scholarly journals Exploring the Perspectives and Parental Roles in the Academic Performance of University Students with Disabilities

2021 ◽  
Vol 3 (1) ◽  
pp. 243-251
Author(s):  
Sithabile Mntambo ◽  
Wellington Hlengwa ◽  
Jamila Adam ◽  
Suresh Krishna
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Qualitative Study ◽  
Students With Disabilities ◽  
Parental Support ◽  
Parental Knowledge ◽  
Study Approach ◽  
Parental Roles ◽  
The Impact ◽  
Audio Recorder

The present study focusses on exploring the impact of parental support on the academic performance of students with disabilities. A qualitative study approach was used to explore students with disabilities' perspectives of parental support and the impact it has on their academic performance. This qualitative study purposively selected eight participants. They were subjected to semi-structured, open-ended, one-on-one interviews, and these interviews were recorded using an audio recorder with their permission. The collected data was analysed using thematic content analysis. Parental support may take numerous forms, including emotional, physical, and financial assistance. As a result, parental support influences academic success and the adjustment of students living with disabilities to their new environment. However, parental knowledge, attitudes, and tolerance of a student's disability have been shown to be obstacles to meaningful parental support. This study concludes that for students with disabilities to perform to their maximum potential, parents must be trained and empowered to provide necessary support including motivating their children.

scholarly journals The Academic Success of African American Males at a Maryland Community College

2018 ◽  
Vol 2 (1) ◽  
pp. 44-72
Author(s):  
Joel Bratton
Keyword(s):  
Community College ◽  
African American ◽  
Academic Performance ◽  
Academic Success ◽  
Qualitative Study ◽  
Cultural Identity ◽  
Focus Groups ◽  
African American Males ◽  
Staff Members ◽  
The Impact

The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males, along with six staff members were selected to participate in the study. The study used focus groups to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The nigrescence theory of evolving cultural identity served as the framework, as it emphasizes the role and impact of cultural identity as a driver for successful academic performance (Cross, 1991). The study revealed that these African American males had positive perceptions of their experiences in the program and with their mentors, advisors, and counselors.

The Impact of ERP System on Academic Performance: A Case Study Approach

2019 ◽  
Vol 18 (02) ◽  
pp. 1950018 ◽  
Author(s):  
Ahmad Saleh Shatat ◽  
Wadha Abdullah Humaid Al Burtamani
Keyword(s):  
Academic Performance ◽  
Human Resource ◽  
Financial Management ◽  
Resource Planning ◽  
Case Study Approach ◽  
Erp System ◽  
Study Approach ◽  
Information Module ◽  
The Impact

Enterprise Resource Planning (ERP) system is a very powerful solution to many academic and non-academic institutions in case it has been implemented and used effectively. Otherwise, the system will interrupt several business processes. This research paper investigates the impact of ERP system on academic performance at Sohar University. A survey questionnaire is distributed to several academic stakeholders to investigate the impact of ERP system on academic performance within the University context. A total of 110 questionnaires was received from the key academic stakeholders to examine the relationship between the three core ERP modules i.e. the students’ information module, the financial module, and human resource module. The research outcomes indicate that there is a relationship between the three modules and the academic performance. However, only students’ information module and financial management module demonstrate a significant impact on academic performance, though the human resource module shows no impact on the academic performance at Sohar University. This study is a single case study approach, which might limit the findings to be generalized on other education institutes, but it gives a chance to other researchers to do multiple case studies in other Universities in the region.

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

scholarly journals Perceived control, academic performance and well-being of Ghanaian college students with disability

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Frances E. Owusu-Ansah ◽  
Peter Agyei-Baffour ◽  
Anthony Edusei
Keyword(s):  
Academic Performance ◽  
Sample Size ◽  
Students With Disabilities ◽  
Perceived Control ◽  
Well Being ◽  
Primary Control ◽  
Subjective Well Being ◽  
Persons With Disabilities ◽  
Tertiary Institutions ◽  
The Impact

Background: Empirical evidence abounds showing the impact of perceived control on subjective well-being in several spheres of functioning, including academic performance. At tertiary institutions, such as the Kwame Nkrumah University of Science and Technology, Ghana, little is known about the needs of students with disabilities, as very few persons with disabilities attend institutions of higher learning.Objectives: This study examined the relationship between perceptions of control and the academic and subjective well-being of students with disabilities.Method: A total of 69 students with disabilities participated in this cross-sectional descriptive study. Using trusted control and subjective well-being scales, data were subject to descriptive analyses.Results: Consistent with previous works, perceived control increased with increased subjective well-being, moderated by gender. In addition, forms of secondary control appeared to aid primary control in the tenacious pursuit of goals. However, neither perceived control nor self-esteem was predictive of academic performance.Conclusion: Limitations of sample size notwithstanding, the findings of the study can be considered provocative. Implications for clinical utility in facilitating context-specific interventions for this marginalised group are discussed. Replication with a larger sample size in other tertiary institutions is suggested for future work.

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

scholarly journals Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

2020 ◽  
Vol 12 (23) ◽  
pp. 9798
Author(s):  
Raquel Gilar-Corbi ◽  
Teresa Pozo-Rico ◽  
Juan-Luis Castejón ◽  
Tarquino Sánchez ◽  
Ivan Sandoval-Palis ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Goal Orientation ◽  
Well Being ◽  
Performance Measure ◽  
Operating Characteristics ◽  
Knowledge Test ◽  
The University ◽  
The Impact

Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

The Impact of Inclusion on Students With and Without Disabilities and Their Educators

1999 ◽  
Vol 20 (2) ◽  
pp. 114-126 ◽  
Author(s):  
Spencer J. Salend ◽  
Laurel M. Garrick Duhaney
Keyword(s):  
Academic Performance ◽  
Social Development ◽  
Students With Disabilities ◽  
Social Benefits ◽  
Change Over Time ◽  
Multiple Variables ◽  
The Impact ◽  
Development Of Students ◽  
Over Time

This article reviews the literature with respect to inclusion programs and students with and without disabilities and their teachers. The findings of the studies reviewed cited indicate that: (a) the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed; (b) the placement of students without disabilities in inclusion programs does not appear to interfere with their academic performance and has several social benefits for these students; and (c) teachers' responses to inclusion programs are complex, are shaped by multiple variables, and change over time. The implications of the findings for students and educators involved in inclusion programs as well as the limitations of the studies cited are discussed.

scholarly journals L’impact des variables individuelles et contextuelles sur la performance scolaire

2020 ◽  
Vol 10 (16) ◽  
pp. 207-226
Author(s):  
El Mokhtar Chikhi
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
College Education ◽  
Contextual Variables ◽  
School Year ◽  
The Subject ◽  
Spss Software ◽  
The One ◽  
The Individual ◽  
The Impact

The notion of performance is the key word of our study. This notion is today at the heart of debates that shake schools. On the one hand the latter must provide quality education and on the other hand schools are subject to the obligation to report to the citizen. These two constraints result in the need to identify the individual and contextual variables of students' academic performance i.e. the factors likely to lead to academic success. We are aware in our study that we cannot be content with a single determinant as long as the analysis of school performance is multifactorial. The purpose of this article is to present in the first part the individual and contextual variables that have already been the subject of the research. And in the second part to determine the impact of these variables on the academic performance of a sample representing 11425 pupils of students enrolled in the third year of college education during the 2016-2017 school year, reporting to the management Provincial of Sidi Bernoussi of the Academy Casa Settat region. The data collected is studied using the SPSS software.

scholarly journals Structural Equation Modeling of Mental Toughness Among University Learners

2019 ◽  
Vol 11 (4) ◽  
pp. 149
Author(s):  
Anatalia N. Endozo
Keyword(s):  
Academic Performance ◽  
Structural Equation Modeling ◽  
Academic Success ◽  
Quantitative Study ◽  
Structural Equation ◽  
Mental Toughness ◽  
Equation Modeling ◽  
Entire Study ◽  
The Impact ◽  
Variance Explained

BACKGROUND: Mental toughness is recognized as an important component towards academic success thus making its psychological qualities determine how challenges are effectively addressed during pressurized situations. Challenges facing undergraduate learners in the context of mental toughness had been broadly investigated mostly in developed countries. Most of the studies centered on sports and descriptive findings lack critical analysis. OBJECTIVE: The main objective of the current study was to investigate the level of mental toughness of university learners and the impact on the learners&#39; academic performance. The current study also investigated whether university learners who were reported with greater mental toughness are more likely to be academically successful than those lower in mental toughness. METHODS: This quantitative study employed SmartPls 3 software to predict the significant level of motivation, self-reliance, concentration and coping with pressure on academic performance among university learners. Two universities were considered for assessing the structural equation modeling of mental toughness. Additionally, sources of data included reviews of different books on the related topics, research studies, articles, journals, newspapers, and magazines. Substantial information has been gathered from these sources thus allowing for appropriate analysis, compilation, interpretation, and structuring of the entire study. Thus, in an attempt to isolate and categorize potential attributes of mental toughness and its impact on academic performance, the available literature reviewed. This quantitative study considered adoptable in handling bias findings. A sample size of 417 considered appropriate for a variance based structural equation modeling. A total number of 417 responses gathered from Angeles University Foundation (AUF) and Baliuag University (BU), Philippines considered for this mental toughness study. RESULTS: A total of a 75 percent from the questionnaires (477) returned from a sum 600 questionnaires distributed to specified respondents. Demographic details report that female responded with round-off 60%, this implied that female strive more in education than male. Ages 17-20 occupied 55% nursing/medicine marked around of 34% to top among the six colleges investigated in this study, next was college of business and administration marked around of 20% to take second place. This study suggested that students considered more to be medical doctors, professional nurses and business practitioners in the future rather than being professional teachers or system engineers. Reliability and validity of this study reported according to the Smart-Pls algorithm factor matrix, Cronbach&#39;s alpha, rho_A, and composite reliability all above 0.7 thresholds. Also, the average variance extracted from 0.5 achieved. The discriminant validity of this study based on Fornell-Lackner criterion, factor loading at 0.6 above and Heterotrait Monotrait Ratio quality achieved. Conclusively, all supported path coefficients significant at the p-values &lt; 0.01. In a nutshell, partial least squares algorithm reported about a 58% variance explained from the entire structured model. CONCLUSION: The adopted factors for this structural equation modeling of mental toughness for university learners achieved fifty-eight percent variance explained in the study. Future studies can be directed towards replicating the use of this model in other locations and different analytical techniques.

Sign in / Sign up

Export Citation Format

Share Document