Harnessing Social Media to Improve Educational Performance of Adolescent Freshmen in Universities

Social media use in different industries and commerce is high. Little exists on harnessing Facebook and YouTube to improve the educational performance of adolescent students. Researchers support that the use of social media has a positive correlation with educational performance. However, ‘little' or ‘no' research has been done on how social media platforms are customized to improve the academic performance of adolescents. Data was collected using interviews in the qualitative case study. The chapter proffers solutions like coming up with a private resource center hosted by university departments. The resource center is solely accessible for accessing research content and making contributions by academics, students, and industry. Further research might include a framework for the coalition of universities in sharing educational content on a global scale and designing local social media platforms.

THE REALITY OF THE EVALUATION OF EDUCATIONAL PERFORMANCE IN THE LIGHT OF THE COMPETENCY-BASED APPROACH

Scientific research endeavors to provide theoretical approaches to various fields and fields, It has been valued by field applications in experimental and descriptive studies on samples planned in several environments, In the pursuit of effective learning through an optimal investment of the learner's environment and its pillars, and by extending the activities of the school outside, from hypothetical problems to real problems of the reality of the learner life. The philosophy of the competency-based approach and its procedures were based on constructive steps to achieve the above, However, she stood on a deep challenge depicted in the assessment, When all the activities are based on the learner's use of his experiences to respond to all the situations he is confronted with, It is therefore a continuous process of evaluation. before that; This research presents a theoretical approach to evaluation in general, with a focus on evaluation in the pedagogy of the competency-based approach, Highlight its foundations, its theoretical background and its practical difficulties, while promoting research with an office approach between the theoretical aspect stipulated in the process and the real environment in which it takes place.

Relationship between Stress and Educational Performance of University Students: A Correlational Research Study

Almost every student experiences stress during his or her academic career. Academic stress has several health-related implications and has an impact on study and learning ability. The present study aimed to analyze the association between stress and educational performance of university students. Psychological, bodily, and behavioral difficulties are common because of such stress. Correlation research design was applied to achieve the objectives of this stud. Total 296 students were selected randomly from three departments (Education, Chemistry and English) of the Islamia University Bahawalpur. For the accomplishment of current study’s objectives, data was collected via using a questionnaire and analyzed using SPSS. Descriptive statistics Pearson correlation test was applied to gain the results. The current study examined that majority of students are facing stress. The results also explore that physical and psychological stress have negative effects on academic achievement of students. It has been found that student’s mental health has an impact on their academic performance. Therefore, it is recommended that the university should organize the programs which can help to detect and reduce the effect of stress among students.

Social Capital and Educational Performance of Students: The Mediating Role of Entrepreneurial Behavior

Background: Nowadays, most organizations, including universities, are subject to significant changes. Thus, in order to adapt themselves successfully with such variations, they need skillful, innovative, self-confident, and entrepreneurial individuals. Accordingly, this study was conducted to predict medical university students' educational performance based on the existing social capital and their entrepreneurial behavior. Methods: A cross-sectional study was done in 2019 based on Structural Equation Modeling (SEM) among 260 students of Qazvin Medical University. To collect information, three standard questionnaires, including Nahapiet and Ghoshal (1998) social capital questionnaire, the entrepreneurial behavior questionnaire of Leon Dice, and the entrepreneurial performance questionnaire of Zamptakis and Vasilis Mustakis (2007), were used. After entering data in AMOS software, the associations between variables were analyzed by structural equation modeling. Results: Findings revealed that social capital and entrepreneurial behavior were influencing factors on the educational performance of students. The direct and indirect effects of social capital on educational performance (path coefficients: 0.798 and 0.44 respectively) were affirmed (P-value < 0.05). Conclusion: Promoting social capital, innovation, and entrepreneurial behavior among university students can improve the educational performance of students. Thus, applying effective strategies to create trust in the education system and designing new approaches to use motivational methods in strengthening students' sense of creativity and innovative capabilities can effectively contribute to the improvement of their educational performance.

Assessment of students’ self-regulation in the process of foreign languages acquisition

In recent years, the problem of self-regulation of educational activity has become an urgent subject of psychological and pedagogical research. This is due to the fact that self-regulation is one of the most important factors that ensure the effectiveness of students’ educational performance, especially while studying distantly. This paper is devoted to the description of the methodology for assessing students’ self-regulation, successfully tested in the process of teaching foreign languages at Peter the Great St. Petersburg Polytechnic University.

Blockchain Ecosystem for Credit Transfer in Education

Data is the key to measuring educational effectiveness promptly. But data and education are trapped and siloed across centralized systems, causing information discrepancies and inaccuracies. This has caused countless delayed opportunities, academic credential disagreements, and never-ending confusion around learning potency. This lack of transparency, despite having its fair share of usefulness, has also been quite burdensome. To alleviate this issue, our team has developed a blockchain protocol that verifies professional certifications that have been earned both locally and through another well-established online educational portal. This system allows accuracy, reliability, and immutability that has never been implemented. This foundation of clear, verified data will then be used further to power blockchain-based applications. The result is that our attempt at a versatile, holistic, and decentralized view of educational performance ensures the best e-learning outcome for students and teachers alike.

University Students Who Overcame Learned Helplessness: What Helped or Hindered?

Learned helplessness in an academic environment often affects educational performance and mental health in adverse ways (Ciarrochi et al., 2007; Hu et al., 2015). Using a modified version of the Enhanced Critical Incident Technique, this study aimed to develop a better understanding of what helps or hinders university students in overcoming learned helplessness. Analysis generated 14 categories of helping incidents and seven categories of hindering incidents, most of which were consistent with previous research. This study identified the category Being in the Spotlight, which had not been noted at all in past research. Examination of the results contributes information about reported interactions between hindering incidents and the importance of autonomy in overcoming learned helplessness, topics neglected or understudied in past research on learned helplessness in university students. Overall, the results of this study provide additional direction for counsellors working with university students who experience learned helplessness and highlight the need for further research to understand in more detail the helping and hindering factors outlined in this study.

Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance

In this article, we chart connections between class and educational performance in comparatively egalitarian Norway. While viewing various forms of capital as integral parts of class background, we assess how educational performance is differentiated across the class structure. We use survey and register data to assess differences in grades in three school subjects – mathematics and spoken and written Norwegian – at the individual and school level. We focus on the year of graduation of students at lower-secondary schools in Bergen, Norway’s second largest city by population. Lending credence to Bourdieu’s model of the social space, we find differences according to both capital volume and capital composition. Students from class backgrounds rich in overall capital perform comparatively better than those from humbler class backgrounds. There are also differences within the upper class: those from homes rich in cultural capital perform comparatively better than those from homes rich in economic capital. Although between-school differences are low within the ‘unified’ Norwegian school system, the analysis indicates that grades are associated with the class composition of schools: a high proportion of upper-class students positively correlates with higher grades. In addition, there is some evidence of a collective form of class bias: in one of the school subjects, spoken Norwegian, there is a connection between individual grades and teachers’ perceptions of the culture pervasive at the school in question; this connection is contingent upon a school’s class composition. The analysis thus draws attention to the way in which class bias in grading varies between school subjects.