scholarly journals Marathon, Hurdling, or Sprint? The Effects of Exam Scheduling on Academic Performance

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Sofoklis Goulas ◽  
Rigissa Megalokonomou
Keyword(s):  
Academic Performance ◽  
Negative Relationship ◽  
Warm Up ◽  
Overall Performance ◽  
Standard Deviations ◽  
Lower Performing Students ◽  
Random Variation

AbstractWould you prefer a tighter or a more prolonged exam schedule? Would you prefer to take an important exam first or last? We exploit quasi-random variation in exam schedules across cohorts, grades and subjects from a lottery to identify distinct effects of the number of days between exams, the number of days since the first exam, and the exam order on performance. Scheduling effects are more pronounced for STEM exams. We find a positive and a negative relationship between STEM scores and exam order (warm-up) and number of days since the first exam (fatigue), respectively. In STEM, warm-up is estimated to outweigh fatigue. Marginal exam productivity in STEM increases faster for boys than for girls. Higher-performing students exhibit higher warm-up and lower fatigue effects in STEM than lower-performing students. Optimizing the exam schedule can improve overall performance by as much as 0.02 standard deviations.

Facebook Use, Personality Characteristics and Academic Performance

2019 ◽  
Vol 14 (2) ◽  
pp. 1-14
Author(s):  
Georgia Sapsani ◽  
Nikolaos Tselios
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Negative Relationship ◽  
Personality Characteristics ◽  
Big Five Personality ◽  
Education Students ◽  
Study Results ◽  
Use Of Social Media ◽  
Relationship Of ◽  
The Relationship

The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.

scholarly journals The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment

2020 ◽  
Vol 12 (23) ◽  
pp. 10092
Author(s):  
Bin Tang ◽  
Te-Tien Ting ◽  
Chyi-In Wu ◽  
Yue Ma ◽  
Di Mo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Preliminary Evidence ◽  
Average Treatment Effect ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Intention To Treat ◽  
Catch Up ◽  
Standard Deviations ◽  
The Impact

In Taiwan, thousands of students from Yuanzhumin (aboriginal) families lag far behind their Han counterparts in academic achievement. When they fall behind, they often have no way to catch up. There is increased interest among both educators and policymakers in helping underperforming students catch up using computer-assisted learning (CAL). The objective of this paper is to examine the impact of an intervention aimed at raising the academic performance of students using an in-home CAL program. According to intention-to-treat estimates, in-home CAL improved the overall math scores of students in the treatment group relative to the control group by 0.08 to 0.20 standard deviations (depending on whether the treatment was for one or two semesters). Furthermore, Average Treatment Effect on the Treated analysis was used for solving the compliance problem in our experiment, showing that in-home CAL raised academic performance by 0.36 standard deviations among compliers. This study thus presents preliminary evidence that an in-home CAL program has the potential to boost the learning outcomes of disadvantaged students.

Relations between Hope and Graduate Students' Coping Strategies for Studying and Examination-Taking

2000 ◽  
Vol 86 (3) ◽  
pp. 803-806 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
C. R. Snyder
Keyword(s):  
Academic Performance ◽  
Public School ◽  
Graduate Students ◽  
Coping Strategies ◽  
Negative Relationship ◽  
Hope Theory

In 1998, Onwuegbuzie reported a negative relationship between scores on hope and anxiety about statistics among graduate students who were enrolled in statistics classes. In 1999, Snyder posited that hope theory provides a useful framework for assessing students' coping strategies. In support of the utility of hope theory for identifying students with debilitating test-related anxieties, lower scores on the Pathways and Agency subscales which assess hope were related to 87 graduate students' problematic coping strategies for studying and taking statistics examinations. After a brief review of other recent data linking hope to academic performance at both public school and college levels, further research seems appropriate.

Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools

2013 ◽  
Vol 5 (3) ◽  
pp. 27-40 ◽  
Author(s):  
Dana Burde ◽  
Leigh L Linden
Keyword(s):  
Randomized Controlled Trial ◽  
Academic Performance ◽  
Gender Gap ◽  
Test Scores ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Randomized Evaluation ◽  
Percentage Points ◽  
Standard Deviations

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, but particularly for girls. Girls' enrollment increases by 52 percentage points and their average test scores increase by 0.65 standard deviations. The effect is large enough that it eliminates the gender gap in enrollment and dramatically reduces differences in test scores. Boys' enrollment increases by 35 percentage points, and average test scores increase by 0.40 standard deviations. (JEL I21, J16, O15, O18)

The Physical Activity Participation–Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (Academic Tracking)

2002 ◽  
Vol 14 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Koenraad J. Lindner
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Negative Relationship ◽  
Positive Association ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Academic Tracking ◽  
Actual Performance ◽  
Band Students ◽  
Academic Grades

This study examined the relationship between academic performance and physical activity participation using objective measures of scholastic achievement, and the effect of banding (academic tracking). The sample comprised 1,447 students (aged 13–17 years) in secondary grades 2, 4, and 6 (736 boys; 711 girls). Academic records were collected from the schools, and a participation questionnaire was administered to the students. School banding was found to be a significant predictor of participation time, and students from higher-banded schools had generally greater participation time than lower-band students. Conversely, perceived academic performance and potential tended to be higher for students with more participation time in physical activity, particularly so for the males. However, for actual academic grades this positive association was not found when banding was taken into consideration. No relationship was found for the middle- and high-band students, while a slight negative relationship was observed for the low-band students.

scholarly journals Sleeping Habits, Classroom Behaviour and Academic Performance of Senior High School Students

2020 ◽  
Vol 1 (1) ◽  
pp. 54-63
Author(s):  
Paul Junrey A. Toyong
Keyword(s):  
Academic Performance ◽  
Mobile Phones ◽  
Classroom Behavior ◽  
School Administrators ◽  
Negative Relationship ◽  
Night Sleep ◽  
Sleeping Time ◽  
High Occurrence ◽  
The Third ◽  
Significant Negative Relationship

Being sleepy in class can have a vital impact on the academic performance of a student. Lack of sufficient and adequate sleep can be harmful and even deadly. It is a basic necessity of life and important part of learning. This study utilized descriptive and correlational design to examine 119 senior high Electrical Installation and Maintenance (EIM) students who were selected through simple random sampling. Findings revealed that 88 percent of the students were sleep deprived and they usually sleep for lessthan 6 hours only. Two of the reasons of sleeping late were using of Facebook and Messenger account and playing mobile games. The third reason was making assignments and homework. The most prevalent classroom behaviours were: students were sleepy during class discussions and they slept in class during vacant periods and the third prevalent behavior was they felt tired during classes. Sixty-one percent of the students have a general average of 75-79 which is only fairly satisfactory and 29 percent have 80-84 grade which is only satisfactory in the K-12 grading system. There was a significant negative relationship (cc= -0.420 and p=0.000) between number of hours of night sleep and sleepiness classroom behavior. This suggested that the less number of hours of night sleep is correlated to high occurrence of sleepiness classroom behavior. There was a significant positive relationship (cc=0.627 and p=0.000) between number of hours of night sleep and academic per-formance. This suggested that the high number of hours of night sleep is associated to high academic performance. On the other hand, students with less sleep had low academic performance. There was a significant negative relationship (cc= -0.544 and p=0.000) between sleepiness classroom behavior and the academic performance. This implied that high occurrence of sleepiness classroom behavior is associated to low academic performance. The implications may serve as basis for policy makers, school administrators and teachers to educate students including the parents on the proper use of mobile phones and other gadgets. The parents need to set sleeping time or lights-off rules and regulate the use of mobile phones. Sleeping time or routine shall be imposed. School administrators and teachers need to craft a well-planned and well-designed policy on giving assignments and homework to attain high scholastic achievement.

scholarly journals Increased Performance in Elite Runners Following Individualized Timing of Sodium Bicarbonate Supplementation

2021 ◽  
pp. 1-7
Author(s):  
Tue A.H. Lassen ◽  
Lars Lindstrøm ◽  
Simon Lønbro ◽  
Klavs Madsen
Keyword(s):  
Sodium Bicarbonate ◽  
Body Mass ◽  
Time Trial ◽  
Buffer System ◽  
Double Blind ◽  
Warm Up ◽  
Time To Peak ◽  
Before And After ◽  
Overall Performance ◽  
Improved Performance

The present study investigated individualized sodium bicarbonate (NaHCO3−) supplementation in elite orienteers and its effects on alkalosis and performance in a simulated sprint orienteering competition. Twenty-one Danish male and female elite orienteers (age = 25.2 ± 3.6 years, height = 176.4 ± 10.9 cm, body mass = 66.6 ± 7.9 kg) were tested twice in order to identify individual time to peak blood bicarbonate (HCO3− peak) following supplementation of 0.3 g/kg body mass NaHCO3 with and without warm-up. The athletes also performed two 3.5 km time-trial runs (TT-runs) following individualized timing of NaHCO3 supplementation (SBS) or placebo (PLA) on separate days in a randomized, double-blind, cross-over design. The occurrence of individual peak HCO3− and pH ranged from 60 to 180 min. Mean HCO3− and pH in SBS were significantly higher compared with PLA 10 min before and following the TT-run (p < .01). SBS improved overall performance in the 3.5 km TT-run by 6 s compared with PLA (775.5 ± 16.2 s vs. 781.4 ± 16.1 s, respectively; p < .05). SBS improved performance in the last half of the TT-run compared with PLA (p < .01). In conclusion, supplementation with NaHCO3 followed by warm-up resulted in individualized alkalosis peaks ranging from 60 to 180 min. Individualized timing of SBS in elite orienteers induced significant alkalosis before and after a 3.5 km TT and improved overall performance time by 6 s, which occurred in the last half of the time trial. The present data show that the anaerobic buffer system is important for performance in these types of endurance events lasting 12–15 min.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

scholarly journals A-248 Using Rates of Low Scores to Assess Agreement between CNSVS and a Traditional Battery of Neuropsychological Tests

2020 ◽  
Vol 35 (6) ◽  
pp. 1043-1043
Author(s):  
Ivins B ◽  
Arrieux J ◽  
Cole W ◽  
Schwab K
Keyword(s):  
Cognitive Function ◽  
Neuropsychological Tests ◽  
Poor Performance ◽  
Base Rate ◽  
Test Battery ◽  
The Other ◽  
Mild Tbi ◽  
Valid Data ◽  
Overall Performance ◽  
Standard Deviations

Abstract Objective CNSVS is a brief computerized test battery used to assess cognitive function. We compare intra-individual agreement between CNSVS and a battery of traditional neuropsychological tests using rates of low scores. Methods Complete and valid data from 246 healthy soldiers and 177 soldiers ≤ 7 days from sustaining mild TBI (mTBI) were used in this analysis. All soldiers were consecutively administered CNSVS and a traditional test battery consisting of: TOPF, WAIS-IV, CVLT-II, RCFT, DKEFS, and CPT-II. We performed base rate analyses of both batteries to determine the proportions of soldiers who had various numbers of scores that were 1.0+, 1.5+, and 2.0+ standard deviations below the normative mean. We used those rates to place Soldiers into a “low score hierarchy” ranging from the least poor (i.e. ~ &gt; 10th %ile) to the worst overall performance (i.e. ~ ≤ 10th %ile). We then compared agreement between the batteries at each of those levels. Results More soldiers with mTBI had low scores than healthy soldiers on both batteries. Of the soldiers who performed at the worst level on one battery, 95.9% from CNSVS and 80.0% from traditional had some level of poor performance on the other battery. However, of the soldiers who performed at the worst level on either battery, only 38.8% from CNSVS and 63.3% from traditional also performed at the worst level on the other battery. Conclusion These batteries similarly identify poor performance to a degree, though with some potentially meaningful differences still present.

scholarly journals Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

2020 ◽  
Vol 17 (21) ◽  
pp. 7717
Author(s):  
Ana María Martínez-Martínez ◽  
Remedios López-Liria ◽  
José Manuel Aguilar-Parra ◽  
Rubén Trigueros ◽  
María José Morales-Gázquez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary School ◽  
Classroom Management ◽  
School Environment ◽  
Structural Equation ◽  
Negative Relationship ◽  
Disruptive Behaviors ◽  
Well Being ◽  
School Students

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

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