scholarly journals SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

2020 ◽  
Vol 8 (4) ◽  
pp. 213-221
Author(s):  
Bonimar T. Afalla ◽  
Fitzgerald L. Fabelico
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Classroom Management ◽  
Time Management ◽  
Management Practices ◽  
The Philippines ◽  
State University ◽  
Grade Point ◽  
Teaching Learning

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.

Long-Term Prospects and College Students’ Academic Performance

2018 ◽  
Vol 37 (3) ◽  
pp. 358-371 ◽  
Author(s):  
Yaoran Li ◽  
Kennon M. Sheldon ◽  
Jeffrey N. Rouder ◽  
David A. Bergin ◽  
David C. Geary
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
School Achievement ◽  
Grade Point ◽  
High School Achievement ◽  
Low Achieving Students ◽  
Prior Achievement ◽  
Better Than

Self-referent performance beliefs can influence people’s decision making related to long-term goals. Current measures of such beliefs, however, do not explicitly focus on the long-term aspects of goal achievement. We introduce a new concept, Long-Term Prospects (LTP), which is defined as the self-perception that one can maintain the continuous effort needed to achieve long-term goals. We developed a measure of LTP and demonstrated across three studies ( n > 1,900) that college students’ LTP predicted their academic performance, as defined by self-reported grade point average (GPA) and official GPA. Moreover, LTP predicted GPA better than commonly used measures of grit, conscientiousness, and academic self-concept. Multiple regression and Bayesian results showed that LTP accounted for unique variance in the prediction of college GPA above and beyond intelligence, prior achievement, and demographics. Tests for moderation effects suggested that students who had low high school achievement or a low need for achievement especially benefited from having strong beliefs about their ability to maintain effort over the long term. These studies suggest that self-referent beliefs about one’s ability to maintain the effort needed to achieve long-term goals are important for academic success and that the LTP measure captures individual differences in these beliefs. The implication is that cultivating students’ belief that they can maintain long-term effort, especially in low-achieving students, may yield positive outcomes in their academic performance.

Supporting Students' Mental Health and Academic Success Through Mobile App and IoT

2019 ◽  
pp. 703-719
Author(s):  
Karolina Baras ◽  
Luísa Soares ◽  
Carla Vale Lucas ◽  
Filipa Oliveira ◽  
Norberto Pinto Paulo ◽  
...  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Success ◽  
Young People ◽  
Interpersonal Relationships ◽  
Time Management ◽  
Well Being ◽  
Mobile App ◽  
Management Guidelines ◽  
Health And Well Being

Smartphones have become devices of choice for running studies on health and well-being, especially among young people. When entering college, students often face many challenges, such as adaptation to new situations, establish new interpersonal relationships, heavier workload and shorter deadlines, teamwork assignments and others. In this paper, the results of four studies examining students' well-being and mental health as well as student's perception of challenges and obstacles they face during their academic journey are presented. In addition, a mobile application that acts as a complement to a successful tutoring project implemented at the authors' University is proposed. The application allows students to keep their schedules and deadlines in one place while incorporating virtual tutor features. By using both, the events from the student's calendar and his or her mood indicators, the application sends notifications accordingly. These notifications encompass motivational phrases, time management guidelines, as well as relaxation tips.

scholarly journals Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

2008 ◽  
Vol 3 (6) ◽  
pp. 425-453 ◽  
Author(s):  
Marcus Credé ◽  
Nathan R. Kuncel
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Study Skills ◽  
Meta Analysis ◽  
Grade Point ◽  
Study Skill ◽  
The Third ◽  
High School Grades ◽  
Individual Difference Variable ◽  
Study Habit

Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis ( N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.

The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

scholarly journals Smartphone Addiction among University Students and Its Relationship with Academic Performance

2017 ◽  
Vol 10 (1) ◽  
pp. 48 ◽  
Author(s):  
Jocelyne Boumosleh ◽  
Doris Jaalouk
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Business Students ◽  
Statistical Significance ◽  
Risk Groups ◽  
Smartphone Addiction ◽  
Lifestyle Behaviors ◽  
Grade Point ◽  
Smartphone Use

BACKGROUND & OBJECTIVE: Smartphone use is almost universally relied on among college students. Whether smartphone addiction among college students has a negative predictive effect on academic performance is hardly studied. Previous research found an apparent association between smartphone use and academic achievement partly explained by the nature of the task the student is engaged in when using a smartphone. This study aims to assess the relationship between smartphone addiction and students’ academic performance controlling for important potential confounding variables.METHODS: A sample of 688 undergraduate students was randomly selected from Notre Dame University, Lebanon. Students were asked to fill out a questionnaire that included a) questions on variables related to socio-demographics, academics, smartphone use, and lifestyle behaviors; and b) a 26-item Smartphone Addiction Inventory (SPAI) Scale. Multiple logistic regression was performed to assess the independent association between smartphone addiction and cumulative grade point average (GPA).RESULTS: 49% reported smartphone use for at least 5 hours during a weekday. Controlling for confounding effects in the model, the association between total SPAI score and GPA did not reach statistical significance, whereas alcohol drinking (OR= 2.10, p=0.026), age at first use of smartphone (OR=1.20, p=0.042), use of smartphone for study-related purposes (OR=0.31, p=0.000), class (OR=0.35 (senior vs. sophomore standing), p=0.024), and faculty (ORs of 0.38 and 0.35 (engineering and humanities, respectively, vs. business students)) were found to be independent predictors of reporting a GPA of < 3.CONCLUSION: Findings from our study can be used to better inform college administrators and faculty about most-at- risk groups of students who shall be targeted in any intervention designed to enhance low academic performance.

scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

2022 ◽  
Vol 12 (1) ◽  
pp. 21-29
Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  
Keyword(s):  
Effective Teachers ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Faculty Evaluation ◽  
The Philippines ◽  
Faculty Members ◽  
Teaching Performance ◽  
State University ◽  
Learning And Teaching ◽  
Teaching Learning

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

scholarly journals Relationships between Academic Success and Health and Illness in College Students

2020 ◽  
Vol 35 (1) ◽  
Author(s):  
Edward Hebert ◽  
Brian Henry ◽  
Corinne Duplan ◽  
Millie Naquin ◽  
Ralph Wood
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Screen Time ◽  
Health Measures ◽  
Significant Relationships ◽  
Health And Illness ◽  
Mental Health Screen ◽  
Health Screen

This study investigated relationships between academic success and aspects of health and illness in college students. College juniors and seniors completed a survey addressing ratings of health, measures of sleep, mental health, screen time, the frequency of illness-related absences and access of healthcare. Measures of academic performance (GPA and academic status) were gathered from university records. Significant relationships to academic performance were found for overall health, sleep, mental health, time accessing social media, and frequency of accessing healthcare and school due to illness. Collectively, health measures predicted 10% of the variance in GPA.

scholarly journals Academic Achievement: It Is Not How Smart You Are, But How You Cope With Your Life And Manage Your Time

2015 ◽  
Vol 8 (2) ◽  
pp. 1535-1547
Author(s):  
Azura Hamdan ◽  
Rohany Nasir ◽  
Rozainee Khairudin ◽  
Wan Shahrazad Wan Sulaiman
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
Contributing Factors ◽  
Grade Point ◽  
High School Grades ◽  
Academic Grades ◽  
The Relationship

Previous research suggests that contributing factors such as previous academic result, coping and time management can predict student success at the universities.  The purpose of this study was to investigate the relationship between previous academic grades, coping and time management practices on academic achievement among undergraduate students from four of Malaysia public institutions for higher education. 551 university students completed a Time Management Questionnaire (TMQ), COPE Inventory and provided their self-reported high school grades and current Grade Point Average (GPA).  Analysis of data from descriptive and inferential statistics was done.  Results showed that previous academic grades and the practice of time management (short range planning and attitude toward time) have no direct effect on academic achievement.  However, the use of coping strategies (problem focused and denial focused) and the practice of time management (long range planning) showed that there was a significant effect on Grade Point Average (GPA).

scholarly journals Providing Students with Tools to Increase Their Academic Success

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 901A-901
Author(s):  
Dan T. Stearns ◽  
David J. Beattie ◽  
Charles W. Heuser ◽  
Perry M. Morgan
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Mentoring Relationships ◽  
Grade Point ◽  
Test Taking ◽  
Societal Needs ◽  
Policies And Procedures ◽  
Agricultural Sciences ◽  
Incoming Freshmen ◽  
Elective Course

In an elective course titled “Be A Master Student”, freshmen in The Pennsylvania State Univ.'s College of Agricultural Sciences were introduced to subjects ranging from university policies and procedures to skill enhancement in note-taking, test-taking, and time management techniques. A broad knowledge of agricultural sciences at local, state, national, and international levels was developed with the goal to relate agriculture to individual and societal needs. Mentoring relationships between students and faculty developed, not only with course instructors, but also with other faculty through required interviews and one-on-one discussions. Two volunteer faculty instructors taught 20 students per section. The number of sections has increased from four in 1990 to 13 in 1994. More than 70% of incoming freshmen opted to schedule the course in 1994. Student surveys indicated that >90% of those who enrolled would recommend the class to a close friend. Performance tracking shows that studentswho enrolled in the class maintained higher grade point averages than students who did not enroll. A higher rate of retention also has been documented for students who complete “Be A Master Student”!

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