scholarly journals Memorization practice and academic success in Saudi undergraduate students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maura Pilotti ◽  
Halah Alkuhayli ◽  
Runna Al Ghazo
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Information Acquisition ◽  
Memory Performance ◽  
College Level ◽  
Grade Point ◽  
Content Type ◽  
Memory Experience ◽  
Verbatim Memory

PurposeIn the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory performance, and self-efficacy in a sample of college students from Saudi Arabia.Design/methodology/approachStudents' verse memory, word memory, experience with memorization and recitation, as well as general self-efficacy were measured. GPA was provided by the Office of the Registrar.FindingsVerbatim memory performance for individual words and verses moderately predicted GPA.Research limitations/implicationsTo be determined is the extent to which memory skills for different materials are related to memorization and recitation practice as well as encoding preferences.Practical implicationsThe findings indicate that even though in college a premium is placed on activities that transform the format of the materials to be learned, activities that replicate materials may still be helpful.Social implicationsIn Western pedagogy, memorization and recitation are considered counterproductive modes of information acquisition. The findings of this study illustrate that retention is an essential processing step upon which the complex cognitive activities that are embedded in college-level curricula rely.Originality/valueThe extant literature illustrates the benefits of exceptional memorization and recitation training. The findings suggest that academic success is positively related to what would be judged as moderate practice, thereby supporting the notion that benefits exist.

scholarly journals The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

2020 ◽  
Vol 10 (5) ◽  
pp. 134
Author(s):  
Greta Mazzetti ◽  
Alessio Paolucci ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Future Orientation ◽  
Time Lag ◽  
Grade Point ◽  
The Impact ◽  
The Relationship ◽  
Academic Self Efficacy

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

STEM undergraduate students: library use, perceptions and GPA

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jung Mi Scoulas
Keyword(s):  
Undergraduate Students ◽  
Student Survey ◽  
Grade Point ◽  
Content Type ◽  
Stem Disciplines ◽  
Library Use ◽  
Library Resources ◽  
User Groups ◽  
And Mathematics ◽  
Online Library

PurposeThis study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.Design/methodology/approachThe current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.FindingsThe findings from a Mann–Whitney U test revealed that STEM respondents perceived specific library resources (subject and course guide, library instructions and library workshops) as slightly less than non-STEM respondents. The results from ANOVA demonstrated that the mean scores in GPA for STEM respondents who never used online library, journals and databases were lower than respondents who used those library resources, regardless of STEM and non-STEM disciplines.Originality/valueRevisiting the data collected and analyzing specific user groups will be valuable to academic libraries because this study will provide academic librarians with a deeper understanding of specific user needs and perceptions of library resources and services.

Age, gender and work experience as predictors of success

2014 ◽  
Vol 56 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Susan M. Fournier ◽  
Elizabeth M. Ineson
Keyword(s):  
Academic Success ◽  
Predictive Value ◽  
Work Experience ◽  
Secondary Data ◽  
Positive Association ◽  
Hospitality Management ◽  
Student Sample ◽  
Grade Point ◽  
Content Type ◽  
Gender And Work

Purpose – The purpose of this paper is to examine the predictive value of age, gender and work experience in relation to hospitality management (HM) academic success, as measured by year one leadership programme (LP) achievement and cumulative grade point average (CGPA). The association between LP and CGPA success and internship performance is also evaluated. Design/methodology/approach – The sample comprised 349 international undergraduate HM students. Secondary data were compiled and analysed using SPSS. Eight hypotheses, developed from the literature were tested using χ2, t-tests and Kruskal-Wallis tests as appropriate. Findings – Although age was not a predictor of success, males significantly outperformed females. Pre-programme work experience was not a predictor of LP performance but length of paid work experience and supervisory work experience were linked significantly to mean CGPA. LP achievement was positively associated with CGPA and with successful internship completion. Research limitations/implications – Although the student sample was international and spanned three cohorts, the data collection was limited to one institution. Practical implications – Pre-programme work experience, in particular supervisory experience, and the incorporation of management competency-linked LPs into first-year HM curricula are recommended. Originality/value – The paper contributes to the under-researched predictive value of age, gender and pre-programme work experience in relation to HM academic performance, in particular in an LP context. An additional innovative finding is the positive association between LP achievement and success in HM professional practice.

Examining timely graduation rates of undergraduate students

2019 ◽  
Vol 11 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Kelzang Tentsho ◽  
Nittaya McNeil ◽  
Phattrawan Tongkumchum
Keyword(s):  
Graduation Rates ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Multivariate Logistic Regression Model ◽  
Higher Educational Institutions ◽  
Grade Point ◽  
Content Type ◽  
First Semester ◽  
Higher Educational ◽  
The Right

Purpose Graduation rates are commonly used to assess the quality of higher educational institutions. While universities strive to produce as many graduates as possible, maintaining the right balance between the number of new students enrolled and the number who graduate each year has become a challenge in the past few decades. Timely graduation is often disregarded because a large majority of the students do not graduate within the stipulated time. The purpose of this paper is to analyze the factors associated with timely degree attainment. Design/methodology/approach The data for this study were obtained from records maintained by Registrar Office, Prince of Songkla University, Pattani Campus, Thailand. The final sample comprised 1,330 undergraduate students enrolled at four major faculties in 2009. A multivariate logistic regression model was applied to explain the effects of independent variables on timely graduation. Findings About 81.0 percent had completed their degree program within the stipulated time. The results indicated that faculty, first-semester grade point average, gender and place of residence were significantly associated with timely graduation. Originality/value Findings from this study may serve as a guide to higher educational institutions in identifying the underlying factors, and accordingly develop programs to enhance on time degree completion rates.

Analysis of students' self-efficacy, interest, and effort beliefs in general chemistry

2015 ◽  
Vol 16 (2) ◽  
pp. 318-337 ◽  
Author(s):  
Brent Ferrell ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Secondary School Student ◽  
College Level ◽  
Confirmatory Factor Analyses ◽  
First Semester ◽  
Chemistry Students

Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and effort beliefs to a college chemistry context. In addition, a chemistry-specific measure of self-efficacy was evaluated in a modified form. This set of scales was initially administered at two time points in a first-semester general chemistry course to a sample of undergraduates (n1= 373,n2= 294). Confirmatory factor analyses (CFA) were conducted to determine whether the scales were functional in a chemistry context. Following revision of the scales, all CFA models demonstrated acceptable fit to the data. Cross-validation of the revised scales was performed using two different populations (n= 432,n= 728), with both studies producing similar model fits. Furthermore, our data shows that chemistry majors reported higher self-efficacy and interest than non-science majors. Cronbach's alpha estimates ranged from 0.75 to 0.92 for the revised scales across all studies. This set of scales could provide useful tools for assessing general chemistry students' motivation and the motivational impacts of various teaching practices.

scholarly journals A Study of the Self-Regulated Learning Inventory on a HBCU Student Population in Allied Health

2007 ◽  
Author(s):  
James Goodpasture ◽  
Reinhardt Lindner ◽  
Mathews Thomas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Allied Health ◽  
The Self ◽  
Self Report ◽  
Black College ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Study Results ◽  
Regulated Learning

Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulated learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.

The relationship between the technology acceptance model and preference for ebooks at a large research university

2019 ◽  
Vol 36 (3) ◽  
pp. 13-15 ◽  
Author(s):  
Susan Lynn Smith ◽  
Allyson Rodriguez ◽  
Erin DeWitt Miller ◽  
Lu Xu
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Research University ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Content Type ◽  
Large Research ◽  
Large Research University

Purpose This study aims to uncover factors related to students’ preference for ebooks with hopes that understanding what drives these preferences will help librarians to figure out how to increase students’ use of ebooks. Design/methodology/approach Based on the unified theory of acceptance and use of technology, researchers developed a model of ebook preference and a survey including constructs related to perceived usefulness and perceived ease of use. Respondents were undergraduate students from a core political science course at a large research university in the USA. Findings Ebook performance expectancy and ebook self-efficacy have indirect effects on ebook preference by way of ebook attitude. Ebook attitude and social influence both have direct effects. Research limitations/implications One of the limitation include respondents being of a similar age and having a similar experience of technology and ebooks. Prior use of ebooks may partially explain the results. Practical implications Librarians should help students develop ebook self-efficacy. Vendors should consider how interfaces may impact ebook self-efficacy. Ebook attitude may be positively influenced by tapping students’ desire to utilize technology. Originality/value This research adds to the understanding about ebook preference while expanding research in libraries by applying a theory and model from another research discipline.

International students’ academic satisfaction and turnover intentions

2019 ◽  
Vol 27 (4) ◽  
pp. 533-548 ◽  
Author(s):  
Neena Gopalan ◽  
Nicholas J. Beutell ◽  
Wendy Middlemiss
Keyword(s):  
Academic Success ◽  
International Students ◽  
Self Efficacy ◽  
Turnover Intentions ◽  
Cultural Adjustment ◽  
Ecological Systems ◽  
Equation Modeling ◽  
Academic Satisfaction ◽  
Content Type ◽  
The Usa

Purpose This study aims to investigate international students’ cultural adjustment, academic satisfaction and turnover intentions using ecological systems perspective and explores factors that affect academic success and turnover by exploring three stages: arrival, adjustment and adaptation. Design/methodology/approach The sample consists of 208 international students enrolled at a mid-Western university in the USA. Confirmatory factor analysis, structural equation modeling and mediational analyses were used to test hypotheses. Findings Findings indicate that self-efficacy, as a pre-sojourn characteristic, affects adjustment variables inclusive of cultural adjustment, affecting academic satisfaction and turnover intentions. Adjustment variables (coping, cultural adjustment and organizational support) mediated relationships between self-efficacy and turnover intentions. Research limitations/implications The proposed model moves the research forward by examining an ecological systems framework describing how individual, social, academic, cultural and institutional factors function in supporting international students’ transitions. Results may be generalizable to other large US universities with varying dynamics and resources available (or not) for international students. Originality/value Given the challenges international students face in the USA in adapting to both new culture and academic setting, it is imperative to identify what elements of their transition and academic environment predict academic success. This is one of the first studies testing the propositions derived from Schartner and Young’s (2016) model.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

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