Internet Use and Cognitive Development

2012 ◽  
pp. 315-327
Author(s):  
Linda A. Jackson ◽  
Edward A. Witt
Keyword(s):  
Academic Performance ◽  
Cognitive Development ◽  
Internet Use ◽  
Reading Skills ◽  
Internet Access ◽  
Grade Point Averages ◽  
Future Research ◽  
Grade Point ◽  
Life Project ◽  
Mathematics Skills

There are surprisingly few studies of the effects of Internet use on children’s cognitive development. Surveys by the Pew Internet and American Life Project (Pew, 2000, 2001, 2005, 2007) indicate that children and adolescents strongly believe that the Internet has improved their academic performance, primarily by making educational resources readily and conveniently available. The authors’ research has found that Internet use is related to academic performance, specifically, to grade point averages (GPAs) and scores on standardized tests of reading skills, at least for underperforming children. No benefits were observed for mathematics skills, or for average or above average performing children. Though null findings must be interpreted with caution, one potential explanation is that Internet use is more likely to exercise reading skills than mathematics skills, and less likely to improve the reading skills or GPA of students who are already reading well and performing at or above average in school. Implications of the findings for future research and the importance of Internet access for underserved children are discussed.

The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

Exploring the Interrelationships Among Academic Entitlement, Academic Performance, and Satisfaction With Life in a College Student Sample

2017 ◽  
Vol 22 (2) ◽  
pp. 186-204 ◽  
Author(s):  
Rebekah H. Reysen ◽  
Suzanne Degges-White ◽  
Matthew B. Reysen
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Satisfaction With Life ◽  
Significant Negative Correlation ◽  
Future Research ◽  
Academic Entitlement ◽  
Student Sample ◽  
Grade Point ◽  
College Student Sample ◽  
Academically At Risk

The purpose of this study was to explore the relationship among academic entitlement, life satisfaction, and academic performance as measured by cumulative grade point average. When comparing academically at-risk versus non-at-risk college students, academically at-risk students scored significantly lower on satisfaction with life than their non-at-risk peers. In addition, a significant negative correlation was found between academic entitlement and satisfaction with life for all students. Implications and suggestions for future research are discussed.

Application of Operant Token Reinforcement to Academic Performance of an Institutionalized Delinquent

1967 ◽  
Vol 21 (1) ◽  
pp. 249-260 ◽  
Author(s):  
Vernon O. Tyler
Keyword(s):  
Academic Performance ◽  
Opposite Direction ◽  
Educational Process ◽  
Grade Point Averages ◽  
Token Reinforcement ◽  
Grade Point ◽  
School Grades ◽  
The Right

Operant techniques were employed to strengthen the academic performance of Nick, a glib, manipulative, delinquently-identified, 16-yr.-old boy with an IQ of 108, committed for stealing four cars. Reports stated he felt “dumb” in school and resisted the educational process. Nick “rented” the use of his mattress at night and the right to wear his clothes instead of institutional clothes and purchased canteen items (cigarettes, candy, gum, etc.) with tokens. He earned tokens with daily and weekly school grades. Over 30 wk., average weekly grades improved slightly. Previous grade point averages were: .60, 1.00, .50, and 1.20; with reinforcement, averages rose to 3.00. Grading bias of teachers was in the opposite direction. Teachers reported Nick disliked school but still worked for tokens. It v/as concluded that token reinforcement improved academic performance, but better controlled studies are needed to develop and validate this approach.

scholarly journals Grade Point Average Differences between Dual and Nondual Credit College Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Robert D. Young ◽  
Sheila A. Joyner ◽  
John R. Slate
Keyword(s):  
Community College ◽  
Grade Point Average ◽  
Dual Enrollment ◽  
Dual Credit ◽  
Grade Point Averages ◽  
Effect Sizes ◽  
Asian Students ◽  
Future Research ◽  
Grade Point ◽  
Second Year

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

scholarly journals Impact of Internet on Academic Performance of University Students in Pakistan

2021 ◽  
Vol 17 (38) ◽  
pp. 1
Author(s):  
Nimra Nawaz
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Information And Communication Technologies ◽  
Internet Use ◽  
Alternative Hypothesis ◽  
Systematic Sampling ◽  
Future Research ◽  
The Internet ◽  
The Impact

It is impossible to ignore the fact that the internet is the basic need of today’s technological world. Different research shows that individuals across the globe are using information and communication technologies (ICTs) to get the most up-to-date information from the internet. Similarly, university students also spend a lot of time on the internet researching and collecting material relevant to their research topics. Although different research has been conducted on the usage of the internet in different countries, research about Pakistani students is still limited. The major goal of this research was to see how internet usage affects students' academic performance particularly when it comes to increasing their grades. The objective of this research was to determine the type of internet use and the impact of the internet on students' academic achievement. Arts faculty from the University of Punjab Pakistan was selected as the universe of the study and 5 departments of arts were selected by simple random sampling and a sample of 100 students was taken through systematic sampling. The study adopted a survey research design. A questionnaire was developed by the researchers as a tool for data collection. The data was analyzed statistically, which led to the acceptance of the alternative hypothesis. Statistical results are also presented and discussed, and implications for future research are also provided. According to the findings, internet use has a positive impact on student's academic achievement.

scholarly journals The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260193
Author(s):  
Belinda W. C. Ommering ◽  
Floris M. Van Blankenstein ◽  
Merel van Diepen ◽  
Nelleke A. Gruis ◽  
Ada Kool ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Intrinsic Motivation ◽  
Motivational Factors ◽  
Drop Out ◽  
Future Research ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Research Programmes ◽  
Physician Scientists

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

scholarly journals Insomnia among Medical and Paramedical Students in Jordan: Impact on Academic Performance

2019 ◽  
Vol 2019 ◽  
pp. 1-7 ◽  
Author(s):  
Mohammad Alqudah ◽  
Samar A. M. Balousha ◽  
Othman Al-Shboul ◽  
Ahmed Al-Dwairi ◽  
Mahmoud A. Alfaqih ◽  
...  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Quality ◽  
Sleep Disturbances ◽  
Age Groups ◽  
Deep Understanding ◽  
Social Consequences ◽  
Future Research ◽  
Cross Sectional ◽  
Grade Point

Background. Insomnia is a problem that is common in all societies and age groups. However, its importance is increasing between students especially with the highly competitive and demanding environment surrounding them even after their graduation. In spite of the deep understanding of its health and social consequences, the frequency of insomnia among medical students in Jordan was not determined. Aim. To determine the prevalence of sleep disturbances among college students and to look for any association between sleep disturbances and students’ academic achievement. Methods. This is a cross-sectional self-administered questionnaire-based study. The participants were college students of the medical and paramedical specialties. Insomnia Severity Index (ISI) was used and the academic performance was assessed using students’ Cumulative Grade Point Average (CGPA). Results. There were 977 responses. Prevalence of clinical insomnia was 26.0%. Students who self-reported good sleep quality had significantly lower ISI scores compared with those who self-reported bad quality of sleep. Students who slept >7 hours had significantly less ISI scores than students who slept <6 hours. Students who had a CGPA more than or equal to 3 had significantly lower ISI scores compared with those who had a CGPA less than 2.5. Self-reported sleep quality was associated with the CGPA. Conclusion. A high prevalence of insomnia was found in this group of students. Academic performance was significantly associated with ISI scores and self-reported sleep quality. These results might be useful for future research into the development of interventional strategies to help students get enough sleep quality and quantity.

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

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