scholarly journals DESERCIÓN EN LA CARRERA DE LICENCIATURA EN EDUCACIÓN Y PEDAGOGÍA EN INGLÉS UNIVERSIDAD DE ATACAMA, CHILE

2015 ◽  
pp. 65
Author(s):  
Marcia Poblete Ríos ◽  
Ricardo Vera Martínez
Keyword(s):  
Academic Performance ◽  
Drop Out ◽  
Teaching Program ◽  
Economic Problems ◽  
Poor Academic Performance ◽  
Leave Of Absence ◽  
A Minor ◽  
The University ◽  
Drop Outs ◽  
Associated Variables

RESUMEN:El presente trabajo da cuenta de aquellas variables asociadas a la deserción estudiantil en la carrera de Licenciatura en Educación y Pedagogía en Inglés, dictada por el Instituto de Idiomas de la Universidad de Atacama.Se realiza un estudio de las 16 primeras cohortes de la carrera, desde su inicio en 1991,hasta la correspondiente al año 2006. Luego de estudiar detenidamente cada cohorte, pudo determinarse que las variables asociadas más recurrentes de deserción son: cambio de carrera y retiro temporal. En un menor grado de recurrencia se ubican el mal rendimiento, el traslado de ciudad, los problemas económicos y el embarazo. Se ofrecen algunas sugerencias para seraplicadas como tratamiento remedial, para así promover la disminución de la ocurrenciade deserción en futuras cohortes.Palabras clave: cohortes, deserción, variables asociadas, tratamientos remediales.DROP-OUTS IN THE EDUCATION LICENTIATE ANDENGLISH TEACHING PROGRAM, UNIVERSITY OFATACAMA, CHILEABSTRACT:This work surveys the main associated variables of student drop-outs in the program of Education Licentiate and English Teaching offered by the Language Institute of the University of Atacama. Sixteen cohorts were studied, including the first one in 1991 and the corresponding cohort of 2006. It could be determined that the most frequent associated variables of student drop-outs are change of program and temporary leave of absence, where as poor academic performance, economic problems, change of residence, and pregnancy, have a minor impacton students’ decision to quit the program. Some suggestions are given so that student dropouts can be better controlled in future cohorts enrolled in the program.Key words: cohorts, drop-out, associated variables, remedial treatment

scholarly journals Deep Regressor: Cross Subject Academic Performance Prediction System for University Level Students

2019 ◽  
Vol 8 (11S) ◽  
pp. 1265-1267
Keyword(s):  
Machine Learning ◽  
Academic Performance ◽  
Evaluation Process ◽  
Education Institution ◽  
Drop Out ◽  
Machine Learning Techniques ◽  
Learning Techniques ◽  
Current Program ◽  
The Right ◽  
The University

Predicting the academic performance of students has been an important research topic in the Educational field. The main aim of a higher education institution is to provide quality education for students. One way to accomplish a higher level of quality of education is by predicting student’s academic performance and there by taking earlyre- medial actions to improve the same. This paper presents a system which utilizes machine learning techniques to classify and predict the academic performance of the students at the right time before the drop out occurs. The system first accepts the performance parameters of the basic level courses which the student had already passed as these parameters also influence the further study. To pre- dict the performance of the current program, the system continuously accepts the academic performance parame- ters after each academic evaluation process. The system employs machine learning techniques to study the aca- demic performance of the students after each evaluation process. The system also learns the basic rules followed by the University for assessing the students. Based on the present performance of the students, the system classifies the students into different levels and identify the students at high risk. Earlier prediction can help the students to adopt suitable measures in advance to improve the per for- man ce. The systems can also identify the factor saffecting the performance of the same students which helps them to take remedial measures in advance.

scholarly journals Study of Somatic Complaints among Children with Poor Academic Performance

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Jitendra Mugali ◽  
Dr. S S Chate ◽  
Dr. N M Patil ◽  
Dr. Bheemsain Tekkalaki ◽  
Dr. Sandeep Patil ◽  
...  
Keyword(s):  
Academic Performance ◽  
Abdominal Pain ◽  
Statistical Analysis ◽  
Poor Performance ◽  
Common Type ◽  
Somatic Complaint ◽  
Somatic Complaints ◽  
Poor Academic Performance ◽  
Drop Outs ◽  
Psychiatric Problems

Objectives: 1 To study the nature and prevalence of somatic complaints among children with poor academic performance., 2. To study the associated Psychiatric problems among children with poor academic performance were presenting with somatic complaints. Material and Methods: Total of 1480 children studying in 3 CBSE schools, aged between 6 and 12 years were screened. 312 children were found to be performing poor in academics. After simple randomization and further screening procedure 115 children were included in the study. Each child was assessed by interviewing with MINI-KID Questionnaire and CBCL. Statistical analysis was done using Epi Info 7 software. Results: The prevalence of poor academic performers was found to be 21.08%. The prevalence of somatic complaints among children with poor academic performance was found to be 29.57%. Majority of poor academic performers have single somatic complaints accounts to be 21.74% and multiple somatic complaints accounts to be 7.83%. Prevalence of types somatic complaints like head ache, abdominal pain / discomfort and other complaints among poor academic performers were 20.87%, 11.30% and 9.57% respectively. Conclusion: Somatic complaints in school going children leads to poor performance in academics and school drop outs. Prevalence of somatic complaints were more in boys. Headache is the most common type of somatic complaint presented by the children.

scholarly journals Factors Affecting Academic Performance of In-Service Students in Science Education: A Case of The University of Zambia

2021 ◽  
Vol 2 (1) ◽  
pp. 175-190
Author(s):  
Foster Chilufya ◽  
Daniel Ndhlovu
Keyword(s):  
Science Education ◽  
Academic Performance ◽  
Sampling Procedure ◽  
Degree Programme ◽  
Purposive Sampling ◽  
Poor Academic Performance ◽  
Equal Chance ◽  
Education Degree ◽  
Sampling Procedures ◽  
The University

The study sought to determine factors that affected academic performance of in-service students in Science Education Degree Programme at the University of Zambia. The study was motivated by the knowledge gap as to why it was common in Science Education at the University of Zambia for both school leavers and in-service students to be excluded from school, repeat courses or change to non-science programmes due to poor academic performance. In order to have in-depth understanding of the phenomenon being studied, a case study design was used. Both qualitative and quantitative research methods were used to collect data from 88 respondents. Simple random and purposive sampling procedures were used to select the study sample. 80 students were selected by simple random sampling procedure. This procedure was used in order to allow all the students to have an equal chance to be selected for the sample. Purposive sampling procedure was used in order to select the lecturers and tutors. The procedure was used to select the lecturers and tutors because they were the only ones with adequate knowledge about Science Education Degree programme at the level of lecturers which the researchers were inquiring. The study findings showed that several factors adversely affected academic performance of the in-service students who were studying Science Education Degree programme at the University of Zambia. These included; inadequate supportive lecturer-student relationship, combining Science with Mathematics in one programme, dilapidated classroom infrastructure especially the laboratories, too much content in the curriculum of which some was considered irrelevant to what was taught in schools, personal life problems and responsibilities, pace at which material were being delivered in class was too fast for them, poor attendance to lectures and laboratories by students themselves. In addition, students were stressed by their own poor academic performance and they had difficult to comprehend advanced concepts in Mathematics. Based on these findings, the study recommended that (1) the school of Education should introduce a programme in Science Education specifically for student training to be teachers of science, (2) review its current curriculum so that its content relates with what is taught in schools, (3) in order to support the students who felt the pace of delivery was too fast for them, there was need to encourage group discussion among them,(4) the school should provide a conducive learning environment by preparing classroom infrastructure and providing adequate learning materials.

Herkunftsfamilie, Partnerschaft und Studienerfolg

2020 ◽  
Keyword(s):  
Academic Success ◽  
Panel Data ◽  
Family Of Origin ◽  
Drop Out ◽  
Life Domains ◽  
Qualitative Approaches ◽  
The Family ◽  
National Studies ◽  
The University ◽  
Drop Outs

In international and national studies on the topic of academic success and drop-outs, the conditions of the university context were given priority in addition to individual competences. Other life domains of the students were rather neglected. This book analyses the influence of important life domains such as the family of origin, friends and possibly existing partnerships on the students' academic success and drop-out tendency. Based on panel data, quantitative and qualitative approaches are used. The results support the thesis that academic success must be considered as a multidimensional challenge.

scholarly journals The Processes of Psychiatric Residency Training: Part II. Trainees who Drop Out

1974 ◽  
Vol 19 (2) ◽  
pp. 201-206 ◽  
Author(s):  
Paul E. Garfinkel ◽  
Betty W. Steiner ◽  
R. C. A. Hunter
Keyword(s):  
Mental Hospital ◽  
Drop Out ◽  
First Year ◽  
Psychiatric Residency ◽  
Psychiatric Residency Training ◽  
University Of Toronto ◽  
Background Data ◽  
One Year ◽  
The University ◽  
Drop Outs

Fifteen percent of physicians who began psychiatric residencies at the University of Toronto over a six-year period dropped out. Data were analysed in an effort to determine what factors were related to these resignations. Background data could not differentiate drop-outs from the rest of their cohorts. Drop-outs were rated equal to the non drop-outs by supervisors after one year of training; but after two years of training the remaining were rated to have poorer capabilities for psychiatry. Drop-outs were also more likely to spend their first year in training in a mental hospital. These findings are discussed and recommendations are made for reducing the number of competent residents resigning from training.

scholarly journals A végzettség nélküli korai iskolaelhagyás okainak vizsgálata 17-64 éves személyek körében

2020 ◽  
Vol 32 (4) ◽  
pp. 100-113
Author(s):  
Szandra Szverle
Keyword(s):  
Academic Performance ◽  
School Performance ◽  
Financial Burden ◽  
Strong Relationship ◽  
Social Consequences ◽  
Drop Out ◽  
School Attachment ◽  
Early School Leaving ◽  
Poor Academic Performance ◽  
Early School

Early school leaving is a complex and multidimensional phenomenon that affects most education systems. According to Mazrekaj – De Witte (2020), early school leaving has various undesirable social consequences, such as crime, unemployment, early childbirth, which is why it is necessary to investigate the causes of early school leaving. The aim of the research was the explore the reasons that led the participants to drop out the school. Due the complexity of the problem, we examined parental assistance, the relationship with teachers, the class community, and the relationships between variables in school performance, in order to obtain complex answers to the reasons for early school leaving among those already affected. The instrument was filled in N=623 participants. The participation was voluntary and anonymous. The questionnaire included 23 items and background questions (gender, age, education, ethnic). The reliability of the instrument is good (Cronbach-alfa= 0,796). Based on our results, women accounted for the majority of the sample (N=359; M age =35,19; S.D.=12,019). 44.6% of those surveyed who were already affected by school dropout were of Roma origin. Our results also revealed that there is a strong significant correlation (r = 0.778 **) between the positive relationship with teachers and school attachment, so the respondents were influenced by the teachers and their attitudes. We found a strong relationship between peer impact and school performance (r = 0.640 **). Finally, early employment, alleviation of family financial burden, and poor school performance showed a moderately strong correlation (r = 0.542 **), suggesting that young people seeking to restore their family’s financial security had poor academic performance, in addition, we found very weak correlation (r = 0.489 **) between poor academic performance and school attachment.

scholarly journals Study of Specific Learning Disorder in Children with Poor Academic Performers

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Jitendra Mugali ◽  
Dr. Sandeep Patil ◽  
Dr. Kaustubh Gosavi ◽  
Dr. Nitin Pattanshetti ◽  
Dr. Sritha Kovvuri ◽  
...  
Keyword(s):  
Academic Performance ◽  
Poor Performance ◽  
Learning Disorder ◽  
School Dropouts ◽  
Specific Learning Disorder ◽  
Poor Academic Performance ◽  
Specific Reading ◽  
Spelling Disorder ◽  
Drop Outs ◽  
Specific Learning

Objectives: To study the nature and prevalence of specific learning disorder in children with poor academic performance. Material and Methods: Total of 1483 children studying in 3 CBSE schools, aged between 6 and 12 years were screened. 312 children were found to be performing poor in academics. After simple randomization and further screening procedure 115 children were included in the study. Each child was assessed by interviewing with NIMHANS INDEX OF SpLD. Statistical analysis was done using Epi Info 7 software. Results: The prevalence of poor academic performers was found to be 21.08%. The prevalence of specific learning disorder among children with poor academic performance was found to be 10.43%. Majority of poor academic performers have Specific reading disorder accounts to be 4.35% and Specific disorder arithmetical skills accounts to be 2.61%, Specific spelling disorder accounts to be 2.61%. And mixed disorders of scholastic skills accounts to be 1.74%.Conclusion: Specific learning disorder in school going children leads to poor performance in academics and school drop outs. Finding out the children with SpLD and early intervention helps to prevent school dropouts.

The Effect of Student Perception of Negative School Climate on Poor Academic Performance of Students in Indonesia

2020 ◽  
Vol 19 (2) ◽  
pp. 279-291
Author(s):  
Wahyu Nanda Eka Saputra ◽  
Agus Supriyanto ◽  
Budi Astuti ◽  
Yulia Ayriza ◽  
Sofwan Adiputra
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Student Perception ◽  
Poor Academic Performance

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.

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