scholarly journals Factors Affecting Student Success in Small Collage-Classroom Settings

2014 ◽  
Vol 2 (12) ◽  
pp. 120-126
Author(s):  
Selma Dagtas
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Strong Correlation ◽  
Teacher Qualifications ◽  
Sitting Position ◽  
Note Taking ◽  
Factors Affecting ◽  
Undergraduate Biology ◽  
Difficult Time ◽  
K 12

Teacher qualifications are reported to be one of the most important factors affecting learning, yet improving teacher qualifications is difficult, time consuming and sometimes impossible in the short term. Knowledge of other factors that have limited effects on student learning and success may be more valuable if these factors are more easily manipulated. In this study, factors affecting student success were studied in small classroom settings in undergraduate Biology classes. A strong correlation between the sitting position of the student in the classroom and student success was demonstrated in the study. In addition, there was a strong correlation between good note taking skills and student success. Sitting position is a factor that can easily be manipulated and can be of help especially for failing students. Instruction of good note taking skills during K-12 education and strategies that will determine and support the students that need improvement in this particular skill early on in college will promote the academic success of students in STEM areas in higher education.

Note-Taking and Note-Making for Academic Success

2013 ◽  
pp. 1-8
Author(s):  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Academic Success ◽  
Note Taking

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

scholarly journals HUBUNGAN POSISI DAN LAMA DUDUK DENGAN NYERI PUNGGUNG BAWAH (NPB) MEKANIK KRONIK PADA KARYAWAN BANK

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Aron Pirade ◽  
Engeline Angliadi ◽  
Lidwina S. Sengkey
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Strong Correlation ◽  
Body Position ◽  
P Value ◽  
Sitting Position ◽  
Low Back ◽  
Chi Square ◽  
Daily Work ◽  
Bank Employees

Abstract: Low Back Pain (LBP) is the most frequent musculosceletal issue found in daily work. Extenuating physical positions comprise 80-85% of the caues of  LBP. In the medical world, a lot of causes of LBP do not identify the pathoanatomical disorders. These factors are e.g.: body in static position while working and the working body position leaning heavily on the vertebra (for example: sitting in a hunched position, sitting upright without back support, or working for unsually long periods of time). Until now in Manado no study has been carried out to show the correlation between LBP and the sitting position, or the duration of work. This study aimed to find out the correlation between chronic LBP and the sitting position or the duration of work among bank employees in one of the goverment banks in Manado. The results showed that there were 69 respondents involved in this study. Chronic LBP was found in 62 respondents (90%). Up stright position while sitting was the most frequent position that caused chronic LBP in 28 respondents. The average time used for working with sitting position was 7-8 hours which caused chronic LBP among 31 respondents of the group with the work time from 11.00-13.59. A P-value of 0.000 (<0.05) showed that there was a strong correlation between sitting position and chronic LBP. Duration of work also showed a strong correlation with chronic LBP with a P-value of 0.000. Conclusion: There were strong correlations beween chronic low back pain with sitting position while working and duration of work. Keywords: chronic LBP chronic, sitting position, duration of work, bank employees.   Abstrak:Nyeri Punggung Bawah (NPB) merupakan gangguan muskuloskeletal yang paling sering dijumpai dalam aktivitas kerja. Faktor mekanik mencakup 80-85% dari keseluruhan penyebaNPB. Patoanatomi sering tidak dapat memberikan ketepatan diagnosis NPB oleh proses mekanik. Faktor mekanik yang mempercepat terjadinya gangguan NPB antara lain posisi badan yang cenderung statis, posisi badan yang cenderung memperberat kerja tulang-tulang vertebra seperti posisi badan membungkuk, tegak tanpa sandaran, dan waktu bekerja yang lama saat duduk. Hubungan NPB dengan posisi dan lama duduk belum pernah dilaporkan di Kota Manado. Penelitian ini bertujuan untuk mengetahui hubungan posisi dan lama duduk saat bekerja yang dapat menimbulkan NPB mekanik kronik pada karyawan bank. Hasil penelitian memperlihatkan dari keseluruhan responden yang berjumlah 69 orang, didapatkan 62 responden (90%) yang mengalami NPB mekanik kronik. Posisi duduk tegak tanpa sandaran merupakan posisi terbanyak menimbulkan NPB mekanik kronik pada 28 responden. Rata-rata lama duduk bekerja 7-8 jam menyebabkan NPB pada kelompok pukul 11.00-13.59 sebanyak 31 responden. Analisis statistik menggunakan uji chi-square memperlihatkan adanya korelasi yang kuat (P = 0,000) antara posisi duduk dan NBP mekanik kronik Lama duduk juga berkorelasi kuat dengan NBP mekanik kronik (P = 0,000). Simpulan: Terdapat hubungan yang kuat antara NBP mekanik kronik dengan posisi dan lama duduk pada karyawan bank. Kata kunci: NPB mekanik kronik, posisi duduk, lama duduk, karyawan bank.

Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion

2021 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mehmet Ozcan
Keyword(s):  
Academic Achievement ◽  
High Schools ◽  
Academic Success ◽  
School Environment ◽  
Role Model ◽  
Professional Competence ◽  
Economic Effects ◽  
Study Group ◽  
History Teachers ◽  
Factors Affecting

The aim of this research is to reveal the ideas of teachers serving in high schools regarding the factors that affect students’ academic achievement. For this purpose, the aim is to investigate and reveal in depth the thoughts of teachers serving in high schools. The research was designed with the case study type of qualitative research method. The study group of this research consists of 11 female, 9 male branch teachers employed in high schools. The participants’ professional experience ranged from 1 to 13 years. The participant group consisted of 5 Turkish language and literature teachers, 5 mathematics teachers, 3 English teachers, 2 history teachers, 1 biology teacher, 1 information technology teacher, 1 chemistry teacher, 1 physics teacher and 1 physical education teacher. The study group was determined with the criterion sampling type of purposive sampling method. The criteria determined for this research were that teachers should be working in high schools, be branch teachers and be serving in schools in the province and district. According to the research findings family education level effects students’ academic success in terms of academic support, being a role model, concern, intellectual and motivation dimensions; school’s physical conditions effects students’ academic success in terms of learning, motivation and creativity; School Management effects students’ academic success in terms of operation and attitude. School Environment effects students’ academic success in terms of motivation, social effects and socio-economic effects. Teacher effects students’ academic success in terms professional competence, being a role model, communication, attitude, motivation and guidance.

Developmentally and Culturally Effective Instructional Strategies for Linguistically and Culturally Diverse Young Children

2018 ◽  
pp. 257-284
Author(s):  
Patsy J. Robles-Goodwin
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Student Success ◽  
Instructional Strategies ◽  
English Learners ◽  
Teaching Practices ◽  
School Environments ◽  
Specialized Knowledge ◽  
Factors Affecting ◽  
Changing Demographics

The rising numbers of English Learners (ELs) in our schools requires educators to have a specialized knowledge base for understanding their linguistic needs, especially when planning for instruction; teachers also need to use language acquisition principles for working with ELs and integrate effective instructional strategies in their teaching. Studies have found factors affecting student success in public schools: 1) inadequate preparation of teachers, 2) ineffective teaching practices, and 3) at-risk school environments. These complex factors impact the instruction and ultimate success of student learning which is extremely detrimental to ELs. Therefore, the focus of the chapter addresses: the changing demographics, historical reasons for low achievement of ELs, and how educators can use their understanding of best practices to motivate ELs and increase their academic achievement. This chapter provides effective teaching practices for ELs and instructional activities that teachers can implement to help young ELs succeed academically.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2017 ◽  
pp. 93-108
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

scholarly journals Investigation of Factors Affecting the Achievement of University Students with Logistic Regression Analysis: School of Physical Education and Sport Example

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402090208
Author(s):  
Yeliz Eratlı Şirin ◽  
Mustafa Şahin
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Academic Success ◽  
Physical Education ◽  
University Students ◽  
Logistic Regression Analysis ◽  
Factors Affecting ◽  
Course Success ◽  
Effective Factor ◽  
The Way

In this study, the factors affecting the success of university students were analyzed by logistic regression analysis. In the study, success variable was defined according to the survey information applied to 360 university students studying in School of Physical Education and Sport in Çukurova University and Kahramanmaraş Sütçü İmam University in Turkey, in 2017–2018 academic year. The relationship between the answers to the Likert-type scale questions affecting success variables and the course success was estimated by logistic regression analysis. According to the results of the research, because independent variables such as mother’s education status, age, and class were statistically insignificant, they were not included in the multivariate model. According to the findings, variables such as gender, the university they studied, the way they chose their department, and father’s education are seen as important in the growth of students’ academic success. In addition to this, the variables such as counseling about their profession, support of department’s instructors, and communication with instructor have been found to be considerably effective on success. It was observed that the way they chose their department (willingly–compulsorily) was the most effective factor, and father’s education was the second effective factor. As a result, the success levels of the students were found to differ according to the sociodemographic characteristics and their relations with the instructors. On the contrary, as the instructors’ guidance, support, and communication skills are effective contributors on student’s success, it has been concluded that instructors should take these factors into account.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

Virtually Onboarding and Supporting Adult Students in College Using Web 2.0 Technologies

2010 ◽  
pp. 1013-1030
Author(s):  
Pamela M. Golubski
Keyword(s):  
Academic Success ◽  
Adult Learners ◽  
Web 2.0 ◽  
Adult Students ◽  
Social Adjustment ◽  
Academic Preparation ◽  
Full Time ◽  
Web 2.0 Technologies ◽  
Difficult Time ◽  
College Staff

The transition to college is a difficult time for most students. Students experience changes in interpersonal and social adjustment, academic and career concerns, as well as personal change (Bishop, Gallagher, & Cohen, 2000). For adult learners this transition can be further complicated by working full-time and family responsibilities. Thus, failure of any student to not successfully adjust and acclimate into his or her new college community can greatly affect the student’s persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help new traditional-aged students integrate into a college campus, adult students are often left without an option. Though, an alternative method of orienting, acclimating, and supporting adult learners might be realized through the use of virtual and Web 2.0 technologies. Through this method, college staff and faculty members can onboard adult students to campus by virtually interacting, advising, communicating, and supporting them. Additionally, a virtual onboarding program can encourage adults to socialize with their peers and be acclimated to campus support services and offices, in an effort to increase a student’s social integration and interaction, academic preparation and success, and college adjustment.

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