The relationship between attendance and academic performance in further education college A/S psychology students

2009 ◽  
Vol 33 (2) ◽  
pp. 183-190 ◽  
Author(s):  
Stephen C. Wigley
Keyword(s):  
Academic Performance ◽  
Psychology Students ◽  
Further Education ◽  
Education College ◽  
The Relationship

scholarly journals Australian university students’ access to web-based lecture recordings and the relationship with lecture attendance and academic performance

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Laurie A Chapin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Psychology Students ◽  
Web Based ◽  
Lecture Recordings ◽  
Catch Up ◽  
Undergraduate Psychology ◽  
Qualitative Responses ◽  
The Relationship

Web-based lecture technology (WBLT) allows students access to recorded lectures delivered live to the classroom any time and to any device with internet. This technology has become standard across universities. This study of Australian undergraduate psychology students explored many important questions related to WBLT. About 75% of students surveyed utilised recorded lectures. Qualitative responses allowed students to explain many reasons for using WBLT, including to study for exams, regular study throughout the semester, to catch up on lectures they missed attending, and to clarify specific parts of the lecture. Four types of students were identified. Those who: (1) attended lectures regularly and did not access recordings; (2) attended most or all lectures and also accessed recordings to reinforce learning and for exams; (3) attended lectures but when they missed class accessed recordings; also accessed to reinforcing learning and for exams; and (4) did not attend lectures (by choice or due to personal circumstances) and only accessed lecture recordings. No differences in final grades were found based on higher/lower lecture attendance or higher/lower access of lecture recordings. It is concluded that WBLT is flexible, allowing students to apply it in different ways and the different patterns are related to similar academic achievement.

scholarly journals Do academic motivation and personality influence which students benefit the most from peer-assisted study sessions?

2019 ◽  
Vol 18 (3) ◽  
pp. 244-258
Author(s):  
Daniel J. Cummings ◽  
Nicola Sheeran
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Motivation ◽  
Supplemental Instruction ◽  
Psychology Students ◽  
Peer Assisted Learning ◽  
Control Variables ◽  
And Control ◽  
The Relationship

Previous research investigating the relationship between peer-assisted study sessions (also called supplemental instruction or peer-assisted learning) and academic performance has a number of concerns. These include the lack of inclusion of important variables such as academic motivation and personality. This study ( N = 233) investigated how motivation, personality, and control variables (prior subject attempts, number of university semesters completed, prior academic achievement) have an impact on the relationship between peer-assisted study sessions attendance and academic performance for psychology students. The results indicated that peer-assisted study sessions attendance predicted academic performance when controlling for academic motivation, personality, and control variables; however, the magnitude of the relationship was almost halved ( r = .27 to ß = .13). Peer-assisted study sessions attendance mediated the relationship between neuroticism ( κ2 = .04) and prior academic achievement ( κ2 = .05) and academic performance, indicating that participants with these characteristics benefit from the sessions. Finally, adjunct peer-assisted study sessions focused on assessment items appear to be a large part of its efficacy in this sample.

scholarly journals Are young people aged 16-19 using or expecting to use the gig economy for their careers?

2020 ◽  
Vol 45 (1) ◽  
pp. 34-40
Author(s):  
Esther Galfalvi ◽  
Tristram Hooley ◽  
Siobhan Neary
Keyword(s):  
Young People ◽  
Labour Market ◽  
Further Education ◽  
Gig Economy ◽  
Career Option ◽  
Education College ◽  
Group Interviews ◽  
Using Data ◽  
Retail Activity ◽  
The Relationship

Amid growing precarity and zero hour contracts, the 'gig economy' represents a new way of working mediated by web technology. Workers can sign up to a work platform – a website or smartphone program that manages the work automatically – and take on work at the tap of a button. Some platforms manage labour, such as driving for Uber or delivering food for Deliveroo, while others manage retail activity, such as Ebay or Etsy.<br/> Recent research has shown that a significant number of people are using platform work to earn money, with over half being young people aged 16-34. While there are some data regarding satisfaction levels and attractors, there is little research examining specific age segments of workers, or the relationship between platform work and career.<br/> Using data from focus group interviews with school and Further Education college students, this paper will discuss findings from research investigating how young people in England aged 16-19 perceive the gig economy and whether they feel that it will be relevant to their careers, with a view to discussing whether it may be necessary to include in careers education programmes or guidance.<br/> The interview data indicate that these participants were occasionally using platforms to make money, and a few were earning regularly, usually on retail platforms. While some interviewees appreciated the autonomy and flexibility promised by gig economy work, the uncertainty, perceived low status, and lack of career progression prevented them from taking it seriously as a career option. Instead, they preferred traditional forms of work that provide more stability and organisational support - an increasingly rare commodity in a labour market that is changing rapidly in the opposite direction. We conclude that while there may be little value in giving detailed individual guidance on the gig economy, it could be valuable to use it as a way of teaching young people about the labour market and different types of employment

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

Resilient Factors in Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Gustavo Rafael Escobar Delgado ◽  
Anicia Katherine Tarazona Meza ◽  
Andy Einstein García García
Keyword(s):  
Academic Performance ◽  
Students With Disabilities ◽  
Latin American ◽  
Descriptive Study ◽  
The Other ◽  
Disabled Students ◽  
Low Performance ◽  
The Relationship ◽  
Latin American Population

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

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