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 Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia

2019 ◽  
Vol 14 (03) ◽  
pp. 61 ◽  
Author(s):  
Mahdi M Alamri
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Study Data ◽  
Media Usage ◽  
Academic Activities ◽  
Education College ◽  
Relationship Of ◽  
Media Applications

Social Media applications are recently widespread and popular method of engagement among undergraduate students and instructors in Saudi Arabia. However, the extreme use of these sites has raised concern on their impact on the students’ academic performance and generally learning. This study investigated perceptions of undergraduate students, enrolled in Education College at King Faisal University in Saudi Arabia, toward social media usage. In addition, it examined the relationship of students’ usage purpose as well as usage period with their academic performance (cumulative GPA). This study also sought to establish the most popular applications that students preferred. For the purposes of data collection, questionnaires were distributed and 132 undergraduate students (56 Male & 76 female) enrolled in the current study. Data were analyzed and results indicated that there were general positive perceptions toward using social media for academic purposes. Additionally, results showed that there was a statistical significant relationship between the purpose of social media usage and students’ academic performance in favor of personal purposes while there were no relationship found regarding educational and occupational purposes. Findings also revealed that there were no statistically impact of students’ usage period of social media on academic performance. WhatsApp and Twitter were the most preferred social media options used among students whereas Wiki, Facebook and LinkedIn were the lowest options reported. The findings of this study can be used to recommend the effective ways of incorporating social media into learning activities without affecting students’ performance. It can also be used to propose ways of assisting students maintain a balance between social and academic activities. Implications and recommendations for further research are discussed.

scholarly journals Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Lisa B. Limeri ◽  
Nathan T. Carter ◽  
Jun Choe ◽  
Hannah G. Harper ◽  
Hannah R. Martin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Growth Mindset ◽  
Academic Experiences ◽  
Five Factors ◽  
Stem Students ◽  
Upper Level ◽  
Survey Responses

Abstract Background The extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

scholarly journals Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Jonathan M. Cosgrove ◽  
Yen T. Chen ◽  
Darla M. Castelli
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Academic Success ◽  
Physical Fitness ◽  
Body Mass ◽  
Cardiovascular Health ◽  
School Attendance ◽  
Urban Minority ◽  
Relationship Of ◽  
The Relationship

Objective. The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Methods. Adolescents (N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Results. Adolescents with higher grit scores (rs=0.21, P < 0.001) and less total absences (rs=-0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP (β = 0.13, P < 0.01 and β = −0.35, P < 0.001, resp.). Conclusions. Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

Ubiquitous laptop use in higher education: Multitasking and students’ perception of distraction in a European setting

First Monday ◽  
2017 ◽  
Author(s):  
Manuel Goyanes ◽  
Daniel Catalán-Matamoros
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Graduate Students ◽  
Social Networking ◽  
Undergraduate Students ◽  
Public University ◽  
Complementary Information ◽  
Class Time ◽  
Use Behavior ◽  
Traditional Class

The present study was conducted in a European setting to examine what undergraduate students do on their laptops during a traditional class and to what extent laptop usage behaviors are associated with academic success, along with social networking use and laptop use as distractions. Based on a survey of 200 Spanish graduate students from a public university, the study led to four conclusions: 1) the most prevalent laptop use during class time was for academic purposes; 2) the perception of computer use during class time as a distraction was a significant and positive predictor of academic performance; 3) all predictor variables of laptop use behavior during class time were statistically significant and were positive predictors of social networking use except for searching for complementary information; and 4) in addition to academic performance, all laptop use behavior variables were statistically significant and positive predictors of laptop as a distraction tool, except for taking notes. Theoretical, academic and implications for practice are discussed.

scholarly journals Exploring the Key Factors Influencing the Academic Performance of First Year Students at Undergraduate Level in Bangladesh

2021 ◽  
Vol 7 (2) ◽  
pp. 288
Author(s):  
Md. Solaiman Jony
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Success Factors ◽  
Academic Failure ◽  
Influential Factor ◽  
Dropout Rates ◽  
First Year ◽  
Research Approach ◽  
First Year Students ◽  
Undergraduate Level

Since the number of students entering into the higher education system is increasing along with the dropout rates, therefore it is important for the institutions to identify the reasons that impact students’ academic performance in order to introduce the provision for necessary support for the students. This study is stimulated by the demand to determine such factors at undergraduate level that cause academic failure and dropout rates. Therefore, this study attempts to investigate what students perceive as the key influential factor the effects the academic performance of first year undergraduate students at university level. A quantitative research approach was followed to conduct the study. A survey was designed with questionnaires and was administered. Total 450 first year students, both from public and private universities in Bangladesh, were selected by convenience and stratified simple random sampling. The findings of this study disclosed that appropriate choice of course of study; students’ interest in the subject; regular attendance at lectures; timely and regular examination preparation; teachers’ pedagogical knowledge and skills; effective written communications skills; effective study methods are the topmost success factors that influence students’ academic performance. Oppositely, lack of interest in the course content; inadequate or poor exam preparation; irregular attendance at lectures/tutorials; late submission of assignments; lack of self-discipline, self-motivation and confidence; inability to distinguish between important and unimportant information; heavy course workload; inefficient time management reverse the academic performance of the students.

scholarly journals A bolsa faz diferença? Uma análise do desempenho acadêmico de alunos bolsistas de cursos de graduação da área de negócios

2021 ◽  
Vol 29 ◽  
pp. 99
Author(s):  
Vitor Hideo Nasu ◽  
Maiara Sasso
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Undergraduate Students ◽  
Regression Models ◽  
Budget Constraint ◽  
Scholarship Students ◽  
The Social ◽  
Business Area ◽  
Undergraduate Programs ◽  
The Relationship

This research sought to analyze the relationship between the scholarship modalities and the academic performance of undergraduate students in the business area. Based on the literature, two hypotheses were formulated: (i) students who receive academic scholarships have better academic performance in relation to those who do not receive them and (ii) the modalities of academic scholarships have a positive relationship with academic performance. Data from the 2018 National Student Performance Exam were used, resulting in a sample of 83,003 observations. The results of Welch’s t-tests indicated that scholarship students have better academic performance than non-scholarship students and the regression models pointed out that the scholarship modality is positively associated with student performance. Therefore, both hypotheses were supported. This evidence suggests that the educational policies related to the awarding of academic scholarships within the scope of undergraduate programs in the business area are relevant and that the entities can continuously improve these policies, especially when there are changes in the social and economic contexts. However, the values of the scholarships were not examined, but only their grant and modality, opening space for investigations, especially in times of budget constraint, as caused by the Covid-19 pandemic.

scholarly journals Intelligence and academic performance: Is it all in your head?

2021 ◽  
Author(s):  
Katherine L. Bottenhorn ◽  
Jessica E. Bartley ◽  
Michael C. Riedel ◽  
Taylor Salo ◽  
Elsa I. Bravo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Task Performance ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Intelligence Quotient ◽  
Brain Connectivity ◽  
Instructional Environment ◽  
Physics Course ◽  
Physics Knowledge

AbstractAcademic performance relies, in part, on intelligence; however, intelligence quotient (IQ) is limited in predicting academic success. Furthermore, while the search for the biological seat of intelligence predates neuroscience itself, its findings remain conflicting. Here, we assess the interplay between IQ, academic performance, and brain connectivity with behavioral and functional MRI data collected from undergraduate students as they completed an active learning or lecture-based semester-long university physics course. IQ (i.e., full-scale WAIS scores) increased significantly pre-to post-instruction, were associated with physics knowledge and reasoning measures, but were unrelated to overall course grade. IQ was related to brain connectivity during physics-related cognition, but connectivity did not mediate IQ’s association with task performance. These relations depended on students’ sex and instructional environment, providing evidence that physics classroom environment and pedagogy may have a gendered influence on students’ performance. Discussion focuses on opportunities to improve physics reasoning skills for all students.

scholarly journals Predicting the academic success of architecture students by pre-enrolment requirement: using machine-learning techniques

2016 ◽  
Vol 16 (4) ◽  
pp. 86-98 ◽  
Author(s):  
Ralph Olusola Aluko ◽  
Olumide Afolarin Adenuga ◽  
Patricia Omega Kukoyi ◽  
Aliu Adebayo Soyingbe ◽  
Joseph Oyewale Oyedeji
Keyword(s):  
Machine Learning ◽  
Academic Performance ◽  
Academic Success ◽  
Discriminant Analysis ◽  
Linear Discriminant Analysis ◽  
Undergraduate Students ◽  
Machine Learning Techniques ◽  
Nearest Neighbour ◽  
Analysis Model ◽  
Linear Discriminant

In recent years, there has been an increase in the number of applicants seeking admission into architecture programmes. As expected, prior academic performance (also referred to as pre-enrolment requirement) is a major factor considered during the process of selecting applicants. In the present study, machine learning models were used to predict academic success of architecture students based on information provided in prior academic performance. Two modeling techniques, namely K-nearest neighbour (k-NN) and linear discriminant analysis were applied in the study. It was found that K-nearest neighbour (k-NN) outperforms the linear discriminant analysis model in terms of accuracy. In addition, grades obtained in mathematics (at ordinary level examinations) had a significant impact on the academic success of undergraduate architecture students. This paper makes a modest contribution to the ongoing discussion on the relationship between prior academic performance and academic success of undergraduate students by evaluating this proposition. One of the issues that emerges from these findings is that prior academic performance can be used as a predictor of academic success in undergraduate architecture programmes. Overall, the developed k-NN model can serve as a valuable tool during the process of selecting new intakes into undergraduate architecture programmes in Nigeria.

scholarly journals Geospatial analyses to determine academic success factors in California’s K-12 education

Annals of GIS ◽  
2020 ◽  
Vol 26 (2) ◽  
pp. 81-100
Author(s):  
Brianna Chew ◽  
Asish Satpathy ◽  
Elaine Wong
Keyword(s):  
Academic Success ◽  
Success Factors ◽  
Geospatial Analyses ◽  
K 12
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