scholarly journals Peer Effects on First-Year University Students’ Results: The Role of Classmates’ Academic Performance and Socioeconomic Status

Mathematics ◽  
2021 ◽  
Vol 9 (23) ◽  
pp. 3115
Author(s):  
Angela Granger-Serrano ◽  
Alexander Villarraga-Orjuela
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Postsecondary Education ◽  
Peer Effects ◽  
High Performance ◽  
Multilevel Models ◽  
Ordinary Least Squares ◽  
Socioeconomic Level ◽  
Performance Improvements ◽  
Calculus I

Peer effects in the context of higher education have lately received increased attention. Higher diversity in the composition of new cohorts of students, generated mainly in countries where public and institutional policies have enabled access to students from low socioeconomic conditions and races who unusually attend postsecondary education, make these effects even more relevant. This research estimates and analyzes the effect of peers’ academic performance and course composition by socioeconomic origin on students’ academic achievement at a private Colombian university between 2008 and 2019. The estimates, by Ordinary Least Squares and Multilevel models, support the existence of significant peer effects. There was a positive effect of peers’ performance on Calculus I academic results, principally of medium and high-performance peers, and a null effect of the socioeconomic level in Calculus I, but a significant effect in Communication Skills I, although with a limited impact. By introducing heterogeneities, it is evident that students perceived a greater benefit from performance improvements from peers who are in the same performance category or socioeconomic level. These results provide evidence of the existence, direction, and magnitude of peer effects in Colombian higher education. Additionally, they suggest that the most relevant characteristic of classmates is their academic performance and not their socioeconomic origin.

From High School to Higher Education: Curricular Policy and Postsecondary Enrollment in Israel

2008 ◽  
Vol 30 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Audrey Addi-Raccah ◽  
Hanna Ayalon
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Postsecondary Education ◽  
Multilevel Models ◽  
Sociodemographic Characteristics ◽  
Additional Advantage ◽  
Postsecondary Enrollment ◽  
Follow Up Study ◽  
Social Composition

Using multilevel models, the authors tested the hypothesis that high schools, through their curricular policies, operate as mechanisms that help members of privileged groups to take better advantage of postsecondary opportunities. The analysis was based on a 7-year follow-up study of 44,666 Israeli students who graduated from 385 high schools in 1991. The main findings were that (a) the curricular experience of students partly mediated between their sociodemographic characteristics and postsecondary enrollment, (b) the curricular arrangements of schools fully mediated the effects of their social composition on their graduates’ postsecondary education, and (c) graduates of socially privileged schools made a better use of their matriculation certificates. This afforded privileged students an additional advantage.

Administrative Environment And Employee Prductivity In Higher Education A Theoritical View

2019 ◽  
Vol 118 (11) ◽  
pp. 230-243
Author(s):  
Jamal Asad Mezel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Higher Education ◽  
Work Engagement ◽  
Physical Environment ◽  
High Performance ◽  
Educational Institution ◽  
Positive Association ◽  
Faculty Members ◽  
Employee Productivity ◽  
Administrative Staff ◽  
Administrative Employees

Ensure that from the above theoretical review on administrative context and employee productivity in higher education and there is a positive association between work engagement of faculty members and administrative staff motivate the employees in accomplishing their work regardless of any result that they are more productive. Researchers argue the fact that the physical environment of the institutional and administrative, employees effect job perception attitudes and job satisfaction which is in sequence affects the job performance and employee productivity. Improving the work environment in higher educational institution there is a dissatisfaction and complaints of employee while increasing their productivity the more satisfied employee are with their jobs in high performance and productivity.

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.

From Measures of Association to Multilevel Models: Sociology Journals and the Quantitative Literacy Gap

2020 ◽  
pp. 0092055X2098042
Author(s):  
Thomas J. Linneman
Keyword(s):  
Multilevel Models ◽  
Ordinary Least Squares ◽  
Quantitative Literacy ◽  
Least Squares Regression ◽  
Journal Articles ◽  
Measures Of Association ◽  
Chi Square ◽  
Literacy Gap ◽  
Statistics Course ◽  
Sociology Journals

While most sociology majors must take a statistics course, the content of this course varies widely across departments. Starting from the assumption that sociology students should be able to engage effectively with the sociological literature, this article examines the statistical techniques used in 2,804 journal articles—from four generalist sociology journals from 1990 to 2019 and 11 additional sociology journals from 2019—in order to assess which techniques have risen or fallen in prevalence. Although stalwarts such as ordinary least squares regression, chi-square tests, and t tests maintain strong presences, the rise of logistic regression, interaction effects, and multilevel models has been dramatic. After assessing the proportion of articles students hypothetically could understand given various levels of statistical training, the article ends with suggestions for how to revamp the statistics course to help our students become more numerate citizens, both in their sociology courses and in the world at large.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

The effect of increasing written approval on Italian students’ academic performance in higher education

2018 ◽  
Vol 34 (3) ◽  
pp. 262-271
Author(s):  
Francesco Sulla ◽  
Dolores Rollo ◽  
Roberto Cattivelli ◽  
Alex Harrop
Keyword(s):  
Higher Education ◽  
Academic Performance
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