scholarly journals Effects of childhood setting and interaction with nature on academic performance in introductory college-level courses in the environmental sciences

2018 ◽  
Vol 25 (3) ◽  
pp. 422-442
Author(s):  
Melanie A. Spero ◽  
Nick J. Balster ◽  
Alex W. Bajcz
Keyword(s):  
Academic Performance ◽  
College Level ◽  
Environmental Sciences ◽  
Introductory College

How High School Coursework Predicts Introductory College-Level Course Success

2018 ◽  
Vol 46 (2) ◽  
pp. 176-196 ◽  
Author(s):  
Chenoa S. Woods ◽  
Toby Park ◽  
Shouping Hu ◽  
Tamara Betrand Jones
Keyword(s):  
High School ◽  
College Level ◽  
Course Success ◽  
Introductory College

The Electron Transport Chain

2014 ◽  
Vol 76 (7) ◽  
pp. 456-458 ◽  
Author(s):  
Chris Romero ◽  
James Choun
Keyword(s):  
Electron Transport ◽  
Advanced Placement ◽  
Electron Transport Chain ◽  
Cellular Respiration ◽  
College Level ◽  
Inner Mitochondrial Membrane ◽  
College Biology ◽  
Everyday Objects ◽  
Transport Chain ◽  
Introductory College

This activity provides students an interactive demonstration of the electron transport chain and chemiosmosis during aerobic respiration. Students use simple, everyday objects as hydrogen ions and electrons and play the roles of the various proteins embedded in the inner mitochondrial membrane to show how this specific process in cellular respiration produces ATP. The activity works best as a supplement after you have already discussed the electron transport chain in lecture but can be used prior to instruction to help students visualize the processes that occur. This demonstration was designed for general college biology for majors at a community college, but it could be used in any introductory college-level or advanced placement biology course.

scholarly journals Sleep quality, duration, and consistency are associated with better academic performance in college students

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kana Okano ◽  
Jakub R. Kaczmarzyk ◽  
Neha Dave ◽  
John D. E. Gabrieli ◽  
Jeffrey C. Grossman
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Quantitative Data ◽  
Objective Measures ◽  
College Chemistry ◽  
Activity Trackers ◽  
Objective Evidence ◽  
Wearable Activity Trackers ◽  
Single Night ◽  
Introductory College

Abstract Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.

Incorporating music into an introductory college level programming course for non-majors

2017 ◽  
Author(s):  
Tacksoo Im ◽  
Sebastien Siva ◽  
Jason Freeman ◽  
Brian Magerko ◽  
Greg Hendler ◽  
...  
Keyword(s):  
College Level ◽  
Introductory College

scholarly journals Values and Performance of Teacher Education Students in the University of Eastern Philippines

2021 ◽  
pp. 39-46
Author(s):  
Vanessa Galit- Lluz
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Elementary Education ◽  
Family Income ◽  
Interpersonal Relation ◽  
College Level ◽  
Education Students ◽  
Statistical Tool ◽  
The University ◽  
Teacher Education Students

This paper evaluates the values and the academic performance of BEED 3 students in the University of Eastern Philippines - System. This study was specifically concerned in determining the demographic profile of the respondents in terms of age, sex, educational attainment of parents, family income, nature of employment of parents, number of children and religious affiliation. Further, this was undertaken to find out the level of the academic performance of students and the values practiced by the BEED 3 teacher education students in the three campuses of the University of Eastern Philippines System and to determine the significant relationship between the values practices by the BEED students and their academic performance. With the purpose to achieve a rigorous finding this study utilized the descriptive-correlational research design. The respondent of this study comprised the 90 students specializing in Bachelor in Elementary Education who were third year college students in the three campuses of the University of Eastern Philippines – System, drawn through a representative sample technique. Particularly the statistical tool used in this study were frequency counts, percentages, weighted mean and multiple regression analysis. Majority of the respondents were within 19-22 years of age and mostly were female. Their parents were college level, with a monthly income ranging from P 25, 000 to P 29, 000, government employees, with 5 to 6 children and Roman Catholic by faith. The students were very good in their academic performance in English, Mathematics and Values Education. However, the BEED students practiced more values in personalism, close family ties, smooth interpersonal relation, hard work and industry, love for God and rationalism. Moreover, the academic performance was significantly related to values because of the F ratio of 1.619 which is greater than the significant F of 0.206. The coefficient determination explained the degree of influence of values to academic performance, it can be inferred that students having favorable values have greater academic performance.

scholarly journals Using Metacognitive Strategies to Improve Academic Performance in Biochemistry

2020 ◽  
Author(s):  
Heather B. Miller ◽  
Melissa C. Srougi
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Academic Persistence ◽  
Thinking Skills ◽  
Growth Mindset ◽  
Critical Thinking Skills ◽  
College Level ◽  
Social Psychological ◽  
Academic Abilities ◽  
Student Academic Performance

AbstractGrowing evidence suggests that students’ self-beliefs about the ability to alter their academic abilities can directly influence long-term achievement. These self-beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized social-psychological interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed-methods study design we evaluated student mindset, attitudes towards learning, and academic performance over four semesters. Our results suggest that although students’ mindsets did not change as a result of metacognitive interventions, their positive perceptions about learning vs performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.

scholarly journals What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion

2020 ◽  
Vol 49 (9) ◽  
pp. 656-666 ◽  
Author(s):  
Toby J. Park-Gaghan ◽  
Christine G. Mokher ◽  
Xinye Hu ◽  
Hayley Spencer ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
White Students ◽  
Interrupted Time Series ◽  
Course Completion ◽  
College Level ◽  
Passing Rates ◽  
The Impact ◽  
Racial Ethnic ◽  
Introductory College

Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap.

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