scholarly journals The Impact of Tertiary Students' Entry Characteristics and their Academic Performance

2021 ◽  
Vol 8 (3) ◽  
pp. 73-100
Author(s):  
Maame Afua Nkrumah
Keyword(s):  
Academic Performance ◽  
Computer Literacy ◽  
English Language ◽  
Value Added ◽  
African Studies ◽  
First Semester ◽  
Key Words Age ◽  
Negative Effect ◽  
And Gender ◽  
The Impact

This article examines the effect of tertiary students’ entry characteristicson academic performance using the ‘value added’ approach and METPolytechnic, Ghana as a case study. The input-process–output-contextframework presented in the Global Monitoring Report (2005) by Scheerenswas used to select appropriate variables for the study. The studyfocused on three generic courses - African Studies, Communicative Skills,and Computer Literacy. Data from different sources, including secondarydata and administrative records from the Polytechnic were analysed usingmultilevel analysis. The overall effect of the selected variables was mixedand outcomes specific. For example, English language impacted positivelyon African Studies but negatively on second-semester Computer Literacy,while age and gender had a negative effect on first-semester ComputerLiteracy. Although the findings may not directly benefit analogous institutions,several lessons, including the need to create appropriate institutionaldatasets for future comparisons across institutions can be learnt. Key words: Age, gender, department context, previous achievement, SES,‘value added’.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

scholarly journals Dynamic Integrated Model for Assessing Fisheries: Discard Bans as an Implicit Value-Added Tax

2021 ◽  
Author(s):  
Jose Maria Da Rocha ◽  
Javier García-Cutrín ◽  
Maria-Jose Gutiérrez ◽  
Raul Prellezo ◽  
Eduardo Sanchez
Keyword(s):  
Value Added ◽  
Point Of View ◽  
Value Added Tax ◽  
Biological Variables ◽  
A Value ◽  
Long Run ◽  
The Social ◽  
Negative Effect ◽  
Short Run ◽  
The Impact

AbstractIntegrated economic models have become popular for assessing climate change. In this paper we show how these methods can be used to assess the impact of a discard ban in a fishery. We state that a discard ban can be understood as a confiscatory tax equivalent to a value-added tax. Under this framework, we show that a discard ban improves the sustainability of the fishery in the short run and increases economic welfare in the long run. In particular, we show that consumption, capital and wages show an initial decrease just after the implementation of the discard ban then recover after some periods to reach their steady-sate values, which are 16–20% higher than the initial values, depending on the valuation of the landed discards. The discard ban also improves biological variables, increasing landings by 14% and reducing discards by 29% on the initial figures. These patterns highlight the two channels through which discard bans affect a fishery: the tax channel, which shows that the confiscation of landed discards reduces the incentive to invest in the fishery; and the productivity channel, which increases the abundance of the stock. Thus, during the first few years after the implementation of a discard ban, the negative effect from the tax channel dominates the positive effect from the productivity channel, because the stock needs time to recover. Once stock abundance improves, the productivity channel dominates the tax channel and the economic variables rise above their initial levels. Our results also show that a landed discards valorisation policy is optimal from the social welfare point of view provided that incentives to increase discards are not created.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

scholarly journals What happens to international students’ english after one semester at university?

2008 ◽  
Vol 31 (1) ◽  
pp. 4.1-4.17
Author(s):  
Neomy Storch ◽  
Kathryn Hill
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
Background Information ◽  
Language Test ◽  
First Semester ◽  
Number Of Factors ◽  
The Impact

There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.This paper reports on a study which investigated the impact of one semester of study at a university on the English language proficiency of a sample of 40 international students. This was measured by comparing the students’ scores on a diagnostic English language test at the beginning and end of their first semester. A comparison of discourse measures of writing in terms of fluency, complexity and accuracy was also undertaken. Background information, including details of ESL support, if any, was collected for all participants via questionnaires, and interviews were conducted with a subset of the participants.It was found that studying in an English-medium university generally led to an improvement in English language proficiency. The paper identifies a number of factors which appear to support language development, as well as factors that may inhibit it.

scholarly journals The Impact of Covid-19 on Physical Education: Mobility-Restrictive Measures on the Remote Learning Setup

2021 ◽  
Vol 11 (10) ◽  
pp. 474-489
Author(s):  
Rowena Nery Monte ◽  
Aivi Reyes Buan
Keyword(s):  
Physical Education ◽  
The Philippines ◽  
New Normal ◽  
First Semester ◽  
Negative Effect ◽  
And Performance ◽  
Restrictive Measures ◽  
The University ◽  
The Impact ◽  
Remote Learning

The remote learning setup engendered numerous disadvantages to both learner and educator. Mental health, accessibility affected by one’s socioeconomic classification, availability of technological apparatuses, and lack of social integration are some of the reported disadvantages caused by remote learning. The effects are far more notable in subjects that demand physical activities given that several prerequisites must be accessible to the learner for him/her to successfully participate. To specifically assess the impact of this new normal in physical education, a specific course offering in University of the Philippines Los Baños (UPLB), Human Kinetics 12: Walking for Fitness, is examined through a quantitative study involving students who were enrolled. Surveys and other statistical tools are utilized to yield accurate data about the impact of mobility-restrictive measures to the perception and performance of the students. The findings of this study revealed what they feel about the quarantines and lockdowns have a negative effect to their perception and performance in HK12: Walking for Fitness. Besides the fact that the policies are meant to restrict mobility and that HK12: Walking for Fitness requires mobility, it must also be considered that the First Semester, A.Y. 2020-2021 is the first semester of the university to observe remote learning. Even though the study did not capture such behavior, it must be noted that the drastic shift to online classes made it difficult to students to cope with the new normal in education.

scholarly journals CRICKET POWDER (ACHETA DOMESTICA) AS FOOD ADDITIVE FOR PROCESSING OF DRY-FERMENTED POLTURY BARS

2021 ◽  
Author(s):  
Desislava Borislavova Vlahova-Vangelova ◽  
Desislav Balev ◽  
Nikolay Delchev Kolev ◽  
Dilyana Gradinarska ◽  
Stefan Dragoev
Keyword(s):  
Meat Products ◽  
Value Added ◽  
Sensory Properties ◽  
Food Ingredients ◽  
Poultry Products ◽  
A Value ◽  
Plastic Strength ◽  
Negative Effect ◽  
Acheta Domestica ◽  
The Impact

In the recent years crickets, as well as cricket powder (CP) are interesting food ingredients in the European market. Some benefits of CP are high content of quality proteins, fats, vitamins and minerals and little environmental footprint. The aim of this work is to explore the impact of CP additive (2% and 4%) on the color characteristics, technological and sensory properties of dry-fermented poultry bars. The use of CP as meat additive significantly decrease L* and a* value of the product. Structural strength, plastic strength and pH were significantly increased (p˂0.05) in CP enriched raw and dry-fermented poultry bars. aW and moisture content in the final CP supplemented poultry products increased (p˂0.05). The incorporation of 2% CP had slight impact on sensory properties of final product and can be successfully used for processing of value added meat products. CP addition up to 4% had negative effect on the color, sensory properties, structural and plastic strength on the filling mass and dry-fermented meat bars.

scholarly journals Identifying Patterns of Students Academic Performance from Tracer Evaluation using Descriptive Data Mining

2019 ◽  
Vol 8 (2S2) ◽  
pp. 187-191
Keyword(s):  
Data Mining ◽  
Academic Performance ◽  
English Language ◽  
Public Universities ◽  
Study Data ◽  
Performance Model ◽  
Tracer Study ◽  
Descriptive Data ◽  
Hidden Knowledge ◽  
The Impact

The Ministry of Higher Education Malaysia has collected data through tracer study since 2007. The aim is to gather feedbacks from graduates as a basis improve to basis in improving. The availability of tracer study data in digital format offers various advantages to decision makers as many tools are available to extract and discover the hidden knowledge within the large databases. This paper presents the applicability of descriptive data mining and logistic regression to discover the hidden knowledge within the tracer study data with respect to measuring academic performance of Arts and Sciences graduates of Malaysia public universities. The impact of independent variables, i.e. Bahasa Melayu, English Language and Malaysian University English Test on the academic performance is investigated. The empirical results suggest that the academic performance between male and female graduates from Arts and Science fields is significantly different. Variables such as Bahasa Melayu, English Language and Malaysian University English Test showed a significant correlation with academic performance. The results also exhibit that the impact on academic performance of Arts graduates is different from the Science graduates. Guided by these empirical findings, this study suggests an academic performance model for Arts and Science graduates of Malaysia public universities.

scholarly journals English as Lingua Franca and First Language Comfort Zones at an Internationalized University in Warsaw

2019 ◽  
Vol 11 (3) ◽  
pp. 45-65
Author(s):  
Lucyna Aleksandrowicz-Pędich
Keyword(s):  
International Students ◽  
English Language ◽  
First Language ◽  
Value Added ◽  
Lingua Franca ◽  
Staff Members ◽  
Student Community ◽  
English Speaking ◽  
English As Lingua Franca ◽  
The Impact

Abstract Objective: The aim of this study has been to analyse the use of English as lingua franca at an internationalised university in a non-English speaking country, the challenges caused by the need to use English for academic and social purposes as well as the use of other languages by a multicultural student community. Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries. Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca. Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication. Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well.

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

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