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Article
Publication date: 23 August 2022

María Begoña Peña-Lang, Jose M. Barrutia and Carmen Echebarria

This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement.

Abstract

Purpose

This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement.

Design/methodology/approach

Based on the resource-based view, a conceptual relationship between service quality and dimensions and academic achievement is proposed and tested with a sample of 380 STEM university students who attended secondary schools in a region of Spain.

Findings

Service quality and four of its dimensions (i.e. empathy, reliability, responsiveness and assurance/confidence) could contribute to students’ academic achievement. The expected effect of tangible elements on academic achievement was not supported by the data. Results were controlled for student’s personal factors that have proven important in explaining academic achievement in previous studies (i.e. need for cognition, need for emotion and self-efficacy).

Originality/value

Previous research has extensively studied factors affecting students’ academic achievement. However, the direct relationship between service quality and student’s academic achievement has been rarely proposed and examined. Service quality has been mostly viewed as a precursor of student satisfaction and loyalty. This research views service quality as a school higher-order capability that supplements students’ capabilities.

Details

Quality Assurance in Education, vol. 31 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 13 December 2023

Donna Y. Ford, James L. Moore and Ezekiel Peebles

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors…

Abstract

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Article
Publication date: 16 February 2024

Hajar Chetioui, Hind Lebdaoui, Oumaima Adelli, Fatima Zahra Bendriouch, Youssef Chetioui and Kawtar Lebdaoui

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by…

Abstract

Purpose

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

Design/methodology/approach

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

Findings

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

Originality/value

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 21 March 2024

Nechama Nadav, Pascale Benoliel and Chen Schechter

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the…

Abstract

Purpose

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

Design/methodology/approach

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Findings

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

Originality/value

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 23 October 2023

Tiedan Huang and Pascale Benoliel

This study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011…

Abstract

Purpose

This study aims to test the mediated effect of school climate in the relationship of principal time use (PTU) to student academic achievement using data from Singapore's 2011 Trends in International Mathematics and Science Study (TIMSS).

Design/methodology/approach

Capitalizing on the large-scale data, the study examined how Singapore principals distributed their time across 13 leadership activities and tested using structural equation modeling (SEM) how Singapore principals' time use was related to student achievement through molding intermediate school conditions, such as school climate.

Findings

The authors' findings suggest that Singaporean principals, when allocating time, generally emphasized (1) monitoring students' learning progress, (2) promoting school vision, (3) developing curricular goals and (4) monitoring teachers in areas related to curricular goals. Furthermore, after classifying the 13 principal activities into three broad domains, the authors find that Singaporean principals prioritize the domain of vision and goals over the other two domains – facilitating teaching and learning through a safe, positive school environment and problem-solving with teachers, as well as self and organizational improvement. Finally, the authors' SEM manifested a partial mediated model, suggesting principals' strategic time use could serve as a malleable factor in yielding optimal student outcomes through developing a positive school climate.

Originality/value

This study at present is one of the early attempts linking PTU, intermediate school conditions (e.g. school climate) and student outcomes using a mediated design and corresponding statistical modeling.

Details

International Journal of Educational Management, vol. 37 no. 6/7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 4 May 2021

Hisham Hanfy Ayob, Georgia Daleure, Nadia Solovieva, Wasif Minhas and Timothy White

The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates…

Abstract

Purpose

The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional).

Design/methodology/approach

The research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses.

Findings

There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups.

Research limitations/implications

1. The study is limited to students of Higher Colleges of Technology in the UAE. 2. The study is limited to the General Studies Department at Higher Colleges of Technology. 3. The achievement test used in the study is a standardized test developed by the college.

Originality/value

This research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 29 January 2024

Odiri E. Onoshakpokaiye

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics…

Abstract

Purpose

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Design/methodology/approach

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

Findings

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

Originality/value

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Article
Publication date: 8 June 2022

Susana Cristina Costa Pestana, Francisco Peixoto and Patrícia Rosado Pinto

The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the…

Abstract

Purpose

The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).

Design/methodology/approach

In this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.

Findings

CM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.

Practical implications

The paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.

Originality/value

This paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 13 September 2022

Yufang Cheng, Meng-Han Lee, Chung-Sung Yang and Pei-Yu Wu

The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the…

Abstract

Purpose

The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.

Design/methodology/approach

The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.

Findings

These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.

Originality/value

The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

Details

Interactive Technology and Smart Education, vol. 21 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 13 March 2024

Şeyma Şahin and Abdurrahman Kılıç

The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and…

Abstract

Purpose

The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.

Design/methodology/approach

The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.

Findings

The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.

Originality/value

As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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