enough. Students need to be trained on problem identification, reasoning skills and accurate record-keeping.

Sleep Hygiene Practices and Their Relation to Sleep Quality in Medical Students of Qazvin University of Medical Sciences.

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Yazdi, Zohreh; Loukzadeh, Ziba; Moghaddam, Parichehr; Jalilolghadr, Shabnam

2016-01-01

Poor quality of sleep is a distressing and worrying condition that can disturb academic performance of medical students. Sleep hygiene practices are one of the important variables that affect sleep quality. The objective of this study was to assess association between sleep hygiene practices and sleep quality of medical students in Qazvin University of Medical Sciences. In this descriptive-correlational study, a total of 285 medical students completed a self-administered questionnaire. Demographic data, sleep-wake schedule in weekday and weekend, and sleep duration were collected. Students' sleep quality was assessed by Pittsburg Sleep Quality Index (PSQI). Data were analyzed by SPSS Ver 13. Overall, 164 (57.5) of students had poor sleep quality. Mean global PSQI score and average score of four subscales were significantly higher in male than female. Regression analysis showed that male students (β=-0.85, Psleep hygiene practices slept worse. The findings of this study showed that the prevalence of poor sleep quality in medical students is high. Improper sleep hygiene behaviors might be a reason for poor quality of sleep in medical students.

Mau desempenho escolar: uma visão atual Poor school performance: an updated review

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Cláudia Machado Siqueira

2011-02-01

Full Text Available Este estudo tem como objetivo uma revisão atualizada sobre o tema de mau desempenho escolar para profissionais da área de saúde e educação. Aborda aspectos atuais da educação, de aprendizagem e das principais condições envolvidas em mau desempenho escolar. Apresenta dados atualizados sobre os principais aspectos da neurobiologia, epidemiologia, etiologia, quadro clínico, comorbidades, diagnóstico, intervenção precoce e tratamento das principais patologias envolvidas. Trata-se de uma revisão abrangente, não sistemática da literatura sobre aprendizagem, desempenho escolar, transtorno de aprendizagem (dislexia, discalculia e disgrafia, transtorno de déficit de atenção/hiperatividade (TDA/H e transtorno de desenvolvimento de coordenação (TDC. O mau desempenho escolar é um sintoma frequente em nossas crianças com graves repercussões emocionais, sociais e econômicas. Uma visão atualizada do tema facilita o raciocínio clínico, o diagnóstico correto e o tratamento adequado.This study aims to develop a comprehensive review on the issue of poor school performance for professionals in both health and education areas. It discusses current aspects of education, learning and the main conditions involved in underachievement. It also presents updated data on key aspects of neurobiology, epidemiology, etiology, clinical presentation, comorbidities and diagnosis, early intervention and treatment of the major pathologies comprised. It is a comprehensive, non-systematic literature review on learning, school performance, learning disorders (dyslexia, dyscalculia and dysgraphia, attention deficit / hyperactivity disorder (ADHD and developmental coordination disorder (DCD. Poor school performance is a frequent problem faced by our children, causing serious emotional, social and economic issues. An updated view of the subject facilitates clinical reasoning, accurate diagnosis and appropriate treatment.

Fit to Perform: An Investigation of Higher Education Music Students' Perceptions, Attitudes, and Behaviors toward Health.

Science.gov (United States)

Araújo, Liliana S; Wasley, David; Perkins, Rosie; Atkins, Louise; Redding, Emma; Ginsborg, Jane; Williamon, Aaron

2017-01-01

Making music at the highest international standards can be rewarding, but it is also challenging, with research highlighting pernicious ways in which practicing and performing can affect performers' health and wellbeing. Several studies indicate that music students' perceptions, attitudes, and behaviors toward health and healthy living are less than optimal, especially considering the multiple physical and psychological demands of their day-to-day work. This article presents the results of a comprehensive screening protocol that investigated lifestyle and health-related attitudes and behaviors among 483 undergraduate and postgraduate students (mean age = 21.29 years ± 3.64; 59% women) from ten conservatoires. The protocol included questionnaires measuring wellbeing, general health, health-promoting behaviors, perfectionism, coping, sleep quality, and fatigue. On each measure, the data were compared with existing published data from similar age groups. The results indicate that music students have higher levels of wellbeing and lower fatigue than comparable samples outside of music. However, they also reveal potentially harmful perceptions, attitudes, and behaviors toward health. Specifically, engagement in health responsibility and stress management was low, which along with high perfectionistic strivings, limited use of coping strategies, poor sleep quality, and low self-rated health, paints a troubling picture both for the music students and for those who support their training. The findings point to the need for more (and more effective) health education and promotion initiatives within music education; in particular, musicians should be better equipped with mental skills to cope with constant pressure to excel and high stress levels. In part, this calls for musicians themselves to engage in healthier lifestyles, take greater responsibility for their own health, and be aware of and act upon health information in order to achieve and sustain successful practice

Student performance on conceptual questions: Does instruction matter?

Science.gov (United States)

Heron, Paula R. L.

2013-01-01

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

A study of self perception and academic performance of students ...

African Journals Online (AJOL)

The study investigated the influence of types of exceptionality on the self perception of students with special needs. It examined the influence of sex of students with special needs on their self perception. It also compared the academic performance of male and female students with special needs. One instrument named Self ...

Human performance breakdowns are rarely accidents: they are usually very poor choices with disastrous results

International Nuclear Information System (INIS)

Besco, Robert O.

2004-01-01

When human error is involved in the error chain of accidents in complex systems, the causes of the errors are very seldom the result of: - a random slip,; - one inadvertent oversight,; - a single unintended action,; - one mis-perceived event,; - simple mal-performance of a complex action, or; - a poor training program for the human operators. Invariably, the cause of the break down is in a very poor conscious choice by someone from the operator back through system designer, the supervision, management and leadership through the entire organization. Usually the operator bears the burden of the blame and is either rebuked, retrained or replaced. In systems such as commercial aviation, complex manufacturing systems, power plants, process control systems, information-processing systems and communications networks, the replacement or retraining of individuals or even classes of individuals usually does not result in any long-term improvement of the safety or effectiveness of the system. What is needed is a system that identifies the reasons why the operators made the errors. Further a system is needed that can recommend what can be done to improve the future performance within the system. The professional performance analysis system (PPAS) has been developed and applied to more than 50 major aircraft accidents in the past 30 years. The PPAS is a direct outgrowth of the human performance analysis system developed by Robert Mager over 45 years ago. The PPAS system is applied after a complete and unbiased definition and description of the events of the accident or incident has been developed by the teams of accident investigation and accident reconstruction professionals. The PPAS then uses a systematic protocol and algorithm to determine the reasons as to why the humans committed the errors or why they performed at subnormal performance levels. This process is based on quantitative behavioral science principles and findings that have been demonstrated valid for many

School violence, mental health, and educational performance in Uganda.

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Devries, Karen M; Child, Jennifer C; Allen, Elizabeth; Walakira, Eddy; Parkes, Jenny; Naker, Dipak

2014-01-01

Violence against children from school staff is anecdotally common in low- and middle-income countries, but data on prevalence and associations with mental health and educational outcomes are lacking. We report data from a cross-sectional survey conducted in June and July 2012 in Luwero District, Uganda. Forty-two primary schools representing 80% of students in the district were randomly selected; 100% agreed to participate. The International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional; Strengths and Difficulties Questionnaire; and reading, spelling, and math tests were administered. We present descriptive statistics and logistic regression models, accounting for the complex sampling scheme used in the survey. We surveyed 3706 students and 577 school staff members; 93.3% (SE 1.0%) of boys and 94.2% (SE 1.6%) of girls attending primary school reported lifetime experience of physical violence from a school staff member, and >50% reported experience in the past week. Past-week physical violence was associated with increased odds of poor mental health and, for girls, double the odds of poor educational performance (adjusted odds ratio = 1.78, 95% confidence interval = 1.19-2.66). For boys, significant interactions were present. Despite a ban on corporal punishment in Ugandan schools since 1997, the use of violence against students is widespread and associated with poor mental health and educational performance. School violence may be an important but overlooked contributor to disease burden and poor educational performance in low- and middle-income settings.

Influence of Facebook in Academic Performance of Sri Lankan University Students

OpenAIRE

Thuseethan, S.; Kuhanesan, S.

2015-01-01

Facebook is only an electronic communication between human but unfortunately it has become an addiction for all. This paper examines the usage of Facebook among university students and its influence in their academic performance. The impact of Facebook can either be good or bad on university students and in their academic activities. Even though a closer look on the real impact of Facebook reveals that it leads to several problems in university students academic performances. Today Facebook i...

The Impact of Seating Location and Seating Type on Student Performance

OpenAIRE

Meeks, Michael; Knotts, Tami; James, Karen; Williams, Felice; Vassar, John; Wren, Amy

2013-01-01

While an extensive body of research exists regarding the delivery of course knowledge and material, much less attention has been paid to the performance effect of seating position within a classroom. Research findings are mixed as to whether students in the front row of a classroom outperform students in the back row. Another issue that has not been fully examined in higher education is the effect of environmental factors, specifically seating type, on student performance. This study examines...

Executive Functioning: Relationship with High School Student Role Performance

Directory of Open Access Journals (Sweden)

Donna P. Mann

2015-10-01

Full Text Available BACKGROUND. Student role performance for academic success in secondary education is under represented in the occupational therapy literature, despite the persistently high dropout rate in the United States (Stillwell & Sable, 2013. Executive dysfunction is one of many possible contributors to difficulties in the classroom (Dirette & Kolak, 2004 and is a better indicator of school performance than IQ (Diamond, 2012. This research examined executive functioning of both alternative and traditional high school students to determine if there is a relationship between executive function and academic success as measured by cumulative grade point average. METHOD. 132 high school students from three different school settings were given the Behavioral Rating Inventory of Executive Function-Self Report (BRIEF-SR. The Global Executive Composite (GEC and individual subscale scores were compared to GPA. RESULTS. No significant difference in GEC scores was found among settings. Subscale scores for “inhibition” and “task completion” were significantly different in the alternative school setting. A weak negative correlation was seen between the GEC and GPA. However, academically unsuccessful students scored statistically lower on the GEC. CONCLUSION. Global executive dysfunction was not predicted by setting but was seen in academically unsuccessful students.

Preventing halo bias in grading the work of university students

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John M. Malouff

2014-12-01

Full Text Available Experts have advocated anonymous marking as a means of minimizing bias in subjective student assessment. In the present study, 159 faculty members or teaching assistants across disciplines were randomly assigned (1 to grade a poor oral presentation of a university student, (2 to grade a good oral presentation of the same student, or (3 not to grade any oral presentation of the student. All graders then assessed the same written work by the student. A linear-contrasts analysis showed that, as hypothesized, the graders assigned significantly higher scores to written work following the better oral presentation than following the poor oral presentation, with intermediate scores for the written work of the student whose oral presentation was not seen by the graders. The results provide evidence of a halo effect in that prior experience with a student biased the grading of written work completed by the student. The findings suggest that keeping students anonymous, as in the condition with no knowledge of the student’s performance in the oral presentation, helps prevent bias in grading.

[ASSOCIATION BETWEEN FITNESS, NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE IN PHYSICAL EDUCATION STUDENTS].

Science.gov (United States)

Godoy Cumillaf, Andrés; Valdés Badilla, Pablo; Fariña Herrera, Custodio; Cárcamo Mora, Francisco; Medina Herrera, Bernice; Meneses Sandoval, Elías; Gedda Muñoz, Relmu; Durán Agüero, Samuel

2015-10-01

several studies demonstrated that regular physical exercise would impact positively on the academic performance of students. to determine the association between physical fitness, nutritional status and academic performance of students of Pedagogy in Physical Education from Temuco, Chile. the sample was selected on a non-probabilistic approach, which included 208 subjects (n = 153 women and n = 55 women). The variables studied were physical fitness (short Abs, long jump with feet together, forward trunk flexion, elbow flexion and extension and "course navette" test), nutritional status (BMI) and academic performance (classified as up and down the academic average). 87.5% of students have a satisfactory fitness and a BMI of 23.8 ± 2.9 kg/m2. The students with the best academic performance were those with the higher proportion of satisfactory physical condition (92.5 %). No association between academic performance and nutritional status was determined, but it was observed between low fitness and a great risk of low academic performance (OR = 2.8, 95% CI 1.0 to 8 1; p academic achievement and physical fitness among students is observed, but no for the nutritional status and the academic performance. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Simulation training improves medical students' learning experiences when performing real vaginal deliveries.

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Dayal, Ashlesha K; Fisher, Nelli; Magrane, Diane; Goffman, Dena; Bernstein, Peter S; Katz, Nadine T

2009-01-01

To determine the relationship between simulation training for vaginal delivery maneuvers and subsequent participation in live deliveries during the clinical rotation and to assess medical students' performance and confidence in vaginal delivery maneuvers with and without simulation training. Medical students were randomized to receive or not to receive simulation training for vaginal delivery maneuvers on a mannequin simulator at the start of a 6-week clerkship. Both groups received traditional didactic and clinical teaching. One researcher, blinded to randomization, scored student competence of delivery maneuvers and overall delivery performance on simulator. Delivery performance was scored (1-5, with 5 being the highest) at weeks 1 and 5 of the clerkship. Students were surveyed to assess self-confidence in the ability to perform delivery maneuvers at weeks 1 and 5, and participation in live deliveries was evaluated using student obstetric patient logs. Thirty-three students were randomized, 18 to simulation training [simulation group (SIM)] and 15 to no simulation training [control group (CON)]. Clerkship logs demonstrated that SIM students participated in more deliveries than CON students (9.8 +/- 3.7 versus 6.2 +/- 2.8, P < 0.005). SIM reported increased confidence in ability to perform a vaginal delivery, when compared with CON at the end of the clerkship (3.81 +/- 0.83 versus 3.00 +/- 1.0, respectively, P < 0.05). The overall delivery performance score was significantly higher in SIM, when compared with CON at week 1 (3.94 +/- 0.94 versus 2.07 +/- 1.22, respectively, P < 0.001) and week 5 (4.88 +/- 0.33 versus 4.31 +/- 0.63, P < 0.001) in the simulated environment. Students who receive simulation training participate more actively in the clinical environment during the course of the clerkship. Student simulation training is beneficial to learn obstetric skills in a minimal risk environment, demonstrate competency with maneuvers, and translate this competence

Student performance in a flipped classroom dental anatomy course.

Science.gov (United States)

Chutinan, S; Riedy, C A; Park, S E

2017-11-09

The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Undergraduate Student Happiness and Academic Performance: A Correlation Study

Science.gov (United States)

Langevin, Elizabeth L.

2013-01-01

The purpose of this study was to examine the relationship between undergraduate student happiness and academic performance (GPA), controlling for age, gender, and race/ethnicity for third and fourth year business students at University of Phoenix, Little Rock Campus. The eight-item Oxford Happiness Questionnaire (OHQ) was used to measure the…

A Cross-National Comparison of School Students' Perceptions Regarding High Performing Peers

Directory of Open Access Journals (Sweden)

Hyerim Oh

2014-06-01

Full Text Available This cross-national scenario based study exam-ined fourth-grade students’ perceptions of high-performing classmates in terms of their ex-pected intellectual abilities, positive social qual-ities and popularity among their peers across seven countries. The overall results show that high academic achievements predominantly lead to positive expectations within the peer group. However, pronounced differences were found between the countries. The results indi-cated that students from Spanish-speaking countries viewed their potential high-perform-ing peers most favorably, followed by students from Australia, the United Kingdom and Ger-many. The least favorable expectations, but by no means negative attitude, were exhibited by students from the two East-Asian countries Ko-rea and Vietnam. In contrast, the respondents’ gender and the gender of the hypothetical suc-cessful classmates had less influence on student perceptions of high-performers. These findings have implications for the educational provision of high performing students in different cross-national contexts.

The Influence of Social Networks on High School Students' Performance

Science.gov (United States)

Abu-Shanab, Emad; Al-Tarawneh, Heyam

2015-01-01

Social networks are becoming an integral part of people's lives. Students are spending much time on social media and are considered the largest category that uses such application. This study tries to explore the influence of social media use, and especially Facebook, on high school students' performance. The study used the GPA of students in four…

The Use of Lecture Capture and Student Performance in Physiology

Science.gov (United States)

Hadgu, Rim Mekonnen; Huynh, Sophia; Gopalan, Chaya

2016-01-01

Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between…

A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

Science.gov (United States)

Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

2012-01-01

This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.

A yoga intervention for music performance anxiety in conservatory students.

Science.gov (United States)

Stern, Judith R S; Khalsa, Sat Bir S; Hofmann, Stefan G

2012-09-01

Music performance anxiety can adversely affect musicians. There is a need for additional treatment strategies, especially those that might be more acceptable to musicians than existing therapies. This pilot study examined the effectiveness of a 9-week yoga practice on reducing music performance anxiety in undergraduate and graduate music conservatory students, including both vocalists and instrumentalists. The intervention consisted of fourteen 60-minute yoga classes approximately twice a week and a brief daily home practice. Of the 24 students enrolled in the study, 17 attended the post-intervention assessment. Participants who completed the measures at both pre- and post-intervention assessments showed large decreases in music performance anxiety as well as in trait anxiety. Improvements were sustained at 7- to 14-month follow-up. Participants generally provided positive comments about the program and its benefits. This study suggests that yoga is a promising intervention for music performance anxiety in conservatory students and therefore warrants further research.

The effects of performance-based assessment criteria on student performance and self-assessment skills

NARCIS (Netherlands)

Fastré, Greet; Van der Klink, Marcel; Van Merriënboer, Jeroen

2010-01-01

Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Science Education, 15(4), 517-532.

Anxiety and Academic Reading Performance among Malay ESL Learners

Science.gov (United States)

Mohd. Zin, Zuhana; Rafik-Galea, Shameem

2010-01-01

Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of…

Breakup Effects on University Students' Perceived Academic Performance

Science.gov (United States)

Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds, Osvelia; Delgado, Jeannette

2012-01-01

The Problem: Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic…

Demand Creation for Polio Vaccine in Persistently Poor-Performing Communities of Northern Nigeria: 2013-2014.

Science.gov (United States)

Warigon, Charity; Mkanda, Pascal; Muhammed, Ado; Etsano, Andrew; Korir, Charles; Bawa, Samuel; Gali, Emmanuel; Nsubuga, Peter; Erbeto, Tesfaya B; Gerlong, George; Banda, Richard; Yehualashet, Yared G; Vaz, Rui G

2016-05-01

Poliomyelitis remains a global threat despite availability of oral polio vaccine (OPV), proven to reduce the burden of the paralyzing disease. In Nigeria, children continue to miss the opportunity to be fully vaccinated, owing to factors such as unmet health needs and low uptake in security-compromised and underserved communities. We describe the implementation and evaluation of several activities to create demand for polio vaccination in persistently poor-performing local government areas (LGAs). We assessed the impact of various polio-related interventions, to measure the contribution of demand creation activities in 77 LGAs at very high risk for polio, located across 10 states in northern Nigeria. Interventions included provision of commodities along with the polio vaccine. There was an increasing trend in the number of children reached by different demand creation interventions. A total of 4 819 847 children were vaccinated at health camps alone. There was a reduction in the number of wards in which >10% of children were missed by supplementary immunization activities due to noncompliance with vaccination recommendations, a rise in the proportion of children who received ≥4 OPV doses, and a decrease in the proportion of children who were underimmunized or unimmunized. Demand creation interventions increased the uptake of polio vaccines in persistently poor-performing high-risk communities in northern Nigeria during September 2013-November 2014. © 2016 World Health Organization; licensee Oxford Journals.

[The prevalence of burnout and the related factors among some medical students in Korea].

Science.gov (United States)

Choi, Jaewon; Son, Shill Lee; Kim, Suh Hee; Kim, Hyunsoo; Hong, Jee-Young; Lee, Moo-Sik

2015-12-01

This study was conducted to examine the relationship between the prevalence of burnout and its related factors in medical students in Korea. All available medical students in the metropolitan city of Daejeon, Korea, were asked to answer self-administered questionnaires from July 1 to July 26 in 2013. A total of 534 medical students participated. The Maslach Burnout Inventory-Student Survey (MBI-SS) and structured questionnaires on related factors were used. Confirmatory factor analysis and Cronbach's α were used to verify the applicability of the MBI-SS to medical students in Korea. We also performed chi-square test and logistic regression analysis to identify the factors that were associated with burnout. The MBI-SS was reliable and valid in measuring burnout in Korean medical students. Our confirmatory factor analysis approved and explained the appropriateness of the model fit. The prevalence of burnout among medical students was 26.4% (n=141). Suchrates were higher in students who were female, experienced greater levels of depression, had poor academic performance, feared dropping out, and were stressed by the poor quality of the class facilities. The MBI-SS is a valid instrument to measure academic burnout in Korean medical students. Further studies should be performed, because improvements in the mental health of medical students will benefit these doctors-to-be and their future patients.

Predictive validity of pre-admission assessments on medical student performance.

Science.gov (United States)

Dabaliz, Al-Awwab; Kaadan, Samy; Dabbagh, M Marwan; Barakat, Abdulaziz; Shareef, Mohammad Abrar; Al-Tannir, Mohamad; Obeidat, Akef; Mohamed, Ayman

2017-11-24

To examine the predictive validity of pre-admission variables on students' performance in a medical school in Saudi Arabia. In this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis. In preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students' progress test performance (p<0.001 and B=19.02). Only the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years.

Morningness/eveningness chronotype, poor sleep quality, and daytime sleepiness in relation to common mental disorders among Peruvian college students.

Science.gov (United States)

Rose, Deborah; Gelaye, Bizu; Sanchez, Sixto; Castañeda, Benjamín; Sanchez, Elena; Yanez, N David; Williams, Michelle A

2015-01-01

The study was designed to investigate the association between sleep disturbances and common mental disorders (CMDs) among Peruvian college students. A total of 2538 undergraduate students completed a self-administered questionnaire to gather information about sleep characteristics, sociodemographic, and lifestyle data. Evening chronotype, sleep quality, and daytime sleepiness were assessed using the Horne and Ostberg morningness-eveningness questionnaire, Pittsburgh Sleep Quality Index, and Epworth Sleepiness Scale, respectivelty. Presence of CMDs was evaluated using the General Health Questionnaire. Logistic regression procedures were used to examine the associations of sleep disturbances with CMDs while accounting for possible confounding factors. Overall, 32.9% of the participants had prevalent CMDs (39.3% among females and 24.4% among males). In multivariable-adjusted logistic models, those with evening chronotype (odds ratios (OR) = 1.43; 95% CI 1.00-2.05), poor sleep quality (OR = 4.50; 95% CI 3.69-5.49), and excessive daytime sleepiness (OR = 1.68; 95% CI 1.41-2.01) were at a relative increased odds of CMDs compared with those without sleep disturbances. In conclusion, we found strong associations between sleep disturbances and CMDs among Peruvian college students. Early education and preventative interventions designed to improve sleep habits may effectively alter the possibility of developing CMDs among young adults.

Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

Science.gov (United States)

Shelton, Angela

Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

The contribution of gender to students' academic performances | Fan ...

African Journals Online (AJOL)

This work used the ex post facto to design and deepen our understanding of the relationship between gender and students academic performances in social studies. The sample comprised 330 JSS III students (130 male and 200 female) drawn from 50 out of 73 schools in Calabar Educational Zone. Two instruments were ...

Predictors of dental care utilization among working poor Canadians.

Science.gov (United States)

Muirhead, V E; Quiñonez, C; Figueiredo, R; Locker, D

2009-06-01

This study used the Gelberg-Andersen Behavioral Model for Vulnerable Populations to identify predictors of dental care utilization by working poor Canadians. A cross-sectional stratified sampling study design and telephone survey methodology was used to collect data from a nationally representative sample of 1049 working poor individuals aged 18 to 64 years. Working poor persons worked > or = 20 h a week, were not full-time students and had annual family incomes 1 year ago: male gender (OR = 1.63; P = 0.005), aged 25-34 years (OR = 2.05; P = 0.02), paying for dental care with cash or credit (OR = 2.31; P credit (OR = 2.71; P demand for economically constrained adults.

Validating the Assessment for Measuring Indonesian Secondary School Students Performance in Ecology

Science.gov (United States)

Rachmatullah, A.; Roshayanti, F.; Ha, M.

2017-09-01

The aims of this current study are validating the American Association for the Advancement of Science (AAAS) Ecology assessment and examining the performance of Indonesian secondary school students on the assessment. A total of 611 Indonesian secondary school students (218 middle school students and 393 high school students) participated in the study. Forty-five items of AAAS assessment in the topic of Interdependence in Ecosystems were divided into two versions which every version has 21 similar items. Linking item method was used as the method to combine those two versions of assessment and further Rasch analyses were utilized to validate the instrument. Independent sample t-test was also run to compare the performance of Indonesian students and American students based on the mean of item difficulty. We found that from the total of 45 items, three items were identified as misfitting items. Later on, we also found that both Indonesian middle and high school students were significantly lower performance with very large and medium effect size compared to American students. We will discuss our findings in the regard of validation issue and the connection to Indonesian student’s science literacy.

Improving large class performance and engagement through student-generated question banks.

Science.gov (United States)

Hancock, Dale; Hare, Nicole; Denny, Paul; Denyer, Gareth

2018-03-12

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Textbook Readability and Student Performance in Online Introductory Corporate Finance Classes

Science.gov (United States)

Peng, Chien-Chih

2015-01-01

This paper examines whether the choice of a more readable textbook can improve student performance in online introductory corporate finance classes. The ordinary least squares regression model is employed to analyze a sample of 206 students during the period from 2008 to 2012. The results of this study show that the student's age, student's major,…

Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

Science.gov (United States)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-01-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

Optimizing Performance in Psychology Students - Neurofeedback as a performance enhancing tool

OpenAIRE

Elvebredd, Pernille Malene Sandberg

2014-01-01

Neurofeedback has been shown to be successful in treating epilepsy and ADHD and in enhancing performance in musicians and dancers. The objective of the current study was to examine the effect of a neurofeedback beta1/theta protocol as a tool for optimizing performance in healthy psychology students. To achieve this, 19-channel EEG was recorded during a visual Go/NoGo task at two time points, both prior to and following either ten sessions of neurofeedback training (10 individuals) or ten sess...

Challenges of student selection: Predicting academic performance ...

African Journals Online (AJOL)

Finding accurate predictors of tertiary academic performance, specifically for disadvantaged students, is essential because of budget constraints and the need of the labour market to address employment equity. Increased retention, throughput and decreased dropout rates are vital. When making admission decisions, the

School Shootings and Student Performance

OpenAIRE

Panu Poutvaara; Olli Ropponen

2010-01-01

In this paper, we study how high school students reacted to the shocking news of a school shooting. The shooting coincided with national high-school matriculation exams. As there were exams both before and after the shooting, we can use a difference-in-differences analysis to uncover how the school shooting affected the test scores compared to previous years. We find that the average performance of young men declined due to the school shooting, whereas we do not observe a similar pattern for ...

Performance Comparison of Student-Athletes and General College Students on the Functional Movement Screen and the Y Balance Test.

Science.gov (United States)

Engquist, Katherine D; Smith, Craig A; Chimera, Nicole J; Warren, Meghan

2015-08-01

Although various studies have assessed performance of athletes on the Functional Movement Screen (FMS) and the Y Balance Test (YBT), no study to date has directly evaluated a comparison of performance between athletes and members of the general population. Thus, to better understand the application of the FMS and the YBT to general college students, this study examined whether or not general college students performed similarly to student-athletes on the FMS (composite and movement pattern scores) and the YBT (composite and reach directions). This study evaluated 167 Division I student-athletes and 103 general college students from the same university on the FMS and the YBT. No difference was found in FMS composite scores between student-athletes and general college students. For FMS movement patterns, female student-athletes scored higher than general college students in the deep squat. No difference was found for men in any FMS movement pattern. Female student-athletes scored higher than female general college students in YBT composite scores; no difference was found for men in YBT composite scores. In analysis of YBT reach directions, female student-athletes scored higher than female general college students in all reach directions, whereas no difference was found in men. Existing research on the FMS composite score in athletic populations may apply to a general college population for the purposes of preparticipation screening, injury prediction, etc. Existing research on the YBT in male athletic populations is expected to apply equally to general college males for the purposes of preparticipation screening, injury prediction, etc.

Grade Perceptions of Students in Chemistry Coursework at All Levels

Science.gov (United States)

Webb, Jeffrey A.; Karatjas, Andrew G.

2018-01-01

Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a…

How Concept-Mapping Perception Navigates Student Knowledge Transfer Performance

Science.gov (United States)

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Tan, Yue; Chiu, Chien-Jung

2012-01-01

The purpose of this paper is to investigate students' perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to…

Science Learning Motivation as Correlate of Students' Academic Performances

Science.gov (United States)

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

2016-01-01

This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

Science.gov (United States)

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

2016-05-01

Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

Effect of interprofessional student-led beds on emergency department performance indicators.

Science.gov (United States)

Meek, Robert; Morphet, Julia; Hood, Kerry; Leech, Michelle; Sandry, Kate

2013-10-01

The study aims to compare ED performance indicators between patients managed by students in an inter-professional learning (IPL) programme and comparable patients receiving usual ED care. An IPL programme ran for five separate 2 week periods during 2012. Four student-led beds were managed by four final year students (two medical, two nursing). Four control beds were matched for patient acuity. Data were gathered electronically from the ED information system. Comparisons of baseline characteristics and a range of ED performance indicators were made between patients managed in the student-led and control beds. Patient satisfaction with student care was surveyed. Characteristics of the 369 study and 365 control patients were similar. Median times to being seen by a nurse and a doctor were not significantly different between student-led and control beds, at 50 (19-103) versus 45 (20-93) min, and 84 (28-162) versus 91 (41-165) min, respectively. Median time to inpatient referral for admitted patients was significantly longer in student-led compared with control beds, being 142 (65-249) versus 101.5 (48-200) min, respectively. Median lengths of stay were similar between the student-led and control groups, being 263 (201-343) versus 303.5 (204-384) min for discharged patients, and 866 (571-1238) versus 745.5 (487-1168) min for inpatient ward admissions. Patients reported high levels of satisfaction with student care. There was little difference in performance indicators between patients managed by student teams as part of an IPL programme and a similar group receiving usual ED care. © 2013 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Health behaviours affecting academic performance among university students in Riyadh, Saudi Arabia: KSU female students as an example

Directory of Open Access Journals (Sweden)

Alia Almoajel

2017-10-01

Full Text Available Aims To determine whether there is an effect of healthy behaviours (diet, physical activity, sleep pattern and coping with stress strategies on academic performance among King Saud University (KSU female students who study in different academic fields. Methods A self-administered questionnaire was distributed among 14342 female students aged from 18-25 from different colleges fields, these colleges are Medical Colleges, Sciences Colleges and Humanities Colleges. We distributed the questionnaires through the students’ official emails and only 310 students who completed them. Results The study results show, there was a very weak, positive monotonic correlation between GPA and family income (rs=0.105, n=310, p>0.001 while, there was a very weak, negative monotonic correlation between GPA and the number of family members, marital status, and with whom they live (p<0.001. Regarding the health behaviours; Physical activity seems to be related to academic performance among students of sciences colleges (X2 =174.34, and p<0.001 while, sleep pattern and stress are related to academic performance for medical students, (X2 =297.470, X2 =120.7 respectively and p<0.001. Conclusion The medical students are the most affected group by the health behaviours where sleep pattern and cope with stress are found to be the most health behaviours affecting their academic performance.

The Dental School Interview As a Predictor of Dental Students' OSCE Performance.

Science.gov (United States)

Park, Sang E; Price, Mirissa D; Karimbux, Nadeem Y

2018-03-01

The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (pinterview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.

Implementing the Flipped Classroom: An Exploration of Study Behaviour and Student Performance

Science.gov (United States)

Boevé, Anja J.; Meijer, Rob R.; Bosker, Roel J.; Vugteveen, Jorien; Hoekstra, Rink; Albers, Casper J.

2017-01-01

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students' study behaviour throughout a flipped course…

Fitness, fatness, and academic performance in seventh-grade elementary school students

Science.gov (United States)

2014-01-01

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

Teaching effectiveness and students' performance in conventional ...

African Journals Online (AJOL)

There has been a proliferation of coaching centres in Lagos State. These run side-by-side conventional schools offering general education. Stakeholders in the education industry have raised questions on the relevance of these coaching centres particularly in terms of students' academic performance, teaching ...

Academic performance of male in comparison with female undergraduate medical students in Pharmacology examinations.

Science.gov (United States)

Faisal, Rizwan; Shinwari, Laiyla; Hussain, Shahzadi Saima

2017-02-01

To compare the academic performance of male and female medical students in Pharmacology examinations. The comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from March to August 2015. For evaluating the students' academic performance, male and female students of academic sessions 2013-14 and 2014-15 were divided into 4 groups. Group 1: 80% marks. SPSS 20 was used for data analysis. Of the 200 medical students enrolled, 102(51%) were male and 98(41%) were female. There was no significant difference in the academic performance in terms of gender in multiple choice questions (p=0.811) and short essay questions (p=0.515). The effect of attendance was also insignificant (p=0.130). Significant difference was found between the academic records of urban male and female students compared to rural students (p=0.038). Boarder students' results were insignificantly different from those of day scholars (p=0.887). There was no significant difference between the academic performance of male and female students.

Suggestibility and signal detection performance in hallucination-prone students.

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Alganami, Fatimah; Varese, Filippo; Wagstaff, Graham F; Bentall, Richard P

2017-03-01

Auditory hallucinations are associated with signal detection biases. We examine the extent to which suggestions influence performance on a signal detection task (SDT) in highly hallucination-prone and low hallucination-prone students. We also explore the relationship between trait suggestibility, dissociation and hallucination proneness. In two experiments, students completed on-line measures of hallucination proneness (the revised Launay-Slade Hallucination Scale; LSHS-R), trait suggestibility (Inventory of Suggestibility) and dissociation (Dissociative Experiences Scale-II). Students in the upper and lower tertiles of the LSHS-R performed an auditory SDT. Prior to the task, suggestions were made pertaining to the number of expected targets (Experiment 1, N = 60: high vs. low suggestions; Experiment 2, N = 62, no suggestion vs. high suggestion vs. no voice suggestion). Correlational and regression analyses indicated that trait suggestibility and dissociation predicted hallucination proneness. Highly hallucination-prone students showed a higher SDT bias in both studies. In Experiment 1, both bias scores were significantly affected by suggestions to the same degree. In Experiment 2, highly hallucination-prone students were more reactive to the high suggestion condition than the controls. Suggestions may affect source-monitoring judgments, and this effect may be greater in those who have a predisposition towards hallucinatory experiences.

The Relation of Student Engagement and Other Admission Metrics to Master of Accounting Student Performance

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Buckless, Frank; Krawczyk, Kathy

2016-01-01

This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested…