scholarly journals Effect of sleep and mood on academic performance—at interface of physiology, psychology, and education

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Kosha J. Mehta
Keyword(s):  
Academic Performance ◽  
Psychological Factors ◽  
Learning Approaches ◽  
Physiological Mechanisms ◽  
Hydration Level ◽  
Bidirectional Relationship ◽  
Pastoral Support ◽  
Teaching Learning ◽  
Daytime Nap ◽  
The Impact

AbstractAcademic achievement and cognitive functions are influenced by sleep and mood/emotion. In addition, several other factors affect learning. A coherent overview of the resultant interrelationships is essential but has not been presented till date. This unique and interdisciplinary review sits at the interface of physiology, psychology, and education. It compiles and critically examines the effects of sleep and mood on cognition and academic performance while including relevant conflicting observations. Moreover, it discusses the impact of several regulatory factors on learning, namely, age, gender, diet, hydration level, obesity, sex hormones, daytime nap, circadian rhythm, and genetics. Core physiological mechanisms that mediate the effects of these factors are described briefly and simplistically. The bidirectional relationship between sleep and mood is addressed. Contextual pictorial models that hypothesise learning on an emotion scale and emotion on a learning scale have been proposed. Essentially, convoluted associations between physiological and psychological factors, including sleep and mood that determine academic performance are recognised and affirmed. The emerged picture reveals far more complexity than perceived. It questions the currently adopted ‘one-size fits all’ approach in education and urges to envisage formulating bespoke strategies to optimise teaching-learning approaches while retaining uniformity in education. The information presented here can help improvise education strategies and provide better academic and pastoral support to students during their academic journey.

scholarly journals THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS’ ACADEMIC ACHIEVEMENT

2019 ◽  
Vol 18 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Serkan Aslan
Keyword(s):  
Academic Achievement ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Method ◽  
School Students ◽  
Post Test ◽  
Group 2 ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students’ academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let’s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.

scholarly journals THE IMPACT OF SOCIO-EMOTIONAL INTELLIGENCE ON ACADEMIC PERFORMANCE

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jamshid Ali Turi ◽  
Muhammad Faizal A. Ghani ◽  
Yasir Javid ◽  
Shaharyar Sorooshian
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Random Sampling ◽  
Sampling Method ◽  
Target Population ◽  
Survey Method ◽  
Teaching Learning ◽  
The University ◽  
The Impact ◽  
Self Administered Questionnaire

The study was designed to check the impact of socio-emotional intelligence on academic performance of the university students. The target population was BS, MS and PhD students of the COMSATS institute for information technology. Self-administered questionnaire based survey method was adopted using Bar On EQ-I questionnaire for data collection based on non-random sampling (Convenient) sampling method. Results indicate positive correlation between socio-emotional intelligence and academic performance and the results recommend penetration of socio-emotional intelligence practices in teaching learning processes for getting best possible academics objectives.

scholarly journals Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 194 ◽  
Author(s):  
Jorge Moreno-Fernandez ◽  
Julio J. Ochoa ◽  
Inmaculada Lopez-Aliaga ◽  
Maria Jose M. Alferez ◽  
Manuel Gomez-Guzman ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Online Teaching ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
Academic Burnout ◽  
Current Confinement ◽  
Teaching Learning ◽  
The University ◽  
The Impact

The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotional deficiencies originated during the pandemic, among the most powerful tools to achieve engagement along with the identification, control and management of emotions is emotional intelligence (EI). The present study aims to establish the effect of the current confinement on the teaching-learning process and academic performance and the impact of the application of EI on university students. In total, 47 volunteers of the second course of the Degree in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary periods were established: at the beginning of the confinement period and after teaching several concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students (UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic burnout during the confinement before the intervention. After the EI workshops and seminars, only 31.1% presented academic burnout. Before the intervention with the emotional intelligence workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI in physiology classes led to better levels in all the variables studied. Students managed their adaptive processes more adequately and regulated their emotions better, as they felt less academic burnout and more engaged in their academic activities at the end of the study of EI through physiology.

scholarly journals The impact of an international online accreditation system on pedagogical models and strategies in higher education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Patrizia Garista ◽  
Erika Marie Pace ◽  
Margaret Barry ◽  
Paolo Contu ◽  
Barbara Battle-kirk ◽  
...  
Keyword(s):  
Higher Education ◽  
Health Promotion ◽  
Best Practice ◽  
Learning Approaches ◽  
Accreditation System ◽  
Diverse Workforce ◽  
Competency Based ◽  
Pedagogical Models ◽  
Teaching Learning ◽  
The Impact

Abstract Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula.

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3307-3315
Author(s):  
Syed Hussain Raza Zaidi ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Sara Mukhtar
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Integrated Curriculum ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Teaching Learning ◽  
Integrated Assessments ◽  
The University ◽  
The Impact

Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

scholarly journals THE IMPACT OF FLIP LEARNING SYSTEM AS SUPPORTING STRATEGY WITHIN THE COVID19 PERIOD AND AFTER

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Alwaleed Mohamed Abdullah Alshengiti ◽  
Rabab Alshaiekh Idres Musa
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning System ◽  
Direct Access ◽  
Learning Approaches ◽  
Digital Products ◽  
Educational Approach ◽  
Online Discussion Forum ◽  
Teaching Learning ◽  
The Impact

Purpose: Flipped Learning is an educational approach that combines the traditional classroom with online tools to find its best method in the Flipped classroom where the responsibility for the teaching process is somehow shifted to the students who have direct access to the lesson's contents before going to school. In this strategy, the instructor becomes an information facilitator and leads students in the transition from lecturing to the acquisition exercise of abilities and competencies. This paper explores E-learning approaches and the exceptional strategies implications students may additionally have. It also illustrates how such activities and methodologies can be a complete learning system. Methods: Furthermore, the most appropriate way to carry out Flipped teaching has been to create virtual classes on social media such as Facebook, Edmodo, Zoom, and Microsoft Teams which are also helpful as a sort of online discussion forum between the teacher and their students. From this new perspective, students have experienced new techniques and methods through cooperative Learning, a teaching/learning model that allows them to figure together in small groups to achieve the same goals. In addition, students can create digital products and post them on the Internet, thereby attaining great results. Results: All the activities are planned to require critical thinking and different learning styles at the end, supporting the idea of individual Learning rather than group learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0879/a.php" alt="Hit counter" /></p>

scholarly journals Leveraging Mobile Communication App to Enable off Classroom Learning-Anatomy

2020 ◽  
Vol 6 (1) ◽  
pp. 35-39
Author(s):  
Kate Deepali R
Keyword(s):  
Academic Performance ◽  
Mobile Communication ◽  
Traditional Teaching ◽  
Online Questionnaire ◽  
Learning Group ◽  
Innovative Method ◽  
Group I ◽  
Study Of Medicine ◽  
Teaching Learning ◽  
The Impact

Introduction:The study of Medicine is one of the primarily taxing and tedious disciplines of study. Aassimilation of intense knowledge and acuminating various skills in a short tenure is one of the challenges faced by students making learning more by rote, short-term and exam oriented. This study intended to explore an alternative innovative method for ensuring off classroom teaching-learning process. Aim and objectives: To study response of students towards learning with the aid of mobile communication app. To analyse both the impact of this teaching mode on self-directed learning and academic performance. To compare the academic performance of Blended Learning group with Traditional Learners.Subjects and Methods:Single observer interventional study was carried out among First year MBBS students. Group I students received traditional teaching (TL group n=80) while Group II students included Blended learners (BL group n=120) who received Traditional teaching and Mobile teaching. Both the groups were evaluated at periodic intervals by same assessment methods, mean of their academic scores were compared using t- test. In addition BL group was also administered an online questionnaire using five-point Likert scale to assess their perception with regards to the mobile teaching-learning process.Results:BL group students agreed that this mode of teaching-learning was beneficial encouraged them to read more than their regular also helped in developing their analytic skills. The academic results of the BL group though higher than TL group did not show statistical significant difference.Conclusion:This innovative method can be adapted in teaching other subjects at different levels of medicine curriculum.

scholarly journals Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

2016 ◽  
Vol 3 (2) ◽  
pp. 447 ◽  
Author(s):  
Samuel A. Olaoluwa ◽  
Catherine A. Ayantoye
Keyword(s):  
Academic Performance ◽  
Mathematics Anxiety ◽  
Instructional Strategy ◽  
Rating Scale ◽  
Study Data ◽  
Instructional Materials ◽  
Control Group ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study investigated the impact of brain-based instructional strategy on academic performance of<br />students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group<br />quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students<br />who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned<br />to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group<br />respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive<br />Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions<br />guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard<br />deviations to explain and compare pretest and posttest scores of the experimental and control groups in<br />all the criteria measured. Brain-based instructional strategy was more effective at improving students’<br />attitude to mathematics than the conventional method. The findings of the study also indicated that<br />tension and test-phobia which normally permeates the teaching-learning process of mathematics was<br />highly reduced due to the optimal use of diverse brain compatible instructional materials among<br />students who are D/HH.

scholarly journals Application of the ubiquitous game with augmented reality in Primary Education

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 71-82 ◽  
Author(s):  
José-Manuel Sáez-López ◽  
María Luisa Sevillano-García-García ◽  
María de los Ángeles Pascual-Sevillano
Keyword(s):  
Academic Performance ◽  
Augmented Reality ◽  
Information Search ◽  
Sixth Grade ◽  
School Students ◽  
Educational Environments ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Educación Primaria ◽  
The Impact

Augmented reality (AR) immersion enables virtual objects and real environments to coexist and encourage experimentation with phenomena that are not possible in the real world. Augmented reality is generating new opportunities for the development of ubiquity within educational environments. The objective of this study was to analyze the impact that the integration of ubiquitous game approaches with augmented reality has on learning. A quasi-experimental study was carried out with 91 sixth-grade primary school students; the learning scenario was designed and the augmented reality application “WallaMe” was selected for use in five sessions of a didactic unit in Art Education. Through pretest and posttest procedures, academic performance and information search skills were evaluated, and, a Likert scale analyzed the motivation and collaboration variables among the students. The results showed that the experimental group obtained statistically significant improvements in the academic performance of the subject, motivation, in the search for, and analysis of, information, level of fun and collaboration. The conclusion is that the dynamic activities managed in the intervention, which made use of augmented reality and localization, benefit teaching-learning processes, and encourage innovation and improvement through educational technology. La inmersión de la realidad aumentada (RA) propicia la coexistencia de objetos virtuales y entornos reales que permiten la experimentación con fenómenos que no son posibles en el mundo real. La realidad aumentada está generando una nueva oportunidad de crecimiento de la ubicuidad en los entornos educativos. El objetivo de este estudio es analizar el impacto que tiene sobre el aprendizaje la integración educativa de los enfoques de juego ubicuo con realidad aumentada. Se realizó un estudio cuasi experimental con 91 alumnos de sexto curso de Educación Primaria, se diseñó el escenario de aprendizaje y se seleccionó la aplicación de realidad aumentada «WallaMe», que fue utilizada en cinco sesiones de una unidad didáctica del área de Educación Artística. Mediante el procedimiento de pretest y postest se evaluaron el rendimiento académico y las habilidades de búsqueda de información, y una escala Likert analizó las variables motivación y colaboración entre los estudiantes. Los resultados mostraron que el grupo experimental obtiene mejoras estadísticamente significativas en la motivación hacia el aprendizaje, el rendimiento académico de la materia y en la competencia digital. En definitiva, se concluye que las actividades dinámicas manejadas en la intervención, que hacen uso de realidad aumentada y localización, aportan beneficios en los procesos de enseñanza aprendizaje, y propician una innovación y mejora educativa con el uso de la tecnología educativa.

scholarly journals Impact of teaching-learning process for brain

2019 ◽  
Vol 3 (1) ◽  
pp. 33-40
Author(s):  
Estrella Espinar Alava ◽  
María Elena Moya Martinez
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Thought ◽  
Teaching Learning ◽  
The Impact ◽  
The Brain ◽  
Flexible Models

This research has based on a theoretical review of the knowledge about the topics, the importance of the brain and its learning styles, which some theorists propose, whose interests and publications focus on the importance of the brain for learning. The purpose was to demonstrate, the impact of these topics on the teaching-learning process and the problems. That arise around them, as well as topics on the need to incorporate flexible models that take into account the diversity of human thought. Develop capacities taking into account the particularities of the student, attention should be paid, manipulate methodological strategies and resources that respond to the different learning styles and systems proposed in this article, so that the teaching of all students benefits, according to their progressive period, level of development and educational needs, without separating them from their environment or context in which they operate. It shows how the brain influences learning, so that knowledge has strengthened in a humanistic way. The objective is to potentiate teaching and learning, to achieve a better academic performance, which seeks to offer significant experiences to adapt to the new demands of the society of the 21st century.

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