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1 – 10 of over 3000The 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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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