scholarly journals Comparative Academic Achievement of the University Students in Bangladesh: An Empirical Investigation

2020 ◽  
Vol 10 (7) ◽  
pp. 381-395
Author(s):  
Mohammed Saiful Islam ◽  
Saniat Jahan ◽  
Mohammad Morshedul Hoque
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Empirical Investigation ◽  
The University

A Study of Consciousness Of University Students In Relation to The Academic Achievement And Level Of Education

2021 ◽  
pp. 91-97
Author(s):  
Sadhna Sharma ◽  
Sona Ahuja ◽  
Deepika Satsangee
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Uttar Pradesh ◽  
Correlation Study ◽  
Educational Levels ◽  
External Assessment ◽  
Educational Institute ◽  
Educational Implications ◽  
Faculty Of Education ◽  
The University

The present empirical study was designed to study the correlation between the academic achievement and consciousness at two different educational levels of the university. The study was a non-experimental correlation study which was conducted on 150 students (75 graduates, 75 post graduates) of Faculty of Education, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India. The number of male and female students was in the ratio of 65:35. A willing participation of the students in the study was sought. Consciousness Quotient Inventory by Brazdau (2008) was used to assess consciousness quotient of the university students at two different educational levels (i.e. graduation and post-graduation). To measure the academic achievement of the students, students' scores of internal and external assessment at the university were considered. Pearson's Product Moment Correlation was used to find out correlation between the scores of Academic achievement and consciousness quotient. Results indicated a significant positive correlation between academic achievement and Consciousness of the students at the two educational levels at the university. Moreover, results indicated the rise in consciousness level with the rise in the educational level at the University. At the end of the paper, educational implications of the study are provided for the teachers, educators, administrators and other people associated with the field of education.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals The Influence of Tahfidzul Qur’an Program and Motivation against Student Academic Achievement: A Case Study of PKD and PKP University Students Juanda Bogor

2019 ◽  
Vol 7 (2) ◽  
pp. 207-233
Author(s):  
Muhammad Khoiruddin
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Survey Method ◽  
Student Academic Achievement ◽  
Correlation Technique ◽  
Correlational Approach ◽  
The University ◽  
Relationship Of

This study aims to gain an understanding of empirical data on the relationship of Tahfidzul Qur’an Program and Motivation, either individually or together with PKD Student Academic Achievement and PKP University Juanda Bogor. The research hypothesis is that (1) There is a strong and significant influence Tahfidzul Program Student Academic Achievement Qur’an against PKD and PKP University Juanda Bogor (2) There is a strong and significant influence on Academic Achievement Motivation and PKP University Students PKD Juanda Bogor. (3) There is the influence of Tahfidzul Qur’an Program and motivation to learn to academic Student Achievement. In this study, the authors used the survey method with the correlational approach that is implemented in the University Student Juanda Bogor involving PKD and PFM. The data collection is done through observation, interviews, questionnaires, and documentary studies. Data analysis is used correlation analysis with formula product-moment correlation technique. This article concludes that the Tahfidzul Qur’an program contributes positively to student motivation and academic achievement. For this reason, the Tahfidzul Qur’an program is very good to be continued and improved in its implementation.

scholarly journals University Students’ Communication Skills as a Determinant of Academic Achievement

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 107-114
Author(s):  
Ashfaque Ahmad Shah ◽  
Zunaira Fatima Syeda ◽  
Sehrish Naseer
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Communication Skills ◽  
Research Literature ◽  
Verbal Communication ◽  
The Other ◽  
Research Instrument ◽  
The University ◽  
Unique Study ◽  
Research Studies

This study investigates into the academic achievement of university students as determined by their communication skills. The differences in groups were measured on the basis of gender, locality, semester and program of the study. The researchers developed their research instrument by adapting from the two questionnaires. One was the research instrument used at the College of Physiotherapists of Ontario (n.d.); and the other was the “Questionnaire-Verbal Communication” (Pierrete Desrosiers, n.d.). Taking Sargodha district as the population, conveniently sampled 160 students from the University of Sargodha were surveyed through the questionnaire. The study was quantitative in nature. The findings of the study concluded that students’ communication skills yielded statistically no effect on their academic achievement. Also, the students at all levels (semesters) and in all programs were reported to have comparably equivalent level of communication skills. This is a unique study of insignificant differences at all levels and programmes; and statistically no interpretable effect of the communication skills of the students from University of Sargodha, on their academic achievement. It challenges previous research studies. It is further recommended to study the same phenomena in further detail to make decisive remark in the research literature.

scholarly journals "Measuring the Effectiveness of Teacher's Mentoring Practices on Academic achievement of University Students"

2020 ◽  
Vol 1 (4) ◽  
pp. 171-177
Author(s):  
Erum Shahzadi ◽  
Dr. Allah Bakhsh Malik
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Positive Impact ◽  
Mentoring Programs ◽  
Mentoring Practices ◽  
University Level ◽  
Mentoring Practice ◽  
The Government ◽  
Vice Chancellors ◽  
The University

This research intended to examine and explore the effectiveness of teachers mentoring practice on the academic achievement of university students. This study is descriptive, in nature Objective of the study was to measure the effectiveness of teachers' mentoring practice on students’ academic achievement at the university level. The hypothesis of this study is: there is a positive impact of teacher mentoring on students' achievement. For this purpose a stratified random sample of 100 respondents was collected from two distinct groups of the population were from both genders male teachers and female teachers who are teaching in respective institutions and male and female students who are studying from same institutes.  The result obtained from the research study revealed that there is a positive and constructive connection between teachers mentoring practice and students' academic achievement. It is recommended that the government level and state levels should encourage mentoring programs for beginner teachers at the university level and should also provide the necessary infrastructure to facilitate in all institutions. It is also recommended that Administrative heads of institutions e.g. Vice-Chancellors, Deans, and Heads of Department, should ensure that effective and efficient mentoring programs exist and are encouraged in their respective Faculties and Departments. Heads of departments should ensure that newly appointed teachers may fully aware of the significance of mentoring.

scholarly journals Students Academic Achievement at University as Determined by their Communication Skills

2020 ◽  
Vol V (II) ◽  
pp. 10-18
Author(s):  
Ashfaque Ahmed Shah ◽  
Syeda Zunaira Fatima ◽  
Uzma Shahzadi
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Communication Skills ◽  
The Other ◽  
Research Instrument ◽  
Program Of Study ◽  
The University

This study investigates into the academic achievement (AA) of university students as determined by their Communication Skills (CS). The effect was measured on the basis of gender, locality, semester and program of study. The researchers developed their research instrument by adapting from two questionnaires. On was the research instrument used at the College of Physiotherapists of Ontario (n.d.); and the other was the “QuestionnaireVerbal Communication” (Pierrete Desrosiers, n.d.). Taking Sargodha district as the population, conveniently sampled 160 students from the University of Sargodha were surveyed through the questionnaire. The study was quantitative in nature. The findings of the study concluded that n students’ CS yielded any effect on their AA. Also, the students at all levels (semesters) and in all programs were reported to have equivalent level of CS. However, it was interesting to note that the level of both CS was prominently higher as perceived by the students.

scholarly journals Learning the parabola through semiotic records in university students

2020 ◽  
pp. 16-25
Author(s):  
Francisco Javier Encinas-Pablos ◽  
Julia Xochilt Peralta-García ◽  
Omar Cuevas-Salazar ◽  
Mucio Osorio-Sánchez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Control Group ◽  
Test Design ◽  
Basic Sciences ◽  
Semiotic Representations ◽  
Post Test ◽  
The Subject ◽  
The University ◽  
Experimental Group

Learning achieved by students in their first course of mathematics at the university reflects a low achievement, which is especially observed in the topic of the parabola. Due to this problem, the objective of improving the academic achievement of students in that topic, through a didactic strategy based on semiotic representations, was proposed. To this end, a quantitative inquiry was carried out, with a pre-test post-test design, on both a control group and an experimental group. There, a total of 44 students, of an average age of 19 years who were taking the subject of Mathematics Foundations, participated. It was found that the gain between the post-test and pre-test measurement was significantly higher (p<0.01) in the experimental group with respect to the control group, where the conventional strategy for the course was being used. It is concluded that it is possible to improve the learning of the parabola in students through the strategy based on semiotic representations, and that it is highly recommended to apply it for the learning of other mathematical objects in the basic sciences courses of the engineering division.

scholarly journals La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios

2014 ◽  
Vol 20 (1) ◽  
pp. 16 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Pedro R. Garfella Esteban ◽  
Francesc Sánchez Peris ◽  
Concepción Ros Ros ◽  
Beatriz Serra Carbonell
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Hierarchical Cluster ◽  
Self Concept ◽  
Catholic University ◽  
The University ◽  
The City ◽  
Academic Year ◽  
Moderate Relationship ◽  
Estudiantes Universitarios

RESUMEN Existen algunas investigaciones que confirman la relación positiva existente entre autoconcepto y rendimiento académico, generalmente de la dimensión autoconcepto académico y casi siempre en estudiantes no universitarios. En este trabajo se busca confirmar la influencia del autoconcepto en el rendimiento académico de los estudiantes universitarios. Para ello trabajamos con una muestra de 1298 estudiantes de las tres universidades de la ciudad de Valencia (España): Universidad de Valencia, Universidad Politécnica de Valencia y Universidad Católica de Valencia. Las dos primeras eran universidades públicas y la tercera lo era privada. Evaluamos el autoconcepto mediante el cuestionario AF5, que permite obtener puntuaciones de cinco tipos de autoconcepto: académico/laboral, emocional, familiar, físico y social. También tomamos datos del rendimiento obteniendo la media de cinco asignaturas troncales y obligatorias del curso en que se realizó la investigación. A partir de estas puntuaciones llevamos a cabo correlaciones entre puntuaciones de autoconcepto y calificaciones, y también análisis de regresión lineal que reflejaron una relación moderada entre tres de los cinco tipos de autoconcepto que evalúa el cuestionario (académico, familiar y físico) y el rendimiento. También realizamos análisis jerárquico de conglomerados (k‐medias) con las puntuaciones de autoconcepto, encontrando tres grupos de estudiantes, uno con buen perfil de autoconcepto y dos con peor perfil. El grupo con buen perfil tenía mejores calificaciones, aunque las diferencias existentes entre los tres grupos no llegaron a ser significativas en el ANOVA realizado. Estos resultados ayudan a tomar conciencia de la importancia de apoyar, como profesores, el desarrollo de un buen autoconcepto en nuestros estudiantes universitarios. Además complementan los resultados de otras investigaciones que han analizado otros constructos y su incidencia en el rendimiento de estos estudiantesABSTRACT There are some researches that confirm the positive relationship between self-concept and academic achievement, usually of the academic self‐concept dimension and almost always in non‐university students. In this work we were looking for confirming the influence of self-concept in the academic achievement of the university students. In order to do it we worked with a sample of 1298 students from the three universities located in the city of Valencia (Spain): the University of Valencia, the Polytechnic University of Valencia and the Catholic University of Valencia. The first two were public universities and the third one was private. We assessed the self‐concept by means of the AF5 questionnaire, which gives scores of five types of self-concept: academic/labour, emotional, family self‐concept, physical and social. We also took data from the academic achievement of university students by using the mean score of grades of five compulsory subjects of the academic year in which the research was conducted. From these scores we carried out correlations between self‐concept scores and grades, and also linear multiple regression analysis that showed a moderate relationship between three of the five types of self-concept that assesses the questionnaire (academic, physical and family self‐concept) and academic achievement. We also conducted hierarchical cluster analysis (k-means) with self-concept scores, finding three groups of students, one of them with a good profile of self-concept and the other two with a weaker profile. The first one had better grades, although di‐ fferences between the three groups were not significant in ANOVA. These results help us to realize the importance of supporting, as teachers, the development of a good self‐concept in our university students. Additionally, they complement the results of other studies that have examined other constructs and its impact on the academic achievement of university students.

ÖĞRENCİLERİN ZAMAN YÖNETİMİ BECERİLERİ İLE AKADEMİK BAŞARILARI ARASINDAKİ İLİŞKİ: KARABÜK ÜNİVERSİTESİ

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Burcu Kibar ◽  
Yahya Fidan ◽  
Canan Yıldıran
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Time Management ◽  
Grade Level ◽  
Study Group ◽  
Management Skills ◽  
Spring Semester ◽  
Fourth Class ◽  
The University ◽  
The Relationship

Nowadays, time is being consumed rapidly. Almost everyone is suffering from the lack of time. The only thing that is desired is to evaluate the maximum time for a while. It is possible to manage ourselves in time. Time management ensures is be effective and efficient in one’s work and personal life.Time management consciousness starts from childhood, matures and develops during the university. Especially time management is of vital importance to get good grades in their lecture for university students. So, students must learn how to manage their time and how to improve their time management skills for having well education and business life. The goal of that study is to determine whether there is a relation ship between time management and academic successes of the university students or not. For this purpose, in 2012-2013 spring semester, in Faculty of Tecnical, Faculty of Engineering, Faculty of Letters of Karabük University, students studying in third and fourth class is determined as the study group. The questionnaire was administered to the study group. The questionnaire was created by examining the literature. According to research, is the relationship between time management skills and academic achievement of students. Time management skills vary according to gender, grade level, where they live and they study in üniversity.

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