scholarly journals Factors Affecting Academic Performance of In-Service Students in Science Education: A Case of The University of Zambia

2021 ◽  
Vol 2 (1) ◽  
pp. 175-190
Author(s):  
Foster Chilufya ◽  
Daniel Ndhlovu
Keyword(s):  
Science Education ◽  
Academic Performance ◽  
Sampling Procedure ◽  
Degree Programme ◽  
Purposive Sampling ◽  
Poor Academic Performance ◽  
Equal Chance ◽  
Education Degree ◽  
Sampling Procedures ◽  
The University

The study sought to determine factors that affected academic performance of in-service students in Science Education Degree Programme at the University of Zambia. The study was motivated by the knowledge gap as to why it was common in Science Education at the University of Zambia for both school leavers and in-service students to be excluded from school, repeat courses or change to non-science programmes due to poor academic performance. In order to have in-depth understanding of the phenomenon being studied, a case study design was used. Both qualitative and quantitative research methods were used to collect data from 88 respondents. Simple random and purposive sampling procedures were used to select the study sample. 80 students were selected by simple random sampling procedure. This procedure was used in order to allow all the students to have an equal chance to be selected for the sample. Purposive sampling procedure was used in order to select the lecturers and tutors. The procedure was used to select the lecturers and tutors because they were the only ones with adequate knowledge about Science Education Degree programme at the level of lecturers which the researchers were inquiring. The study findings showed that several factors adversely affected academic performance of the in-service students who were studying Science Education Degree programme at the University of Zambia. These included; inadequate supportive lecturer-student relationship, combining Science with Mathematics in one programme, dilapidated classroom infrastructure especially the laboratories, too much content in the curriculum of which some was considered irrelevant to what was taught in schools, personal life problems and responsibilities, pace at which material were being delivered in class was too fast for them, poor attendance to lectures and laboratories by students themselves. In addition, students were stressed by their own poor academic performance and they had difficult to comprehend advanced concepts in Mathematics. Based on these findings, the study recommended that (1) the school of Education should introduce a programme in Science Education specifically for student training to be teachers of science, (2) review its current curriculum so that its content relates with what is taught in schools, (3) in order to support the students who felt the pace of delivery was too fast for them, there was need to encourage group discussion among them,(4) the school should provide a conducive learning environment by preparing classroom infrastructure and providing adequate learning materials.

scholarly journals An Analysis of the Intertextuality of Social Media Discourse of Chuka University Students on WhatsApp Platforms

2021 ◽  
Vol 4 (7) ◽  
pp. 214-220
Author(s):  
Miriti Gervasio ◽  
Abisaki Oloo Aono ◽  
Nancy Kisala
Keyword(s):  
Social Media ◽  
University Students ◽  
Sampling Procedure ◽  
Main Concern ◽  
Media Discourse ◽  
Purposive Sampling ◽  
Media Interaction ◽  
The 1960S ◽  
Sampling Procedures ◽  
The University

The earliest forms of the internet were developed in the 1960s whereas the first recognizable social media site was created in 1997. Since then, Social media has greatly influenced the way people communicate with one another and continues to gain popularity owing to the technological milestones made in the world of communication. As people communicate via social media interaction platforms, language naturally and inevitably experiences some changes. Therefore, there was a need to undertake a linguistic study to account for such changes and developments in language use. The main concern of this study was to analyze the university students’ social media discourse. The discourse analyzed sprung from the WhatsApp interaction platform. The WhatsApp groups utilized were those formed by Chuka University students in Tharaka Nithi County, Kenya. Particularly, the following objective guided the study:  to demonstrate the intertextuality nature of social media discourse.  The study employed a multimodal semiotic approach as the analytic tool. A descriptive research design and the qualitative technique were employed to analyze data. Both Snowball and purposive sampling procedures were used. Snowballing was used to establish the WhatsApp groups that were used by the students, while the purposive sampling procedure was used to selectively collect texts from WhatsApp groups. The texts that were purposively selected were those that demonstrated the intertextuality nature of social media discourse. The rationale for choosing WhatsApp was the fact that there was a paucity of linguistic studies based on this interaction platform despite its popularity. The study findings revealed that social media discourse exhibits intertextuality in which language is dexterously and creatively used.   This study sheds light on language usage and its dynamics. It is hoped that it will enrich knowledge on Multimodality and Semiotic Theory.

scholarly journals DESERCIÓN EN LA CARRERA DE LICENCIATURA EN EDUCACIÓN Y PEDAGOGÍA EN INGLÉS UNIVERSIDAD DE ATACAMA, CHILE

2015 ◽  
pp. 65
Author(s):  
Marcia Poblete Ríos ◽  
Ricardo Vera Martínez
Keyword(s):  
Academic Performance ◽  
Drop Out ◽  
Teaching Program ◽  
Economic Problems ◽  
Poor Academic Performance ◽  
Leave Of Absence ◽  
A Minor ◽  
The University ◽  
Drop Outs ◽  
Associated Variables

RESUMEN:El presente trabajo da cuenta de aquellas variables asociadas a la deserción estudiantil en la carrera de Licenciatura en Educación y Pedagogía en Inglés, dictada por el Instituto de Idiomas de la Universidad de Atacama.Se realiza un estudio de las 16 primeras cohortes de la carrera, desde su inicio en 1991,hasta la correspondiente al año 2006. Luego de estudiar detenidamente cada cohorte, pudo determinarse que las variables asociadas más recurrentes de deserción son: cambio de carrera y retiro temporal. En un menor grado de recurrencia se ubican el mal rendimiento, el traslado de ciudad, los problemas económicos y el embarazo. Se ofrecen algunas sugerencias para seraplicadas como tratamiento remedial, para así promover la disminución de la ocurrenciade deserción en futuras cohortes.Palabras clave: cohortes, deserción, variables asociadas, tratamientos remediales.DROP-OUTS IN THE EDUCATION LICENTIATE ANDENGLISH TEACHING PROGRAM, UNIVERSITY OFATACAMA, CHILEABSTRACT:This work surveys the main associated variables of student drop-outs in the program of Education Licentiate and English Teaching offered by the Language Institute of the University of Atacama. Sixteen cohorts were studied, including the first one in 1991 and the corresponding cohort of 2006. It could be determined that the most frequent associated variables of student drop-outs are change of program and temporary leave of absence, where as poor academic performance, economic problems, change of residence, and pregnancy, have a minor impacton students’ decision to quit the program. Some suggestions are given so that student dropouts can be better controlled in future cohorts enrolled in the program.Key words: cohorts, drop-out, associated variables, remedial treatment

scholarly journals The influence of learning styles on academic performance among science education undergraduates at the University of Calabar

2019 ◽  
Vol 14 (17) ◽  
pp. 618-624
Author(s):  
Obi Nja Cecilia ◽  
Beneddtte Umali Cornelius-Ukpepi ◽  
Emmanuel Asuquo Edoho ◽  
Ekonesi Orim Richard
Keyword(s):  
Science Education ◽  
Academic Performance ◽  
Learning Styles ◽  
The University

The Effect of Student Perception of Negative School Climate on Poor Academic Performance of Students in Indonesia

2020 ◽  
Vol 19 (2) ◽  
pp. 279-291
Author(s):  
Wahyu Nanda Eka Saputra ◽  
Agus Supriyanto ◽  
Budi Astuti ◽  
Yulia Ayriza ◽  
Sofwan Adiputra
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Student Perception ◽  
Poor Academic Performance

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.

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 Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Sign in / Sign up

Export Citation Format

Share Document