scholarly journals The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students

2011 ◽  
Vol 12 (6) ◽  
pp. 1 ◽  
Author(s):  
Gary L Long ◽  
Carol Marchetti ◽  
Richard Fasse
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Perceptions ◽  
Hard Of Hearing ◽  
Online Survey ◽  
Success Factors ◽  
Online Courses ◽  
Binary Logistic Regression ◽  
Online Discussions ◽  
Binary Logistic Regression Analysis

This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F) sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.<br /><br /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals ANALISIS REGRESI LOGISTIK BINER TERHADAP FAKTOR PENGARUH PRESTASI AKADEMIK MAHASISWA TADRIS MATEMATIKA IAIN PURWOKERTO

2017 ◽  
Vol 18 (1) ◽  
pp. 46-65
Author(s):  
Mutijah Mutijah
Keyword(s):  
Academic Achievement ◽  
Logistic Regression ◽  
Learning Process ◽  
Binary Logistic Regression ◽  
Learning Activities ◽  
Student Academic Achievement ◽  
Binary Logistic Regression Analysis ◽  
Learning Achievement ◽  
Grade Point ◽  
Social Environmental

Abstract: Learning achievement or academic achievement are things that cannot be separated from learning activities because they are the output of the learning process and are evidence of an individual's ability to carry out learning activities. This is in accordance with the definition of learning achievement is the result achieved from a learning process. Student academic achievement can be known after an evaluation is carried out and reflected in the form of a GPA or Grade Point Average (GPA). In general, if the IP or GPA achieved by students of Mathematics Tadris is less than 3 (three) is not as expected, whereas if the IP or GPA achieved 3 (three) or above 3 (three) is as expected. Learning achievement or academic achievement that can be achieved by students is influenced by many intelligence factors or abilities and external factors including economic factors and social environmental factors. Factors from outside the IAIN Purwokerto Mathematics Tadris students can be in the form of scholarships, schools, students or not, and students joining the organization or not when students are studying. Analysis of scholarship factors, school origin, students or not, and students following the organization or not on student academic achievement can be done using binary logistic regression. Based on binary logistic regression analysis the results showed that scholarship factors if categorized as students getting scholarships or not affecting academic achievement were only 0.2%, school-originating factors from the SMA and MA categories had an effect of 22.4%, high school or vocational category 81, 1%, MA or SMK category of 69.9%, MA or MAK category and SMK or MAK have no effect due to the absence of the IAIN Purwokerto Mathematics Tadris student from MAK, the factor of students staying in the cottage or not having an effect is 10.7% , and student factors follow the organization or not at 71.3%. Keywords: Binary Logistic Regression, Scholarship, School Origin, Education, Organization, Achievement.

scholarly journals Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Dan Spencer ◽  
Traci Temple
Keyword(s):  
Academic Success ◽  
Student Success ◽  
General Education ◽  
Student Perceptions ◽  
Online Courses ◽  
Performance Outcomes ◽  
Problem Solving Skills ◽  
Instructional Format ◽  
Face To Face ◽  
The Impact

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

Cooking skills and socio-demographics among Portuguese university students

2018 ◽  
Vol 120 (3) ◽  
pp. 563-577 ◽  
Author(s):  
Joanna Kowalkowska ◽  
Rui Poínhos ◽  
Sara Rodrigues
Keyword(s):  
University Students ◽  
Psychometric Properties ◽  
Online Survey ◽  
Rank Correlation ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Content Type ◽  
Cooking Skills ◽  
Portuguese Version ◽  
Spearman’S Rank Correlation

Purpose The purpose of this paper is to assess the reliability of a Portuguese version of the cooking skills scale (CSS) and to evaluate the association between cooking skills and socio-demographic, psychological and other cooking-related variables. Design/methodology/approach The study was conducted as an online survey among 730 Portuguese university students. Translation and back-translation of the CSS were performed. Data were assessed in two stages (test and retest) and the psychometric properties of the CSS were analyzed. The effect of socio-demographic variables was assessed by binary logistic regression analysis. The odds ratios for upper tertile of the CSS score were calculated using the lower tertile as reference. Findings Cronbach’s α for the CSS was 0.90. In the analysis of test-retest reliability, Spearman’s rank correlation coefficient was 0.79 and Cohen’s κ (for tertiles) was 0.49. Cooking skills were higher in respondents cooking more often, feeling more confident, enjoying more and indicating the personal interest as the main motivation to learn how to cook. Cooking skills were significantly better in females, older students and those with more independent place of residence. Originality/value Very good psychometric properties of the Portuguese version of the CSS were found among university students, providing a proper and simple tool to measure cooking skills in future studies with similar populations. The interventions encouraging to acquire and improve cooking skills as part of promoting healthy eating should be targeted especially toward men and young adults.

scholarly journals Academic success online: The mediating role of self-efficacy on personality and academic performance

2021 ◽  
Author(s):  
Jillianne Code ◽  
Nick Zap ◽  
Rachel Ralph
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Self Efficacy ◽  
English Language ◽  
Online Courses ◽  
Learning Experience ◽  
Design Strategies ◽  
Mediation Effects ◽  
Learning Options

Abstract Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

scholarly journals Novel Coronavirus (COVID-19) health awareness among the United Arab Emirates Population

2020 ◽  
Author(s):  
Balsam Qubais ◽  
Iffat Elbarazi ◽  
Mai Barakat
Keyword(s):  
Logistic Regression ◽  
United Arab Emirates ◽  
Online Survey ◽  
Binary Logistic Regression ◽  
Well Being ◽  
P Value ◽  
Binary Logistic Regression Analysis ◽  
College Level ◽  
Correct Score ◽  
Level Of Knowledge

ABSTRACT Background: In response to the global (COVID-19) epidemic, the United Arab Emirates (UAE) government is taking precautionary action to mitigate the spread of the virus and protect the safety and well-being of citizens, residents, and visitors. The knowledge and practices of individuals will probably have an important bearing on the course of the coronavirus disease 2019 pandemic. The aim of this study was to evaluate the knowledge and practices toward COVID-19 among the general public in the UAE during the current outbreak COVID-19. Methods: A cross-sectional online survey of 1356 of respondents in the UAE we conducted during the epidemic outbreak between 9th to 24th June-2020. The questionnaire consisted of three sections: Socio-demographic, participants knowledge, and participants practices. Independent- samples t-test, one-way analysis of variance (ANOVA), chi-square, and binary logistic regression have used. A p-value of (p < 0.05) was considered statistically significant. Results: Of the total sample, 72% were females, 47% % were aged between 30-49 years, 57.2% were from Sharjah, 65.6% had a college degree, and 40.6% were unemployed. The total correct score of knowledge and practices questions was high 85% and 90%, respectively. Males gender, other marital status, and illiterate/primary educational levels had a lower level of knowledge and practices than others. participants aged 18-29 had little higher knowledge than other ages but had a lower level in practices, people who live in Abu Dhabi had better knowledge and practice than other emirates, employed people had a lower level of knowledge but higher in practice. Binary logistic regression analysis presented that females, 18-29 years, and married participants significantly associated with a higher score of knowledge, while female gender, over 30 years old, the martial status of singles, college-level and higher, unemployed, were significantly associated with high mean practice score. Conclusions: To our knowledge, the current study is one of the first studies to evaluate the knowledge and practices of UAE population toward COVID-19. Most of the respondents demonstrate an excellent level of knowledge and awareness as well as proper conscious practices. Continuing to implement the health education programs pursued by the UAE is highly important to maintain the appropriate level of awareness among the public.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

scholarly journals School readiness and academic achievement of children with hearing impairment: A South African exploratory study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ntsako P. Maluleke ◽  
Katijah Khoza-Shangase ◽  
Amisha Kanji
Keyword(s):  
South Africa ◽  
Academic Achievement ◽  
Academic Success ◽  
School Readiness ◽  
Hearing Impairment ◽  
South African ◽  
Success Factors ◽  
Age Appropriate ◽  
African Context ◽  
Grade 3

Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children.Aim: As part of a bigger study titled ‘Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng’, the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers’ survey.Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study.Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children’s preschool files. Data were analysed using descriptive statistics.Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN).Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.

scholarly journals COVID-19 health awareness among the United Arab Emirates population

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0255408
Author(s):  
Balsam Qubais Saeed ◽  
Iffat Elbarazi ◽  
Mai Barakat ◽  
Ahmed Omer Adrees ◽  
Kubais Saeed Fahady
Keyword(s):  
Logistic Regression ◽  
United Arab Emirates ◽  
Online Survey ◽  
Binary Logistic Regression ◽  
P Value ◽  
Binary Logistic Regression Analysis ◽  
College Level ◽  
Cross Sectional ◽  
Correct Score ◽  
Level Of Knowledge

In response to the global COVID-19 epidemic, the United Arab Emirates (UAE) government is taking precautionary action to mitigate the spread of the virus. The aim of this study was to evaluate the knowledge and practices toward COVID-19 among the general public in the UAE during the current outbreak. A cross-sectional online survey of 1356 respondents in the UAE was conducted during the epidemic outbreak between 9th to 24th June-2020. The questionnaire consisted of three sections: Socio-demographic, knowledge, practices. Independent-samples t-test, one-way analysis of variance (ANOVA), chi-square and binary logistic regression was used. A p-value of (p < 0.05) was considered statistically significant. The total correct score of knowledge and practice questions was high 85% and 90%, respectively. Male’s sex, other marital status, and illiterate/primary educational levels had a lower level of knowledge and practices than others. Participants aged 18–29 had little higher knowledge than other ages but had a lower level in practices, people who live in Abu Dhabi had better knowledge and practices than other emirates, employed people had a lower level of knowledge but higher in practices. Binary logistic regression analysis presented that females, 18–29 years, and married participants significantly associated with a higher score of knowledge, while female, over 30 years old, the martial status of singles, college-level and higher, unemployed, were significantly associated with high mean practices score. This study provided a full screening of the knowledge and practices among a sample of residents in The UAE toward COVID-19, continuing to implement the health education programs pursued by the UAE is highly important to maintain the appropriate level of awareness among the public.

Do Student-Written Responses to Reflection Questions Predict Persistence and Performance in Online Courses?

2020 ◽  
pp. 1-21
Author(s):  
Danny Glick ◽  
Anat Cohen ◽  
Hagit Gabbay
Keyword(s):  
Online Learning ◽  
Student Persistence ◽  
Online Courses ◽  
At Risk Students ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Written Responses ◽  
Academic Accountability ◽  
And Performance ◽  
Quality Learning

Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a series of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzed 1,871 student responses to four reflection questions at a large online university in Panama. A binary logistic regression analysis was conducted to explore whether student persistence was affected by evidence of words associated with significant learning found in student written responses to a set of reflection questions. The results suggest that evidence of words associated with significant learning found in student written responses to reflection questions significantly predicts student persistence in online courses. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses, and those using 1-13 words associated with significant learning. These results strongly suggest that persistence and performance in online courses are affected by evidence of reflection found in student written responses to reflection questions. These results suggest that a set of reflection tasks assigned early in the course may prove effective in identifying at-risk students.

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