scholarly journals The relationship between academic integrity of online university students and its effects on academic performance and learning quality

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Majda I. Ayoub/Al-Salim ◽  
Khaled Aladwan
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Academic Integrity ◽  
Significant Relationship ◽  
Online Classes ◽  
Ethical Values ◽  
Content Type ◽  
Significant Difference ◽  
Online University Students ◽  
The Relationship

Purpose This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach This is a quantitative study; data was collected via student emails from 155 active online university students. Findings There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong. Research limitations/implications The sample size may have been a limitation for generalizing the results. Practical implications As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey. Social implications As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits. Originality/value This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (10) ◽  
pp. 2915-2921
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

The role of executive functions in academic performance and behaviour of university students

2019 ◽  
Vol 12 (3) ◽  
pp. 444-455
Author(s):  
Carlos Ramos-Galarza ◽  
Pamela Acosta-Rodas ◽  
Mónica Bolaños-Pasquel ◽  
Nancy Lepe-Martínez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Executive Functions ◽  
Measurement Instruments ◽  
Content Type ◽  
Research Findings ◽  
Proportional Relationship ◽  
The University ◽  
The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

scholarly journals Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

2021 ◽  
Vol 1 (1) ◽  
pp. 16-28
Author(s):  
Ghania Yamin ◽  
Huma Khalid ◽  
Fizza Tahir ◽  
Erum Khatri ◽  
Sidra Shoaib
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
University Students ◽  
Significant Relationship ◽  
Academic Motivation ◽  
First Year ◽  
Academic Background ◽  
Weak Relationship ◽  
Significant Difference ◽  
First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

scholarly journals ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Nelson E. Lucero
Keyword(s):  
Academic Performance ◽  
Elementary Schools ◽  
Significant Relationship ◽  
Delivery Mode ◽  
Gender And Age ◽  
Significant Difference ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
Alternative Delivery

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Forced online experiment and its acceptance among the University students during pandemic in Pakistan

foresight ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iqra Abdullah ◽  
Shazia Parveen ◽  
Saif Ul Haq
Keyword(s):  
Active Learning ◽  
University Students ◽  
Behavioral Intention ◽  
Online Classes ◽  
Content Type ◽  
Intention To Adopt ◽  
Facilitating Conditions ◽  
Use Behavior ◽  
The Relationship ◽  
Moderating Role

Purpose This study aims to assess the acceptability of online classes among university students of Pakistan through the extension of the unified theory of acceptance and use of technology (UTAUT) model. Design/methodology/approach This study follows a quantitative research approach and data were collected from 662 university students of 10 different universities of Pakistan through a self-administrative Web survey. Structural equation modeling through SmartPLS was used to analyze the data. Findings Findings of the research show that performance expectancy, effort expectancy, social influence and facilitating conditions play a significant role in developing the intention to adopt online classes. Furthermore, facilitating conditions and intention to adopt online classes have further resulted in frequent use behavior. The authors also investigated the moderating role effect of active learning in relationship behavioral intention and use behavior. Findings show that active learning is an important component of online classes that interacts with the behavioral intention to develop the behavior of attending the online mode of learning by students. However, no significant moderation of uncertainty was found in the relationship between four components of acceptance of technology and behavioral intention to adopt the technology. Originality/value The authors have extended the UTUAT model by establishing the relationship between facilitating conditions and behavioral intention that supports e-learning. Furthermore, this study tests the moderating role of uncertainty and active learning on the UTUAT model.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (9) ◽  
pp. 3069-3075
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

scholarly journals Examining Entrepreneurship Characteristics and Reflective Thinking Levels of Pre -Service Teachers at Physical Education and Sports School

2021 ◽  
Author(s):  
Sadık Adatepe ◽  
Murat Kul ◽  
Eda Adatepe
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Correlation Analysis ◽  
University Students ◽  
Significant Relationship ◽  
Work Experience ◽  
Reflective Thinking ◽  
Significant Difference ◽  
The Relationship

This study examines the relationship between the pre-service teachers' entrepreneurship skills and their reflective thinking levels. The sample of the study is 240 pre-service teachers studying at Bartın University Physical Education and Sports Teaching Department. Semerci (2007), “Reflective Thinking Tendency Scale” and Yılmaz &amp; Sünbül (2009), “Entrepreneurship Scale for University Students” are used as data collection instruments. The data collected for the research were analyzed using SPSS 22.0 program. Reflective thinking levels and entrepreneurship characteristics of the pre-service teachers are examined based on gender, grade, entrepreneurship course and work experience variables. As a result, It is seen that female pre-service teachers' more reflective than male pre-service teachers and the entrepreneurship characteristics of the pre-service teachers in the study are found as "high." Moreover, in the work experience variable, there is a significant difference between the groups. A correlation analysis, it was found that there was a positive and significant relationship between entrepreneurship and all reflective thinking sub-scales, too. Based on the study's findings, it is possible to say that pre-service teachers with high entrepreneurship characteristics have high reflective thinking levels.

The effects of using social network sites on academic performance: the case of Qatar

2018 ◽  
Vol 31 (3) ◽  
pp. 446-462 ◽  
Author(s):  
Karim Al-Yafi ◽  
Mazen El-Masri ◽  
Ray Tsai
Keyword(s):  
Academic Performance ◽  
Social Network ◽  
Linear Relationship ◽  
Social Network Sites ◽  
Young Generation ◽  
Cross Sectional ◽  
Grade Point ◽  
Content Type ◽  
Significant Difference ◽  
The Relationship

Purpose Social network sites (SNSs) have been common applications attracting a large number of users in Qatar. Current literature remains inconclusive about the relationship between SNS usage and users’ academic performance. While one stream confirms that SNS usage may lead to addiction and seriously affect individuals’ academic performance, other studies refer to SNS as learning enablers. The purpose of this paper is twofold: first, it investigates the SNS usage profiles among the young generation in the Gulf Cooperation Council (GCC) represented by Qatar; second, it examines the relationship between the identified SNS usage profiles and their respective users’ academic performance. Design/methodology/approach The study follows a quantitative survey-based method that was adapted from Chen’s internet Addiction Scale to fit the context of social networks. Data were collected from students of two universities in Qatar, one private and another public. Respondents’ grade point average was also collected and compared across the different usage profiles to understand how SNS usage behavior affects academic performance. Findings Results reveal that there is no linear relationship between SNS usage and academic performance. Therefore, this study further investigates SNS usage profiles and identifies three groups: passive (low usage), engaged (normal usage) and addicted (high usage). It was found that engaged users demonstrate significantly higher academic performance than their passive and addicted peers. Moreover, there is no significant difference in the academic performance between passive and addicted users. Research limitations/implications This study is cross-sectional and based on self-reported data collected from university students in Qatar. Further research venues could employ a more general sample covering a longer period, differentiating between messaging tools (e.g. WhatsApp) and other pure SNS (e.g. Twitter), and to cover other aspects than just academic performance. Originality/value This study complements research efforts on the influence of technology on individuals and on the society in the GCC area. It concludes that engaged SNS users achieve better academic performance than the addicted or passive users. Contradicting the strong linear relationship between SNS and performance, as claimed by previous studies, is the main originality of this paper.

scholarly journals Examining Entrepreneurship Characteristics and Reflective Thinking Levels of Pre -Service Teachers at Physical Education and Sports School

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Sadık Adatepe ◽  
◽  
Murat Kul ◽  
Eda Adatepe ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Correlation Analysis ◽  
University Students ◽  
Significant Relationship ◽  
Work Experience ◽  
Reflective Thinking ◽  
Significant Difference ◽  
The Relationship

This study examines the relationship between the pre-service teachers' entrepreneurship skills and their reflective thinking levels. The sample of the study is 240 pre-service teachers studying at Bartın University Physical Education and Sports Teaching Department. Semerci (2007), “Reflective Thinking Tendency Scale” and Yılmaz & Sünbül (2009), “Entrepreneurship Scale for University Students” are used as data collection instruments. The data collected for the research were analyzed using SPSS 22.0 program. Reflective thinking levels and entrepreneurship characteristics of the pre-service teachers are examined based on gender, grade, entrepreneurship course and work experience variables. As a result, It is seen that female pre-service teachers' more reflective than male pre-service teachers and the entrepreneurship characteristics of the pre-service teachers in the study are found as "high." Moreover, in the work experience variable, there is a significant difference between the groups. A correlation analysis, it was found that there was a positive and significant relationship between entrepreneurship and all reflective thinking sub-scales, too. Based on the study's findings, it is possible to say that pre-service teachers with high entrepreneurship characteristics have high reflective thinking levels.

scholarly journals Investigating the Relationship between Tolerance of Ambiguity, Individual Characteristics and Listening Comprehension Ability among Iranian EFL Learners

2017 ◽  
Vol 6 (7) ◽  
pp. 185
Author(s):  
Akbar Moulaei
Keyword(s):  
University Students ◽  
Significant Relationship ◽  
Listening Comprehension ◽  
Age Groups ◽  
Individual Characteristics ◽  
T Test ◽  
Tolerance Of Ambiguity ◽  
Significant Difference ◽  
Comprehension Ability ◽  
The Relationship

This study investigated the relationship between tolerance of ambiguity, individual differences and the listening comprehension ability of university students. The study was carried out at Azad University of Ahvaz, Foreign Languages Teaching Centre. It involved 150 MA and BA students in the Faculty of language teaching center in university (78 females, 72 males) with the age range of 18-40. At first the Persian version of the questionnaire of tolerance of ambiguity provided by Ely (1995) was distributed among students of each class. Then the second questionnaire which was listening comprehension one was given to the students to collect the data on the base is of these hypotheses: H01: There is no significant relationship between university students’ tolerance of ambiguity and their listening comprehension ability. H02: Gender has no effect on tolerance of ambiguity of the students. H03: There is no significant relationship between age and student’ tolerance of ambiguity. H04: There is no significant relationship between academic level and students’ tolerance of ambiguity Findings showed that there is a significant relationship between tolerance of ambiguity and listening comprehension. To answer second hypothesis, independent samples t-test was run. The results showed that gender did not have any significant impact on the students’ ambiguity tolerance. The results one-way ANOVA depicted that there is significant difference between three different age groups (below 25, between 25-29, and above 29) (p<0.05) in terms of tolerance of ambiguity (F=4.291), p=0. 015. And at last, the results of the independent sample t-test showed that there is a significant difference between these two academic levels in tolerance of ambiguity. 

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