scholarly journals Unmet Expectations: Why Is There Such A Difference Between Student Expectations And Classroom Performance?

2008 ◽  
Vol 5 (7) ◽  
Author(s):  
Terrye A. Stinson ◽  
Xiaofeng Zhao
Keyword(s):  
Academic Performance ◽  
Business Students ◽  
Grade Point Averages ◽  
Unrealistic Optimism ◽  
Classroom Performance ◽  
Grade Point ◽  
Freshmen Students ◽  
Unmet Expectations ◽  
Predicting Performance ◽  
Final Exams

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between expectations and reality can be very discouraging to students and may lead to early attrition. This paper studies undergraduate business students and investigates differences between scores they predicted earning on final exams and scores actually earned. Results indicate that the average student will overestimate an exam score by over five points. Results also indicate that freshmen students, and  students with low cumulative grade point averages are likely to overestimate exam scores by the equivalent of a letter grade. Understanding this phenomenon may help educators deal with discouraged students and provide opportunities for faculty to create a learning environment that reduces attrition and ultimately increases student success and graduation rates.

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>

Application of Operant Token Reinforcement to Academic Performance of an Institutionalized Delinquent

1967 ◽  
Vol 21 (1) ◽  
pp. 249-260 ◽  
Author(s):  
Vernon O. Tyler
Keyword(s):  
Academic Performance ◽  
Opposite Direction ◽  
Educational Process ◽  
Grade Point Averages ◽  
Token Reinforcement ◽  
Grade Point ◽  
School Grades ◽  
The Right

Operant techniques were employed to strengthen the academic performance of Nick, a glib, manipulative, delinquently-identified, 16-yr.-old boy with an IQ of 108, committed for stealing four cars. Reports stated he felt “dumb” in school and resisted the educational process. Nick “rented” the use of his mattress at night and the right to wear his clothes instead of institutional clothes and purchased canteen items (cigarettes, candy, gum, etc.) with tokens. He earned tokens with daily and weekly school grades. Over 30 wk., average weekly grades improved slightly. Previous grade point averages were: .60, 1.00, .50, and 1.20; with reinforcement, averages rose to 3.00. Grading bias of teachers was in the opposite direction. Teachers reported Nick disliked school but still worked for tokens. It v/as concluded that token reinforcement improved academic performance, but better controlled studies are needed to develop and validate this approach.

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.

Effects of Study Guides and Classroom Discussions on Students' Perceptions of Study Habits

1977 ◽  
Vol 44 (3) ◽  
pp. 901-902
Author(s):  
Bernadette M. Gadzella ◽  
John Goldston
Keyword(s):  
Correlated Data ◽  
Study Habits ◽  
Grade Point Averages ◽  
Low Grade ◽  
Ability Test ◽  
Grade Point ◽  
Study Guides ◽  
Freshmen Students ◽  
Study Test ◽  
Study Techniques

t tests for correlated data on pre- and posttest scores on the Effective Study Test for 98 college students, exposed to study guides on effective study habits, quizzes, and class discussions, showed significant gains in effective study techniques. When the group was classified by specific traits, the freshmen, students with low grade-point averages, and those scoring low on a mental ability test did not make significant gains in all areas related to effective study habits.

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

scholarly journals Effect of Video Game Usage on Academic Performance of Medical Students in King Abdulaziz University

2015 ◽  
Vol 22 (1) ◽  
pp. 33-38
Author(s):  
Ahmed A. Aljohaney
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Video Games ◽  
Grade Point Average ◽  
Video Game ◽  
Large Scale ◽  
Harmful Effect ◽  
Grade Point Averages ◽  
Grade Point ◽  
King Abdulaziz University

Habitual playing of video games is believed to have a harmful effect on the academic performance of students. This study tracks the effect of video game playing on the academic performance of medical students in Saudi Arabia. During May through August 2013, 307 medical students in their final years filled a cross-sectional survey to collect data on the use of video games at King Abdulaziz University. Results showed female students played video games less than male students. Additionally, video game users were more likely than nonusers to have scores between 4.0 and 4.4 on a 5 point grade point average scale. While higher scoring students were less likely to play video games, only 25.6% of the surveyed students could be included in that category, and 71.8% of those students played video games for < 1 hr /day. Students who played video games for > 1 hr/day had a lesser chance (50.4%) of scoring within the highest range of grade point averages. The results indicate that while limited use of video games may improve grade point average scores, video gaming could not be recommended for students who want to score in the highest tier of grade point averages. A large-scale multi-institutional study is required to confirm these observations.  

scholarly journals International Undergraduates’ Academic Performance During Onset of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Barry Fass-Holmes
Keyword(s):  
Academic Performance ◽  
Grade Inflation ◽  
Grade Point Averages ◽  
Entire Population ◽  
Grade Point ◽  
Academic Year

How did international undergraduates perform academically during onset of the coronavirus pandemic’s educational disruptions? The present study addressed this question by testing the hypothesis that an American public university’s entire population of international undergraduates who were enrolled throughout academic year 2019–2020 would struggle academically (term grade point averages [GPA] below 2.0) to a greater extent in spring 2020 term (coinciding with the pandemic’s onset) than in fall 2019 and winter 2020 terms (pre-pandemic). Five different analyses of GPAs yielded disconfirmatory, counterintuitive evidence; for example, whereas the hypothesis leads to the prediction that the number and percentage who struggled academically should increase from fall 2019 and winter 2020 terms to spring 2020, the values instead decreased. This report’s results are consistent with these international undergraduates’ resilience and their institution’s beneficial support. Reasons for ruling out alternative explanations (widespread cheating, instructors’ leniency, and grade inflation) are discussed.

Correlations of Shyness with Depression, Anxiety, and Academic Performance

1983 ◽  
Vol 52 (3) ◽  
pp. 849-850 ◽  
Author(s):  
Gary S. Traub
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Grade Point Averages ◽  
Anxiety And Depression ◽  
Grade Point

The present study investigated the correlation of shyness with depression, anxiety, and academic performance ( N = 187). As reported previously, shyness was positively correlated with anxiety and depression. However, shy people tended to have higher grade point averages than nonshy people. The author suggests that the attainment of high grades may play a maintaining role in the avoidance of social interaction. Further research is needed.

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