Academic discipline as a moderating variable between seating location and academic performance: implications for teaching

The question of where students sit in a classroom has been widely studied under different approaches since the beginning of the 20th century. In this study, the data related to the seating location of the students in the computer-aided design practice lecture at the university were recorded and arranged, to analyse their seating preferences, their consistency throughout the course and their relationship with several factors related to academic performance, class attendance, and punctuality. In general, it was observed that, students are reluctant to seat on the first row, and that the most punctual students chose to occupy the places in the first rows, closer to the lecturer (r = 0.35, p = 0.015), although this had no impact on academic performance. While the following was indeed correlated with the attendance rate: those students who attended the most class achieved a better academic performance which was reflected in the final mark (r = 0.38, p = 0.007). No difference was observed in any aspect between male and female students.

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Library anxiety, library use and academic performance of undergraduate students in Pakistan

Library Review ◽

10.1108/lr-03-2016-0024 ◽

2016 ◽

Vol 65 (8/9) ◽

pp. 564-577 ◽

Cited By ~ 4

Author(s):

Sajjad Ullah Jan ◽

Mumtaz Ali Anwar ◽

Nosheen Fatima Warraich

Keyword(s):

Academic Performance ◽

Undergraduate Students ◽

Academic Discipline ◽

Negative Relationship ◽

Research Attention ◽

Grade Point ◽

Content Type ◽

Library Anxiety ◽

Library Use ◽

The Status

Purpose The purpose of this paper is to examine the status of library anxiety, which has received relatively little research attention in Pakistan, and its relationship with library use, academic performance (grade point average), gender and academic discipline among the undergraduate students. Design/methodology/approach Data were collected using a questionnaire from 725 fourth year undergraduate students of three different disciplines from three universities. The participation was voluntary. The data were processed using SPSS version 20. Findings A majority of the respondents (72.1 per cent) experienced a mild library anxiety. The factors: user education and user knowledge were the greatest sources of library anxiety. Findings revealed differences in library anxiety on the basis of gender and academic discipline. Library anxiety and academic performance had a significant negative relationship with each other. Originality/value This is the first study in Pakistan that addressed library anxiety and its relationship with library use, academic discipline and academic performance using a large group (N = 725) of undergraduate students.

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Relationship of initial class attendance and seating location to academic performance in psychology classes

Bulletin of the Psychonomic Society ◽

10.3758/bf03330504 ◽

1986 ◽

Vol 24 (1) ◽

pp. 63-64 ◽

Cited By ~ 23

Author(s):

L. W. Buckalew ◽

J. D. Daly ◽

K. E. Coffield

Keyword(s):

Academic Performance ◽

Class Attendance ◽

Seating Location ◽

Relationship Of

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Role of an Academic Performance Committee

Journal of Dental Education ◽

10.1002/j.0022-0337.1969.33.1.tb00135.x ◽

1969 ◽

Vol 33 (1) ◽

pp. 101-104

Author(s):

JC Hickey ◽

MT Romano ◽

RK Jarecky

Keyword(s):

Academic Performance

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Can the Academic Self-Concept be Positive and Realistic?

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.19.3.132 ◽

2005 ◽

Vol 19 (3) ◽

pp. 129-132 ◽

Cited By ~ 6

Author(s):

Reimer Kornmann

Keyword(s):

Academic Performance ◽

Opposite Effect ◽

Self Esteem ◽

Point Of View ◽

The Other ◽

Self Concept ◽

High Ability ◽

Self Image ◽

Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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