Differential Impacts of COVID-19 School Closures on College Female and Male Students' Academic Performance

2021 ◽  
Author(s):  
Zhang Gaofeng
Keyword(s):  
Academic Performance ◽  
Male Students ◽  
School Closures ◽  
College Female

scholarly journals Sleep Deprivation and Academic Performance of Nursing Students in a Tertiary Institution in Cross River State, Nigeria

2019 ◽  
Vol 11 (11) ◽  
pp. 168
Author(s):  
Regina Etita Ella ◽  
Felicia Ekwok Lukpata ◽  
Josephine L-U Bassey
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Sleep Deprivation ◽  
Significant Influence ◽  
Female Students ◽  
Male Students ◽  
Tertiary Institution ◽  
Male And Female ◽  
Cross River ◽  
Cross River State

This study investigated sleep deprivation and academic performance on nursing students of University of Calabar. A self-structured instrument was administered to a sample of 109 students. Data was analyzed using SPSS version 20.0. Most, 55(50.5. %) of the respondents start depriving themselves of sleep immediately after resumption. On school days, most 53 (48.6%) respondents sleep for 1–3 hours on average; while 40(36.7%) respondents sleep for 4–6 hours on average. During weekends most, 69(63.3%) respondents sleep for 4-6 hours on average, however, during examinations, majority 73(67. %), sleep for 1–3 hours on average. 64(58.6%) take different substances to keep awake. More male 69(63.3%) respondents start depriving themselves of sleep immediately after resumption, as against 50(46%) female respondents. Male students have an average sleep of 5.02 hours during schools days; 5.07 hours during weekends, and 2.39 hours during examinations, while female students have an average sleep of 5.25 hours during schools days, 5.43 hours during weekends, and 4.77 hours during examinations. Male students have a lower mean (SD) hours of sleep of (4.16±.35) compared to female students mean (SD) hours of (5.15±.49). The result further showed a statistically significant relationship between sleep deprivation and academic performance, also, a statistically significant influence of sleep deprivation on academic performance of male and female nursing students. Recommendations: nursing students should be properly counseled on the importance of adequate sleep to their academic performance. They should only deprive themselves of sleep during school days and less during examination.

scholarly journals Sex differences in brain correlates of STEM anxiety

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ariel A. Gonzalez ◽  
Katherine L. Bottenhorn ◽  
Jessica E. Bartley ◽  
Timothy Hayes ◽  
Michael C. Riedel ◽  
...  
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Large Scale ◽  
Math Anxiety ◽  
Brain Connectivity ◽  
Learning Experience ◽  
Network Connectivity ◽  
Male Students ◽  
Stem Learning ◽  
Default Mode

Abstract Anxiety is known to dysregulate the salience, default mode, and central executive networks of the human brain, yet this phenomenon has not been fully explored across the STEM learning experience, where anxiety can impact negatively academic performance. Here, we evaluated anxiety and large-scale brain connectivity in 101 undergraduate physics students. We found sex differences in STEM-related and clinical anxiety, with longitudinal increases in science anxiety observed for both female and male students. Sex-specific relationships between STEM anxiety and brain connectivity emerged, with male students exhibiting distinct inter-network connectivity for STEM and clinical anxiety, and female students demonstrating no significant within-sex correlations. Anxiety was negatively correlated with academic performance in sex-specific ways at both pre- and post-instruction. Moreover, math anxiety in male students mediated the relation between default mode-salience connectivity and course grade. Together, these results reveal complex sex differences in the neural mechanisms driving how anxiety is related to STEM learning.

scholarly journals COVID-19 and Education: A Survey of the Research

2021 ◽  
pp. 1-6
Author(s):  
Peter L. Hinrichs
Keyword(s):  
United States ◽  
Academic Performance ◽  
Labor Force ◽  
Labor Force Participation ◽  
Research Evidence ◽  
The United States ◽  
Anecdotal Evidence ◽  
School Closures ◽  
Areas Of Concern ◽  
K 12

This Commentary reviews evidence on three areas of concern related to the COVID-19 pandemic and education in the United States for which research currently exists. First, the evidence suggests that the spread of the COVID-19 virus at K–12 schools has been low, although it may have spread through colleges at a higher rate. Second, while anecdotal evidence suggests that school closures have reduced labor force participation, the research evidence thus far does not find much support for this situation. Third, the limited research evidence does, however, suggest the COVID-19 pandemic is negatively affecting students’ academic performance.

scholarly journals he Mediating Role of Gender in ICT Acceptance & Its Impacts on Students’ Academic Performance during Covid-19

2021 ◽  
Vol 10 (2) ◽  
pp. 505-514
Keyword(s):  
Academic Performance ◽  
Male Students ◽  
Educational Institutions ◽  
Web Based ◽  
Educational Barriers ◽  
Mediating Role ◽  
Media System ◽  
Global Pandemic ◽  
The Impact

The global pandemic raised several social and economic challenges worldwide. Executing lockdown and closure of educational institutions became only options to mitigate these challenges, leading to educational barriers for billions of students worldwide. In such a situation, the acceptance, adoption and integration of ICT informally supported the learning process. However, policymakers, instructors and critics anticipated adverse consequences due to a fast shift from conventional to eLearning system. In this regard, the current research scrutinized the intervening role of gender in eLearning acceptance during Covid-19 outbreak. Additionally, this study also examines the impact of eLearning acceptance on students’ academic performance under Media System Dependency Theory. Data was gathered from n= 300 participants currently enrolled in n= 3 public sector universities in Islamabad, Pakistan. Results from quantitative data analysis indicated moderately significant gender differences concerning eLearning acceptance during the Covid-19. Similarly, findings also revealed a significant positive correlation between female students and conventional learning, male students and eLearning acceptance. Here the inferential statistics also highlighted the positive impacts of eLearning on students’ academic performance during Covid-19. The study concludes that gender is moderately hindering eLearning acceptance during the Covid-19 pandemic. Even though eLearning positively influences educational performance, stakeholders need to reconsider the current policies and ensure web-based as equally acceptable for all.

scholarly journals Sex differences in brain correlates of STEM anxiety

2019 ◽  
Author(s):  
Ariel A. Gonzalez ◽  
Katherine L. Bottenhorn ◽  
Jessica E. Bartley ◽  
Timothy Hayes ◽  
Michael C. Riedel ◽  
...  
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Large Scale ◽  
Math Anxiety ◽  
Brain Connectivity ◽  
Learning Experience ◽  
Network Connectivity ◽  
Male Students ◽  
Stem Learning ◽  
Default Mode

ABSTRACTAnxiety is known to dysregulate the salience, default mode, and central executive networks of the human brain, yet this phenomenon has not been fully explored across the STEM learning experience, where anxiety can impact negatively academic performance. Here, we evaluated anxiety and large-scale brain connectivity in 101 undergraduate physics students. We found sex differences in STEM-related but not clinical anxiety, with longitudinal increases in science anxiety observed for both female and male students. Sex-specific impacts of STEM anxiety on brain connectivity emerged, with male students exhibiting distinct inter-network connectivity for STEM and clinical anxiety and female students demonstrating no significant within-sex correlations. Anxiety was negatively correlated with academic performance in sex-specific ways at both pre-and post-instruction. Moreover, math anxiety in male students mediated the relation between default mode-salience connectivity and course grade. Together, these results reveal complex sex differences in the neural mechanisms driving how anxiety impacts STEM learning.

scholarly journals Teacher-Student Online Interactions During First and Second COVID-19 Related School Closures: Effects on Students’ Academic Achievement

2021 ◽  
Author(s):  
Markus Spitzer ◽  
Korbinian Moeller ◽  
Sebastian Musslick
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Learning Environment ◽  
Online Learning Environment ◽  
School Closures ◽  
Positive Effects ◽  
Teacher Student ◽  
Mathematical Problems ◽  
The Impact ◽  
Second Period

A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n 24,000 from classes 4-10 who calculated 560,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students’ performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students’ performance did not increase significantly. Moreover, students’ performance was generally higher when single problem sets were assigned, compared to the other two assignment types. We conclude that teachers’ way of using the online learning environment in general, and their strategy of assigning problem sets in particular can have a positive effect on students’ performance in mathematics.

scholarly journals Motivational Media and Academic Success

2015 ◽  
Vol 4 (1) ◽  
pp. 160-163
Author(s):  
Nicolle Grant
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Positive Emotions ◽  
Academic Motivation ◽  
College Graduates ◽  
Male Students ◽  
Control Group ◽  
Psychology Courses ◽  
Potential Impact ◽  
Experimental Group

Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

Measuring Academic Performance and Emotional Maturity of Graduate Students: Gender and Locality

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 36-47
Author(s):  
Manish Agrawal ◽  
Mohammad Parvez
Keyword(s):  
Academic Performance ◽  
Graduate Students ◽  
Interaction Effect ◽  
Female Students ◽  
Male Students ◽  
Positive Coefficient ◽  
Emotional Maturity ◽  
Pearson Product Moment Correlation ◽  
Main Effect ◽  
Parametric Statistics

Academic performance is an outcome of learning in any set of course. It is of immense relevance to enhance the progress of a learner’s life holistically. Emotional maturity is the application of emotional cognizance and experiences to deal with inner and outer situations. The present study was carried out on a sample of 209 graduate students. A standardised tool (EMS; Singh & Bhargava, 2012) was used to assess emotional maturity while academic performance was measured by the aggregate percentage at graduation level. The investigator used parametric statistics; Pearson product moment correlation (r) and two-way ANOVA to analyse the findings. The study is an earnest attempt to recognise the association between academic performance and emotional maturity. It also tried to identify the effect of gender and locality on academic performance and emotional maturity of graduate students. The findings uncovered that there was a significant positive coefficient of correlation (r = .520, p < 0.01) between academic performance and emotional maturity of graduate students. There was a significant main effect of gender on academic performance and emotional maturity. Female students had a higher level of academic performance than male students while male students had a greater level of emotional maturity than female students. However, the interaction effect of gender and locality on academic performance and emotional maturity was found non-significant.

Computer science students' perceived needs for support and their academic performance by gender and residency

2020 ◽  
Vol 12 (5) ◽  
pp. 1025-1044
Author(s):  
Muhsin Menekse ◽  
Xintong Zheng ◽  
Saira Anwar
Keyword(s):  
Academic Performance ◽  
Computer Science ◽  
Female Students ◽  
Analysis Of Covariance ◽  
Male Students ◽  
Data Set ◽  
Content Type ◽  
Subsequent Performance ◽  
Perceived Needs ◽  
Survey Responses

PurposeThis study investigates computer science (CS) students' perceived needs for support in an array of academic and nonacademic areas prior to entering college and relates these findings to their subsequent performance in the core CS curriculum. This study specifically explored how students' perceived needs vary by gender and residency and how these perceived needs relate to students' academic performance in CS courses.Design/methodology/approachData included survey responses and academic performance measures from 718 CS students. Approximately 14 percent of the participants were female students, and 86 percent were male students. Also, 24 percent of students were international, 46 percent out-of-state, and 30 percent were in-state students. To address research questions, multiple regressions and analysis of covariance were conducted. For all analyses, students' ACT scores were used as covariates.FindingsResults show significant main effects for both gender and residency, but interaction is not significant. Female students, on average, selected more perceived needs compared to male students. Also, international students selected more needs compared to domestic students. Also, the number of perceived needs for different categories is unique across students of different residency and gender. Results also indicate that the perceived need for assistance with STEM content is associated with lower CS academic performance. In contrast, perceived needs for professional skills and support services are not related to CS performance. Finally, students' ACT score is a good predictor of their academic performance.Originality/valueThis study provides important contributions to higher education and CS education literature. This is the first study with CS students focusing on their perceived needs. Also, this study includes an almost complete data set (94.6 percent survey completion rate) from CS students.

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