scholarly journals Academic performance and its association with class attendance, intrinsic motivation and gender in engineering students

2018 ◽  
Vol 3 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Waldyr Fong-Silva ◽  
Fredy Colpas-Castillo ◽  
David Franco-Borré
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Engineering Students ◽  
Statistical Significance ◽  
Significant Degree ◽  
Self Control ◽  
Class Attendance ◽  
Relationship Analysis ◽  
And Gender ◽  
The University

The association between academic performance, attendance to classes, intrinsic motivation and gender in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016 was analyzed. The survey was used to evaluate the academic performance from the dimensions: conceptual, procedural and global. Class attendance and gender was assessed by teacher survey. The intrinsic motivation was evaluated through the CEVEAPEU questionnaire, which was designed and validated by Gargallo et. al (2009). For the relationship analysis, the variables were crossed and the bar diagrams and the 2x2 contingency tables were constructed applying the Chi-Square independence test. The values 0.89 (academic performance) and 0.90 (CEVEAPEU) for the Cronbach's Alpha, allowed to validate the instruments used. The results indicate that there is a significant degree of statistical significance (p <0.05) between academic performance and intrinsic motivation (p = 0.0003) at a confidence level of 95%. This means that the intrinsic motivation associated with enthusiasm, self-awareness, perseverance, mental agility and self-control have a relevant impact on the academic performance of the engineering student at the University of Cartagena. No statistical significance could be verified between the academic performance and the gender of the students. Nor between academic performance and class attendance of engineering students of the University of Cartagena at a 95% level of confidence.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

Academic Success of “Tiger Cubs”

2016 ◽  
Vol 8 (6) ◽  
pp. 698-705 ◽  
Author(s):  
Hsiang-Yi Wu ◽  
Franki Y. H. Kung ◽  
Hsueh-Chih Chen ◽  
Young-Hoon Kim
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
The United States ◽  
Academic Growth ◽  
Self Control ◽  
Latent Growth ◽  
The North ◽  
Curve Model ◽  
And Gender

Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

scholarly journals The Relationship Between Levels of Stress and Academic Performance Among University of Nairobi Students

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Josiah W.B Oketch-Oboth ◽  
Luke Odiemo Okunya
Keyword(s):  
Social Sciences ◽  
Regression Analysis ◽  
Academic Performance ◽  
Locus Of Control ◽  
Stress Level ◽  
Statistical Significance ◽  
Control Level ◽  
Cross Sectional Survey ◽  
The University ◽  
The Relationship

The study investigated the relationship between stress and academic performance among government-sponsored undergraduate students from the University of Nairobi in Kenya. The mediating roles of the students’ age, gender, locus of control, level and course of study in the relationship between stress and academic performance were also examined. The sample consisted of 319 male and 265 female students selected using stratified random sampling techniques, from all the six colleges of the university. The study was carried using a cross-sectional survey design involving levels one to five of the academic programs. Data was collected using questionnaires that measured stress and locus of control. Academic performance was assessed from the students’ academic transcripts. Both descriptive and inferential statistics were used for data analyses. Two-way and three-way chi- square statistics were used to test the statistical significance of the hypothesis.. The analyses were done using the Statistical Package for Social Sciences (SPSS) computer program. Regression analysis was conducted to find out how the confounding variables contributed to the relationship between stress and academic performance. Results showed that most of the students (64.4%) reported that they experienced between moderate to high levels of stress while just over a third (35.6%) reported low stress levels. The relationship between stress and academic performance was statistically significant (χ2=9.49, N=584, df=4, p=0.048). The relationship between stress level and academic performance was significant within 19 to 22 years, 23 to 26 years, males, females, College of Humanities and Social Sciences, College of Agriculture and Veterinary Sciences, levels one and four of study, internal locus of control, and external locus of control. Regression analysis showed that the higher the stress level, the poorer is the academic performance. However, only course/college appears to have statistically significant effect on the relationship between stress and academic performance. The cofounding effect on the stress and academic performance is complex and needs further investigation. The findings indicate the need for relevant authorities to institute programs that will lower the experience and effects of stress among university students. Further research is recommended to investigate the areas where the results were not significant.

scholarly journals Cognitive Styles, Gender, and Student Academic Performance in Engineering Education

2021 ◽  
Vol 11 (9) ◽  
pp. 502
Author(s):  
Chaham Alalouch
Keyword(s):  
Academic Performance ◽  
Engineering Education ◽  
Cognitive Style ◽  
Engineering Students ◽  
Statistical Tests ◽  
Cognitive Styles ◽  
Regression Tree ◽  
Engineering Majors ◽  
And Gender ◽  
And Cluster Analysis

Cognitive styles affect the learning process positively if tasks are matched to the cognitive style of learners. This effect becomes more pronounced in complex education, such as in engineering. We attempted to critically assess the effect of cognitive styles and gender on students’ academic performance in eight engineering majors to understand whether a cognitive style preference is associated with certain majors. We used the Cognitive Style Indicator (CoSI) with a sample of n = 584 engineering students. Multiple standard statistical tests, regression tree analysis, and cluster analysis showed that none of the three cognitive styles was exclusively associated with better performance. However, students who had a stronger preference for a cognitive style were more likely to perform better. Gender, the major, and students’ clarity about their cognitive style were shown to be the best predictors of academic performance. Female students performed better and were clearer about their preferred cognitive style, whereas male students were more capable of adapting to different learning tasks. Furthermore, certain engineering majors were shown to be associated with certain cognitive styles. We concluded the study with theoretical and practical implications for engineering education and suggestions for further research.

scholarly journals COMPARATIVE ANALYSIS OF THE DEVELOPMENT OF ENGINEERING AND HUMANITARIAN STUDENTS’ LEARNING SKILLS

2020 ◽  
Vol 116 (5) ◽  
pp. 162-169
Author(s):  
Iliya I. Ilyasov ◽  
◽  
Margarita S. Aslanova ◽  
Valeriya S. Anderzhanova ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Self Regulation ◽  
Learning Goals ◽  
Professional Activity ◽  
Educational Activities ◽  
Learning Skills ◽  
High Level ◽  
Humanities Students ◽  
The University

The aim of this research is identifying differences in the development of learning skills of students of engineering and humanitarian orientation in the process of their training at the University. Learning skills, as the ability to carry out the process of acquiring subject knowledge in various fields, are recognized by world experts. The importance of learning skills has increased especially at the present time, due to the need for self-development of competence in the process of professional activity after graduation. In the course of the study, the main and supplementary learning skills, as well as the ability to self-regulate training activities and academic performance of students of technical and humanitarian orientation, who are at different stages of training, were diagnosed. The results of this study show that the learning skills of students in both directions develop sideways in the process of subject learning, but this process has different results and character in relation to their development. Thus, engineering students have a higher level of learning skills and self-regulation by the end of their studies, while humanities students have a higher level of exposure to supplementary learning. Basic learning skills are developed better among engineering students with higher abilities to self-regulate learning activities, while for psychology students, this relationship is not found. In addition, the academic performance of engineering students increases with a high level of development of knowledge-building abilities, control of additional learning skills and self-regulation of educational activities. Academic performance of students in the Humanities increases with a high ability to implement independent building of knowledge, a high level of control over the motivational and volitional sphere and learning goals, as well as the ability to evaluate results in the course of educational activities.

scholarly journals Which actors influence student’s university orientation in Morocco? An exploratory study with civil engineering students

2021 ◽  
Vol 119 ◽  
pp. 05011
Author(s):  
Youssef Harraki ◽  
Aniss Moumen ◽  
Ahmed Remaida ◽  
Driss Gretete
Keyword(s):  
Academic Performance ◽  
Public School ◽  
Qualitative Study ◽  
Literature Review ◽  
Exploratory Study ◽  
Political Discourse ◽  
Engineering Students ◽  
Key Factor ◽  
Helpful Factors ◽  
The University

Orientation of students in universities is considered a key factor that affects students academic and professional paths. Indeed, many institutional and political discourse highlights the importance of “orientation” at the University as a palliative failure. However, in Morocco, the guidance procedures are based essentially on academic performance alone. This paper will present a literature review on “University guidance” and a qualitative study with 30 students from a public school of civil engineers in Casablanca. This work focuses on exploring various helpful factors which may improve academic guidance.

scholarly journals Mathematical Skills and the Academic Performance of Junior and Senior Electrical Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 20-31
Author(s):  
Kenneth Bryan F. Abaigar ◽  
Benjamin D. Varela
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year ◽  
Mathematical Skills ◽  
The Third ◽  
Second Year ◽  
Final Grades ◽  
The University

The study was conducted to determine the mathematical skills and the academic performance of the junior and senior electrical engineering students of the University of Eastern Philippines. Descriptive-correlational method of research was used with a total enumeration of the regular students from third year to fifth year electrical engineering students.     The findings revealed that male students dominated all the three year levels of the electrical engineering course. It was also found out that there were more regular fifth year engineering students than the third year and fourth year students. Meanwhile, the third year students got the highest average rating in the final grades of first year and second year mathematics and the lowest average rating belonged to the fifth year students. The learning style of the three-year levels was found to be visual while in terms of study habits, the third year students have very good study habit. It was also found out that the level of mathematical skills of the three-year levels were low, but the level of academic performance of the three-year levels were found out to be good. Multiple regression analysis was used to determine the relationship of the student profile and their mathematical skills. The results showed that the average of final grades in all first-year mathematics, and the students’ year level have significant relationship with the mathematical skills of the students. Meanwhile, the profile variables found to be significantly related to academic performance were the average of final grades in first year mathematics, average of final grades in second year mathematics and study habits of the students’ respondents. Lastly, the mathematical skills had no significant relationship to the academic performance of the student-respondents.

Prevalence of Hand, Finger, and Wrist Musculoskeletal Problems in Keyboard Instrumentalists: The University of North Texas Musician Health Survey

2001 ◽  
Vol 16 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Chong H Pak ◽  
Kris Chesky
Keyword(s):  
Health Survey ◽  
Statistical Significance ◽  
Significant Risk ◽  
The Internet ◽  
North Texas ◽  
University Of North Texas ◽  
Musculoskeletal Problems ◽  
Playing Time ◽  
And Gender ◽  
The University

Musculoskeletal problems are considered significant health factors for performing artists, especially instrumentalists. Although numerous studies exist that document the extent to which musicians experience these problems, serious consideration has not been given to musicians who play the keyboard, or the type of music played by each instrumentalist. Furthermore, although the Internet is an emerging tool for research, epidemiologists have been surprisingly slow in adapting to this novel way to conduct surveys. Using data derived from the University of North Texas Musician Health Survey (UNT-MHS) conducted over the Internet, this study assessed the prevalence of upper-extremity musculoskeletal problems among 455 keyboard instrumentalists and the association with musician type, daily playing time, gender, and age. Age and gender were found to be significant risk factors, while musician type and daily playing time did not show statistical significance.

Personality traits, teamwork competencies and academic performance among first-year engineering students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Engineering Students ◽  
First Year ◽  
Academic Excellence ◽  
Content Type ◽  
First Semester ◽  
Significant Difference ◽  
The Individual ◽  
The University

PurposeIt is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.Design/methodology/approachThe Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.FindingsThis study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.Practical implicationsThis study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.Originality/valueWhile most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

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