scholarly journals The problem of student dropout in modern higher education

2021 ◽  
pp. 55-65
Author(s):  
A.V. Kupavtsev ◽  
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Process ◽  
Academic Failure ◽  
Dropping Out ◽  
Student Dropout ◽  
Self Study

Analyzed is contingent of potential candidates for dropping out of university because of academic failure has never been the object of special methodical consideration. The technology of overcoming low academic performance of this category of students through the formation of professional-educational subjective position of students has been developed. It is based on the collective personification of the learning process, self-study of students, thematic cluster training.

scholarly journals An Analytical Investigation of the Characteristics of the Dropout Students in Higher Education

10.28945/3979 ◽  
2018 ◽  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Analytical Investigation ◽  
Analytical Models ◽  
Dropping Out ◽  
Future Research ◽  
Allocation Of Resources ◽  
Non Profit ◽  
Student Dropout

Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Background: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. The sample includes 555 freshmen in a non-profit private university. Methodology: The study uses both descriptive statistics such as cross tabulation and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper, one it raises questions regarding causes of dropout thus, hopefully, it can result in better allocation of resources at higher education institutions. It also develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: Two major findings are that some of the resources designed to assist student are misallocated, and that the proposed model predicted with 66.6% accuracy students who will dropout. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Secondly that analytical models be used to predicts dropout with fair accuracy. Impact on Society: The study should result in better allocation of resources in higher education institutions Future Research: The research will continue developing and testing the model using a wider sample and other institutions.

Innovation in the teaching-learning process: the case of Kahoot!

2019 ◽  
Vol 27 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Juan José Guardia ◽  
José Luis Del Olmo ◽  
Iván Roa ◽  
Vanesa Berlanga
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Process ◽  
Design Methodology ◽  
Participatory Evaluation ◽  
Assessment Process ◽  
Learning Assessment ◽  
Content Type ◽  
Teaching Learning ◽  
Innovation In Higher Education

Purpose In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills. Design/methodology/approach The method implemented follows the principles of action research. Findings The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades. Originality/value This paper presents an innovation proposal that aims to observe how students acquire more competences.

scholarly journals EFFECT OF CLASS ATTENDANCE ON ACADEMIC PERFORMANCE

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Ruel F. Ancheta ◽  
Deny Daniel ◽  
Reshma Ahmad
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Undergraduate Students ◽  
Significant Relationship ◽  
English Language ◽  
Inverse Correlation ◽  
Holistic Approach ◽  
Academic Failure ◽  
Class Attendance

<p>Student attendance is one of the issues that most teachers in Higher Education Institutions (HEIs) is facing today. Many colleges and universities have compulsory attendance policies while others have refrain from making it as such. Despite the different policies, higher education teachers believe that attendance has positive effect in academic performance. Non-attendance in class lecture is seen as one of the reasons for academic failure. This study aimed to find out the relationship between class attendance and academic performance of the L3 Omani undergraduate students in their English courses during the first semester of 2020-2021. The two English Language courses comprise 20 credit each to gauge students’ English proficiency, at least IELTS 6.0, as a general entry requirement to Level 4 of the undergraduate programme. The two courses are taught separately through lectures, seminar type and practical sessions based on the module descriptors prescribed by the affiliate university. Each module is delivered in two hours and fifteen minutes per week. Thus, it is expected that each student has to attend the teaching sessions for 11 weeks with a total of 24 hours complete attendance in one semester. Result revealed that almost 71% of the L3 Omani undergraduate students had accumulated poor attendance which is below the 70% required attendance as per the attendance policy of the college. The average absence of students in the two English modules is identical with a minimum of five absences in a semester. Further, the result revealed that there is a significant relationship in the class attendance on the student performance in the two English modules at 0.01 level of significance. Therefore, the null hypothesis “There is no significant relationship between students’ class attendance and academic performance”, is rejected. The mark and absence of the students have negative inverse correlation. It means that as the absence of the student increases, the mark also decreases of at least 1 mark. It is concluded that students’ class attendance is very critical in terms of learning as it affects students’ achievement. To address the issue, a holistic approach to engage students both within and outside the classroom is recommended.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" /></p>

scholarly journals An Analytical Investigation of the Characteristics of the Dropout Students in Higher Education

10.28945/3999 ◽  
2018 ◽  
Vol 15 ◽  
pp. 249-278 ◽  
Author(s):  
Yehia Mortagy ◽  
Seta Boghikian-Whitby ◽  
Ibrahim Helou
Keyword(s):  
Higher Education ◽  
Mathematical Model ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Analytical Investigation ◽  
Dropout Rates ◽  
Dropping Out ◽  
Non Profit ◽  
Student Dropout ◽  
Preventive Actions

Aim/Purpose: Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Methodology: The paper develops a mathematical model to predict students who may dropout. The sample includes 555 freshmen in a non-profit private university. The study uses both descriptive statistics, such as cross tabulation, and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper. First, it identifies the dropout rates of each group, a finding that may be used to better allocate resources at higher education institutions. Second, it develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. Two major findings are the following: (1) Some of the resources designed to assist student are misallocated, and (2) Predictive models can be used to calculate the probability of a student dropping out. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Two, mathematical models may be used to predict dropout rates, the paper includes a model that predicted with 66.6% accuracy students who will dropout.

Epistemologi Pendidikan Islam: Melacak Metodologi Pengetahuan Perguruan Tinggi Islam Klasik

1970 ◽  
Vol 13 (3) ◽  
pp. 453-473
Author(s):  
Musnur Hery
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Education Level ◽  
Formal Institutions ◽  
Islamic History ◽  
Formal Institution

Islamic higher college not only limited to higher education that famous at Islamic history like madrasah (e.g. Nizamiyah), and al-Jami’ah (e.g. al-Azhar). Yet, Islamic higher college is the implementation of learning process that can be categorized in higher education stage, that being practiced in Moslem society, even still in non-formal or informal form before madrasah existence. Several epistemologies branch indeed take place at formal institution, while some epistemologies branch theoretically applied at formal institution, but it’s practiced at non-formal institutions. These non-formal institutions were still reflecting Islamic higher education level. 

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

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