scholarly journals Student Seating Position and Their Academic Performance in Computer Science Major

2021 ◽  
Vol 8 (1) ◽  
pp. 16-26
Author(s):  
Gisela Kurniawati ◽  
Oscar Karnalim ◽  
Setia Budi
Keyword(s):  
Academic Performance ◽  
Observational Study ◽  
Computer Science ◽  
Undergraduate Students ◽  
Teaching Style ◽  
Programming System ◽  
Motivating Factors ◽  
Hands On ◽  
Seating Position ◽  
Science Major

A number of studies regarding the correlation between student seating position and their academic performance have been conducted. However, only a few of them focusing on computer science major, which is argued to be unique in terms of teaching style and classroom layout; as the discipline puts more emphasise on hands on activity like programming, system and network configuration. Further, among those works focusing on that major, none of them specifically address undergraduate students. This paper presents an observational study involving 426 computer science undergraduate students. The study covers student activity over one academic semester. A questionnaire survey measuring student awareness about that correlation in their seating preference was also performed, with 126 students as the respondents. In general, the correlation only exists on some circumstances like student major and lecture time. Further, the seating preference can be driven by the awareness of that correlation with some motivating factors like friends, whiteboard position, and personal habit. Per occasion, it is suggested to analyse the class circumstances and the student motivating factors prior performing further actions. Index Terms— seating position; academic performance; observational study; survey instrument; computing education

scholarly journals Exploring Undergraduate Students’ Views on Factors Influencing Academic Performance in Construction Related Disciplines in Bells University of Technology, Ota, Nigeria

2020 ◽  
pp. 25-37
Author(s):  
Innocent Chigozie Osuizugbo ◽  
Bridget Oghomwen Simon-Eigbe ◽  
Ajibola Abiodun Okunrinboye
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Teaching Style ◽  
Significant Degree ◽  
Study Strategies ◽  
Survey Method ◽  
Significance Level ◽  
Factors Affecting ◽  
Ogun State ◽  
University Of Technology

Aims: There is usually dissimilarity in achievement as a result of several factors that influence the academic performance of students in universities. Therefore, this study aims to explore and investigate problem factors affecting the academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, with a view to providing understanding on the major problem factors affecting their academic performance. Study Design:  Survey research design. Place and Duration of Study: Department of Building Technology, Bells University of Technology Ota, Ogun State, Nigeria, between May 2019 and January 2020. Methodology: The research employed a survey method with questionnaires distributed to undergraduate students in construction related disciplines in Bells University of Technology Ota. Data collected were analyzed using frequency, percentage, mean, rank and Kendall’s coefficient of concordance test. Results: Out of 172 questionnaires administered, 105 were sufficiently filled and returned, representing 61% of response rate. The results show that maturity, study strategies, interest in course, fear and stress and training and teaching style are the top five factors affecting academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, Nigeria. Secondly, using SPSS (23), Kendall’s (Wa) value was found to be 0.036 at 0.000 significance level, therefore the study concluded that, there is statistically significant degree of agreement between different departments of the participants concerning their responses to factors that affect academic performance in construction related disciplines in Bells University of Technology, Ota, Nigeria. Conclusion: The study recommends that skipping of classes by students during early education should be discouraged so as to allow students attain maturity level for higher education. Secondly, universities should organize fear and stress management seminars and workshops for undergraduate students in addition to guidance and counseling sessions with a view to addressing psychological issues that may hinder their academic performance.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

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.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

2017 ◽  
Vol 7 (3) ◽  
pp. 42
Author(s):  
Vikash Rowtho
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Detection ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Regression Analyses ◽  
Linear Discriminant ◽  
Student Dropout ◽  
Performance Predictors ◽  
A New Technique

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

scholarly journals Emotional intelligence and academic performance in undergraduate students

2015 ◽  
Vol 32 (2) ◽  
pp. 268-285 ◽  
Author(s):  
Martha Luz Páez Cala ◽  
José Jaime Castaño Castrillón
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Undergraduate Students
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