Search results

1 – 10 of over 3000
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: 5 January 2024

Xiangju Meng, Zhenfang Hu and Dan Jia

This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The…

Abstract

Purpose

This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education.

Design/methodology/approach

The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis.

Findings

The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts.

Originality/value

This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.

Details

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

Keywords

Article
Publication date: 20 October 2023

Ping Ping Gui, Gazi Mahabubul Alam and Aminuddin Bin Hassan

This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College…

Abstract

Purpose

This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China.

Design/methodology/approach

Data are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance.

Findings

The results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance.

Research limitations/implications

This study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations.

Practical implications

Provided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China.

Originality/value

This study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.

Details

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

Keywords

Open Access
Article
Publication date: 27 February 2024

Favour Onamrewho Atubi

The purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate…

Abstract

Purpose

The purpose of the research was to, first, investigate if the use of maps as instructional resources will boost scholarly performance and, second, examine if gender can moderate the effect of map usage on scholarly performance.

Design/methodology/approach

The study was a quasi-experimental pre-test and post-test. A sample of 260 JSS II Students from 8 schools were selected through the purposive sampling technique. A Social Studies Scholarly Performance Test (SSSPT) with a reliability index of 0.79 was the instrument for data collection. The students were assigned into two groups: control and experimental. Both groups were pre-tested taught for a timeline of six weeks and thereafter post-tested.

Findings

The study reported a significant increase in the scholarly performance of students taught with maps; a significant difference occurred in the scholarly performance of both groups and gender did not moderate the effect of maps.

Research limitations/implications

The social studies teachers used for the study did not have previous knowledge or map skills; this could have affected the outcome. Secondly, the treatment took place for just six weeks, and the time allotted for social studies in the school timetable was used. This may not have given the students enough time to master map interpretation.

Practical implications

A major implication of the study is that results will show that maps can promote the scholarly performance of students in social studies. Secondly, the fact that gender did not moderate the effect of maps suggests that maps are gender-friendly.

Social implications

The results of the study, if implemented, would make social studies teachers to become inventive and resourceful in the use of maps as instructional resources for junior secondary students' scholarly performance in social studies without taking gender into consideration.

Originality/value

This study is a product of the researcher’s doctoral thesis; therefore, it is original and has value. The results are the product of a painstaking study carried out by the author for a period of three years on the effect of instructional resources on social studies students’ scholarly performance. Maps were one of the instructional resources studied for the award of a Ph.D. degree.

Details

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

Keywords

Open Access
Article
Publication date: 28 June 2023

Rachael Oke Misan-Ruppee, Sunday Obro and Williams Pius Akpochafo

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of…

Abstract

Purpose

The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance.

Design/methodology/approach

This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics.

Findings

The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance.

Research limitations/implications

Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students’ performance.

Practical implications

On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI.

Originality/value

The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator.

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: 23 June 2023

M.M. Mohamed Mufassirin, M.I. Rifkhan Ahamed, M.S. Mohamed Hisam and Mansoor Mohamed Fazil

Restrictions imposed on freedom of movement and interaction with others due to the COVID-19 pandemic have had the effect of causing many people, especially students, to become…

Abstract

Purpose

Restrictions imposed on freedom of movement and interaction with others due to the COVID-19 pandemic have had the effect of causing many people, especially students, to become addicted to social media. This study aims to investigate the effect of social media addiction on the academic performance of Sri Lankan government university students during the COVID-19 pandemic.

Design/methodology/approach

A convenience sampling technique was used to conduct a quantitative cross-sectional survey. The survey involved 570 respondents from nine state universities in Sri Lanka. The raw data from the completed questionnaires were coded and processed using SPSS for descriptive and inferential statistical analysis.

Findings

The findings of this study indicated that the overall time spent on social networking increased dramatically during COVID-19. Based on the results, this study found that there was no association between the time spent on social media and the academic performance of students before COVID-19 came on the scene. However, a significant association was found between the time spent on social media and students’ performance during the pandemic. The authors concluded that overblown social media use, leading to addiction, significantly negatively affects academic performance.

Originality/value

This study helps to understand the impact of social media use on the academic performance of students during COVID-19. Restrictions imposed by COVID-19 have changed the typical lifestyle of the students. Therefore, social media usage should be reassessed during the COVID-19 pandemic. The findings of the study will comprise these new insights, and they may well show how to adapt social media to contribute to academic work in meaningful ways.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

Article
Publication date: 18 March 2024

Abdul Hafaz Ngah, Nurul Izni Kamarulzaman, Saifullizam Puteh, Nurul Ain Chua Abdullah, Nur Asma Ariffin and Long Fei

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

Abstract

Purpose

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

Design/methodology/approach

A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software.

Findings

The result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability.

Originality/value

The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 14 December 2023

Tyler Burch, Neil Tocher and Greg Murphy

This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of…

Abstract

Purpose

This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates.

Design/methodology/approach

Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses.

Findings

Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy.

Practical implications

Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges.

Originality/value

Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.

Details

Organization Management Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2753-8567

Keywords

Open Access
Article
Publication date: 17 November 2023

Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi and Shkurtë Bajgora

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within…

Abstract

Purpose

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.

Design/methodology/approach

The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.

Findings

Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.

Practical implications

Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.

Originality/value

The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 11 March 2024

Luisa Fernanda Manrique Molina, William Fernando Durán and Carlos Augusto Valencia

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable…

Abstract

Purpose

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

Design/methodology/approach

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

Findings

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

Research limitations/implications

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Practical implications

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Social implications

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

Originality/value

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

1 – 10 of over 3000