scholarly journals Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 239-246
Author(s):  
Nida Ayaz ◽  
Dr. Muhammad Naeem Butt ◽  
Summiya Ahmad
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cultural Difference ◽  
Statistical Tests ◽  
Metacognitive Awareness ◽  
High Achievers ◽  
Future Perspective ◽  
Chi Square ◽  
Academic Achievements ◽  
And Mathematics

This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994), CGPA of the students, and self-developed objective type subject test. Descriptive Statistics & statistical tests (Chi-square & Linear Regression) were applied for data analyses. The results showed that metacognitive awareness had significant effect on student’s academic achievement (CGPA) in Department of English whereas it was found to be insignificant in Department of Mathematics. The study recommends an introductory course on Educational Psychology, which cater the metacognitive needs of the students. Moreover, research studies are recommended in the subjects except English and Mathematics. The cultural difference of the students, teachers, and locality of the universities might be taken care of future perspective of researchers.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN STEM AND ARTS SUBJECTS IN BHUTAN: A GENDER PERSPECTIVE

2021 ◽  
Vol 3 (3) ◽  
pp. 190-200
Author(s):  
Tashi Dendup ◽  
Sangay Wangmo ◽  
Ugyen Yangchen
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Male And Female ◽  
Factors Affecting ◽  
And Mathematics ◽  
Multistage Sampling

Academic performance disparities among the gender of students are the cause of concern. Numerous explanations for academic performance disparities, especially in Science Technology Engineering and Mathematics (STEM) and Arts subjects between male and female students, are established in many countries. However, similar studies in Bhutan, especially at the tertiary education level, are scant. Therefore, this study mainly assessed i) students’ perception of STEM and Arts subjects, ii) compared male and female academic performance in STEM and Arts subjects, and iii) studied students' perception of the factors affecting their academic performance. Data were collected from 265 students of four constituent colleges (two Science and Arts colleges each) of the Royal University of Bhutan using semi-structured questionnaires. A multistage sampling (comprising a mixture of purposive and random) was employed. The research used a quantitative approach with descriptive and inferential statistics (Chi-square, t-tests, and binary logistic regressions). The result showed no significant association between students’ gender and their choice of subjects. At Science colleges, female students outperformed male students. In contrast, there were no significant differences in the performance of male and female students at Arts Colleges. Overall, females (71.63 ± 6.35) outperform male (69.57 ± 7.80) students. Hence, there are no stereotypes in STEM and Arts subjects among Bhutanese undergraduate students. However, future research could include parents and lecturers to gather their perspectives on STEM and Arts subjects. Variables, including study hours, communication skills, and Bhutanese Educational Policies, should also be thoroughly investigated as factors affecting students' academic performance

scholarly journals Association of Classroom Environment with Academic Achievement of Secondary School Girls in Pakistan

2017 ◽  
Vol 8 (2) ◽  
pp. 121-127
Author(s):  
Tariq Javed
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Classroom Environment ◽  
Statistical Tests ◽  
Positive Association ◽  
School Level ◽  
Chi Square ◽  
Secondary School Level ◽  
School Girls

Abstract The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level.

scholarly journals Students, Computers and Mathematics: How do they interact in the Teaching-Learning Process? (An Empirical Study on Accounting, Management and Marketing Undergraduate Students)

2012 ◽  
Vol 2 (2) ◽  
pp. 177
Author(s):  
Arturo García- Santillán ◽  
Milka Elena Escalera Chávez ◽  
Flores-Zambada, Ricardo ◽  
Ileana S. Chong- González ◽  
José Satsumi López- Morales
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Principal Component ◽  
Chi Square ◽  
Accounting Management ◽  
Computer Confidence ◽  
Mathematics Confidence ◽  
Mathematics Motivation ◽  
And Mathematics ◽  
Teaching Learning

The study takes the scale of Galbraith and Hines (1998, 2000) and arguments exposed by Galbraith, Hines and Pemberton (1999), Cretchley, Harman, Ellerton and Fogarty (2000), McDougall and Karadag (2009), Gómez-Chacón and Haines, (2008), Goldenberg (2003), Moursund (2003), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. In the same way the arguments of García and Edel (2008), García-Santillán and Escalera (2011), García-Santillán, Escalera and Edel (2011) about variables associated with the use of ICT as a didactic strategy in teaching-learning process in order to establish a relationship between students perception with the teaching-learning process and technology. Therefore this paper examines the relationships between students attitudes towards mathematics and technology in a study carried out in the Universidad Autónoma of San Luis Potosí Unidad Zona Media. 214 questionnaires were applied to undergraduate students in Accounting, Management and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Statistics Hypothesis: Ho: ρ = 0 have no corelation Ha: ρ ≠0 have correlation. Statistic test to prove: Χ2, Esphericyty test of Bartlett, KMO (Kaiser-Meyer_Olkin) Significancy level: α =0.05; p< 0.01, p<0.05 Decition rule is: Reject Ho if c2 calculated > c2 tablas. The results obtained of sphericyty test of Bartlett KMO (.703), Chi square X2 92.928 > c2 tables, Sig. 0.00 < p 0.01, MSA (CONFIMA .731; MOTIMA .691; COMPIMA .741; CONFICO .686 and INTEMAC .694) provide evidence to reject Ho. Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement, help to understand the student’s attitude toward mathematics and technology. Keywords: Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction, Mathematics engagement.  

scholarly journals Factors Associated with Academic Achievements of Students in Mathematics

2017 ◽  
Vol 1 (2) ◽  
pp. 69-76
Author(s):  
Kaleem Ullah ◽  
Sareer Badshah ◽  
Muhammad Rauf
Keyword(s):  
Undergraduate Students ◽  
Mathematics Learning ◽  
Academic Departments ◽  
Educational Institutions ◽  
Chi Square ◽  
Primary Level ◽  
Academic Achievements ◽  
Self Confidence ◽  
The Subject ◽  
Structured Questionnaire

This study is conducted to find out the factors which are associated with students’ academic achievements in the subject of mathematics in different higher education institutions which are based in Peshawar, Khyber Pakhtunkhwa, Pakistan. The data is collected through a structured questionnaire from Bachelor of Studies (BS) 5th semester program of all the academic departments of well-known government educational institutions of Peshawar. All academic departments, except the departments of mathematics were selected, especially where the subject of mathematics is taught as compulsory or general course to the undergraduate students.  The collected data is analysed on SPSS-20. For the analysis purpose mean, standard deviation, T-test, chi-square, and odd ratios are used. The results show that earlier performance such as primary level, attitude toward mathematics, difficulty of mathematics, study hours and self-confidence in mathematics learning are associated with students’ academic achievement in mathematics.

scholarly journals Analisis hubungan prestasi akademik mahasiswa dengan akses sumber informasi

2018 ◽  
Vol 14 (1) ◽  
pp. 87
Author(s):  
Prijana Prijana ◽  
Andri Yanto
Keyword(s):  
Academic Achievement ◽  
Significant Relationship ◽  
Reading Ability ◽  
Information Sources ◽  
Information Source ◽  
Student Academic Achievement ◽  
P Value ◽  
Access To Information ◽  
Chi Square ◽  
Academic Achievements

Introduction. In the process of reading, students require different information sources to increase their academic achievement. This paper aims to examine information sources which have a relationship with students academic achievement and become a reference in the development of information sources to support student academic achievement. Method. The research used an experimental study, with N = 38. Based on the value of chi-square of 11,613, a P-value of 0.169 with α = 0.25; df = 8, and the chi-quadrat table = 10.2. It showed that  chi-quadrat count (11.6) is more than chi-quadrat table (10.2). If chi-quadrat counts more than chi-quadrat table, the student academic achievement  has a significant relationship with access to information sources. Results and Discussions. The results showed that students' academic achievements have a significant relationship with access to information sources. The behavior of students in accessing information sources had moderate degrees of relationship with their academic achievement, which means that there is no dominant information source used by the students related to their academic achievement. Conclusion. In this study, students prefer to choose multi-acsess information resources, resulting in the spread of the values of the normal curve to the shape of academic achievements. Further research should discuss students' reading ability towards  the use of information sources.

scholarly journals IMPACT OF SOCIAL SERVICES PARTICIPATION OF UNDERGRADUATE STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

2021 ◽  
pp. 368-371
Author(s):  
Goutam Padhan
Keyword(s):  
Academic Achievement ◽  
Data Collection ◽  
Key Words ◽  
Social Services ◽  
Undergraduate Students ◽  
Social Service ◽  
Academic Achievements ◽  
The Impact

The objectives of the study were to investigate the impact of i) social services participation undergraduate students on their academic achievement; ii) social services participation undergraduate boys students on their academic achievement, and iii) social services participation of the undergraduate girls students on their academic achievement. A sample of 80 undergraduate students of Gangadhar Meher University, 40 each from participants and non-participants students were selected randomly. Out of which 20 each from boys and girls undergraduate students were participants groups and 20 each from boys and girls undergraduate students were from non-participants groups. Information Inventory on Social Service Participation Test was used for data collection and average academic achievement SGPA score of undergraduate students given by university was adopted for accessing the academic achievement of students. The‘t’ test revealed that i) there was no impact of social service on academic achievements of undergraduate students. Academic achievement of both social service participant and non-participant undergraduate students were similarly; ii) there was no impact of social service on academic achievements of participant and non-participant undergraduate boys students’. Academic achievement of both social service participant and non-participan boys undergraduate students’ were same line; and iii) there was no impact of social service on academic achievements of participant and non-participant undergraduate girls students. Academic achievement of both social service participant and non-participant girls undergraduate students’ were same line. KEY WORDS: Social Services, Participation, Under Graduate, Academic Achievement

Relationship between Cognitive Processing Style and Academic Achievement

1994 ◽  
Vol 78 (3) ◽  
pp. 813-814
Author(s):  
Raymond F. Martinetti
Keyword(s):  
Academic Achievement ◽  
Cognitive Processing ◽  
Undergraduate Students ◽  
Low Achievers ◽  
Grade Point Averages ◽  
High Achievers ◽  
High Grade ◽  
Grade Point ◽  
Processing Style ◽  
Opposite Tendency

3 groups of 36 undergraduate students with low, average, and high grade point averages differed in cognitive style. High achievers scored high on amount and enjoyment of imaginal life and low on suppression. Low achievers exhibited the opposite tendency.

scholarly journals Association of teacher feedback with scholastic attainment at secondary level in Pakistan

2020 ◽  
Vol 40 (Supplement 2) ◽  
pp. S1-S9
Author(s):  
Tariq Javed ◽  
Muhammad Aslam Asghar ◽  
Nazneen Nazak
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Learning Process ◽  
Statistical Tests ◽  
Positive Association ◽  
Secondary Level ◽  
Teacher Feedback ◽  
High Achievers ◽  
Survey Study ◽  
Teaching Learning

In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) – the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers’ feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students’ academic achievement.

scholarly journals Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

10.28945/3405 ◽  
2016 ◽  
Vol 15 ◽  
pp. 075-087 ◽  
Author(s):  
Mehmet FIRAT
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Learning Analytics ◽  
Learning Behaviors ◽  
Face To Face ◽  
Academic Achievements ◽  
Feedback Learning ◽  
Face To Face Learning ◽  
Almost All ◽  
The Relationship

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days) and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

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