academic performance

  • Best Model Selection for Determinants of Students’ Academic Performance at Tertiary Level in Azad Jammu and Kashmir, Pakistan

    Author: Khadim Hussain
    Author: Sehrish Farooq
    Author: Nasim Akhtar
    Author: Faisal Azeem Abbassi
    Year of publication: 2018
    Source: Show
    Pages: 66-77
    DOI Address: 10.15804/tner.2018.51.1.05
    PDF: tner/201801/tner20180105.pdf

    The presented study is intended to suggest the best model to predict students’ academic performance at university level. For this purpose, primary data was collected from 400 undergraduate and graduate students of eight departments of Mirpur University of Science and Technology (MUST), which were selected through stratified random sampling. CGPA is used as an indicator of students’ academic performance. Stepwise linear regression is used to select the best model to predict students’ academic performance at tertiary level. The final model selected through stepwise regression includes six variables: the student’s IQ, ownership of AC, gender, geographic location, self-study hours and ownership of fridge as significant predictors of students’ academic performance at tertiary level. IQ, ownership of assets and self-study hours are found to have a positive effect on CGPA while being male and the distance of the household to nearest market are found to have a negative effect on CGPA. 

  • Typology of Undergraduate Students by Academic Performance and Aspects of Achievement Motivation

    Author: Beata Žitniaková Gurgová
    Author: Eva Nábělková
    Year of publication: 2017
    Source: Show
    Pages: 17-28
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.01
    PDF: tner/201701/tner20170101.pdf

    The contribution presents results of the non-hierarchical cluster analysis of academic performance and aspects of achievement motivation of a sample of undergraduate students. The Achievement Motivation Questionnaire (AMQ) (Dotazník motivácie výkonu, Pardel, Maršálová, Hrabovská, 1984) was used as the research method. School success was established using the arithmetic mean of study results of 213 undergraduate students after completion of a term. In the AMQ, the Achievement Motive variable was focused on, consisting of the following aspects: achievementoriented behaviour, aspiration level, persever- ance at work, and future time orientation. The main aim of our research was to determine undergraduate student types by their academic performance and aspects of achievement motive. Based on the assessment of generated three to six-cluster solutions, the six-cluster solution appeared optimal, within which the following types of undergraduate students were identified: type of unused potential, unbalanced type, balanced type, type unoriented in time, academi- cally indifferent type, and industrious type.

  • Factors Affecting Low Performance

    Author: Prince Chukwuneme Enwereji
    Author: Ifeanyi Mbukanma
    Author: Joshua Ebere Chukwuere
    Year of publication: 2017
    Source: Show
    Pages: 81-93
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.06
    PDF: tner/201701/tner20170106.pdf

    The study was triggered as a result of declining performance of learners in Botswana and it was aimed at finding solutions that would enhance sound academic performance in junior secondary schools. A phenomenological design was selected for the study while a qualitative approach was adopted using focus group interviews as the source of data collection from participants. The findings of this study revealed that the inability of the government of Botswana to implement job satisfaction measures in educators inhibited adequate transfer of knowledge to learners, which resulted in a decline in performance. Learners’ gross misconduct and their parents’ inability to counsel them contributed to their decline in performance. Also, learners and educators admitted that the current system of education should be replaced with another productive system. Another finding of this study confirmed that learners are tired of corporal punishment and they want it to be replaced with detention. The study recommendation is that the Ministry of Education of Botswana should apply motivational and job satisfaction factors to encourage educators to adequately transfer knowledge to learners.

  • Investigating the effectiveness of the flipped classroom in an introductory programming course

    Author: Manoj Joseph D Souza
    Author: Paul Rodrigues
    Year of publication: 2015
    Source: Show
    Pages: 129-139
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.11
    PDF: tner/201502/tner20150211.pdf

    A flipped classroom is a  teaching-learning environment in which students self-learn content by watching video lectures outside of the classroom and engage in learner-centered activities in the classroom with the guidance of an instructor. Earlier research into programming education has shown that students in the traditional classroom find introductory programming courses hard. This experimental study compared the effectiveness of a flipped classroom (experimental group, N=48) with a traditional classroom (control group, N=52) in two areas: 1. programming self-efficacy; and 2. academic performance. The results show that the students in the flipped classroom increased programming self-efficacy and achieved higher grades.

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