The Relative Effect of Field Dependent & ANKOMAH-SEY VERA and Independent Learning Styles on the Academic Performance of Undergraduate Students of the University of Cape Coast, Ghana

2010 ◽  
Vol 18 (2) ◽  
Author(s):  
E Dawson-Brew ◽  
V Ankomah-Sey
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Undergraduate Students ◽  
Relative Effect ◽  
Independent Learning ◽  
Cape Coast ◽  
Field Dependent ◽  
The University

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 An examination of the placement of adverbials in the academic writing of fresh undergraduate students in the University of Cape Coast, Ghana

2020 ◽  
Vol 7 (1-2) ◽  
pp. 110-128
Author(s):  
Philip Arthur Gborsong ◽  
Anita B. Appartaim
Keyword(s):  
Second Language ◽  
Research Design ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Random Sampling ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
The Other ◽  
Cape Coast ◽  
The University

Rules have been formulated on how adverbials are used. Such rules as stated by Quirk and Greenbaum (1973), Hornby (1975) and Swan (1995) are silent on how a few adverbials that have no restrictions regarding their position and order in sentences should be used. This paper, relying on language variation in the second language setting as a theoretical framework, explored how undergraduate students used these kinds of mobile adverbials. The quantitative research design and a simple random sampling were applied to select a total of 100 essays and exercises from fresh undergraduates of the University of Cape Coast, Ghana. Analysing these essays and exercises, we concluded that although the adverbial is an optional clausal element, the undergraduate students used it in providing further information on the other clausal elements. In addition, the undergraduate students often placed the adverbials in the mid position of their sentences. Keywords: Adverbials, GE, Undergraduate students, Clausal elements, Effective communication

scholarly journals How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

2017 ◽  
Vol 10 (15) ◽  
pp. 28-40
Author(s):  
Rosalina Pisco Costa ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Negative Impact ◽  
Two Dimensions ◽  
Family Home ◽  
Socially Relevant ◽  
The University ◽  
Work Done ◽  
The Impact

AbstractTransition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

scholarly journals Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance

2014 ◽  
Vol 38 (3) ◽  
pp. 216-220 ◽  
Author(s):  
Rathnakar P. Urval ◽  
Ashwin Kamath ◽  
Sheetal Ullal ◽  
Ashok K. Shenoy ◽  
Nandita Shenoy ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Medical Training ◽  
Demographic Data ◽  
Sensory Modality ◽  
Learning Preferences ◽  
Undergraduate Medical Students ◽  
Style Preferences

While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience.

scholarly journals Traits versus Grades—The Incremental Predictive Power of Positive Psychological Factors over Pre-Enrollment Achievement Measures on Academic Performance

2021 ◽  
Vol 11 (4) ◽  
pp. 1744
Author(s):  
Beatrix Séllei ◽  
Nóra Stumphauser ◽  
Roland Molontay
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Psychological Factors ◽  
Predictive Power ◽  
Logistic Regression Models ◽  
University Of Technology ◽  
Achievement Measures ◽  
University Performance ◽  
The University ◽  
Better Than

Understanding what (and to what extent) psychological factors affect university performance has attracted a lot of research interest recently. In this paper, we use logistic regression models to study the incremental predictive power of positive psychological factors over pre-enrollment achievement measures on academic performance. The study is based on the data of 302 business and economics undergraduate students from the Budapest University of Technology and Economics. Coping proved to be the most important factor that sheds light on the importance of stress management for students. We also found that using properly chosen psychological factors measuring coping, personality traits, psychological immune system, emotional intelligence, and PERMA (P—positive emotion, E—engagement, R—relationships, M—meaning, A—accomplishments) factors, together with the university entrance score and academic performance can be predicted significantly better than solely relying on pre-enrollment achievement measures.

scholarly journals Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic

2021 ◽  
Vol 11 (7) ◽  
pp. 361
Author(s):  
Maria Limniou ◽  
Tunde Varga-Atkins ◽  
Caroline Hands ◽  
Marie Elshamaa
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Cognitive Effort ◽  
Independent Learning ◽  
Delivery Mode ◽  
Veterinary Science ◽  
Online Questionnaire

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

scholarly journals Learning Style Preferences among College Students

2018 ◽  
Vol 11 (10) ◽  
pp. 50 ◽  
Author(s):  
Lamya Alkooheji ◽  
Abdulghani Al-Hattami
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Visual Learning ◽  
Learning Style Preferences ◽  
Moderate Difference ◽  
And Gender ◽  
Style Preferences ◽  
University Of Bahrain ◽  
The University

The purpose of this study was to determine what factors other than individual preferences affect undergraduate students’ learning style preferences, if learning style is influenced by gender, age, college affiliation and/or type of activities. A total of 185 students from the University of Bahrain, Bahrain, participated in an online VARK (Visual, Aural, Read/Write and Kinesthetic) for younger people questionnaire. The questionnaire consisted of 16 items about learning style preferences and three about participants’ demographics. The results showed that participants generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most preferred while Reading/Writing was the least preferred. Furthermore, there were statistically significant differences between students learning styles based on age and gender, but it was a moderate difference. What mostly affected the preferences, however, was the type of activities or tasks, something which in turn resulted in some difference among colleges. This suggests that VARK preferences need to be related to activity type rather than be observed at individual reference. Recommendations were provided at the end of the study.

scholarly journals Science Majors and Nonscience Majors Entering Medical School: Acceptance Rates and Academic Performance

1997 ◽  
Vol 17 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Norma E. Sorenson ◽  
James R. Jackson
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
Undergraduate Students ◽  
Science Majors ◽  
University Of Alabama ◽  
Nonscience Majors ◽  
School Of Medicine ◽  
Significant Difference ◽  
Acceptance Rates ◽  
The University

As undergraduate students, most applicants to medical schools have majored in a natural science area. This study compared rates of acceptance and medical school academic performance of science and nonscience majors applying to 13 classes of The University of Alabama School of Medicine. There was no significant difference in acceptance rates between the two types of majors. Upon matriculation, medical students with nonscience majors performed as well as those with science majors on most standard measures of medical school academic performance.

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