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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

Open Access
Article
Publication date: 3 September 2020

Yin Li, Leiju Qiu and Baowen Sun

In studies related to education, sociology and economics, the relationship between students’ social relationships and their academic performance is one of the most important…

4060

Abstract

Purpose

In studies related to education, sociology and economics, the relationship between students’ social relationships and their academic performance is one of the most important research topics; a large number of research studies have focused on it. This study aims to analyze the previous studies about social interaction and academic performance and attempts to reveal the underlying mechanism.

Design/methodology/approach

This study uses CiteSpace to analyze 1,843 articles on social relationships and academic performance from 2001 to 2019. According to the co-cited literature network results in CiteSpace, this study proposes an adapted conceptual framework of the relationship between social relationships and academic performance. This paper further examines more studies about the two most-cited articles in the co-cited literature network for better understanding.

Findings

From the results of the co-cited literature network, this study determines that school engagement is an important mediator between social relationships and academic performance. This paper further examines studies on school engagement and determine that, along with the self-determination theory, school engagement is influenced by multiple components of self-determination theory: autonomy, competence and relatedness.

Originality/value

According to the visual result in CiteSpace, this study examines a research trend in which researchers scholars start to conduct micro and detailed empirical research on the impact of the specific social networks on academic performance because of the progress of information technology. Therefore, based on the previous literature that we have analyzed, this study predicts that the trend of using information technology, such as data mining or data analysis, in this academic field will become a mainstream practice in the future.

Details

International Journal of Crowd Science, vol. 5 no. 1
Type: Research Article
ISSN: 2398-7294

Keywords

Open Access
Article
Publication date: 19 October 2021

Saw Fen Tan, Arathai Din Eak, Li Hsien Ooi and Anna Christina Abdullah

The purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the…

12442

Abstract

Purpose

The purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.

Design/methodology/approach

This quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.

Findings

Regular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.

Research limitations/implications

This study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.

Practical implications

Time management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.

Originality/value

The findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.

Details

Asian Association of Open Universities Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1858-3431

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 studentsperformance.

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

Open Access
Article
Publication date: 11 April 2021

Terje Slåtten, Gudbrand Lien, Solveig Beyza Narli Evenstad and Terje Onshus

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is…

4902

Abstract

Purpose

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.

Design/methodology/approach

A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.

Findings

No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.

Originality/value

This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

Details

International Journal of Quality and Service Sciences, vol. 13 no. 4
Type: Research Article
ISSN: 1756-669X

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

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 9 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 6 January 2022

Marise Regina Barbosa Uemura and Graziella Maria Comini

The purpose of this paper is to identify the determining factors in the performance of integrated vocational education schools, in addition to management characteristics and…

1304

Abstract

Purpose

The purpose of this paper is to identify the determining factors in the performance of integrated vocational education schools, in addition to management characteristics and specificities.

Design/methodology/approach

By means of a descriptive study with a qualitative approach, a case study was conducted in two schools located in the cities of Cotia and São Roque.

Findings

The following factors were identified: engagement and commitment of teachers; motivation and focus of teachers and students; team of professionals; commitment and focus of students; family involvement; leadership and climate and selection of students. The following characteristics were observed: participative leadership associated with the use of management tools; pedagogical leadership in partnership with the school community; monitoring of student performance; performance assessment and training of teachers related to career plan; selection of students and actions along the community.

Research limitations

The results reflect the vision of the schools' managers and teachers and not that of the managing institution. There is no intention whatsoever to obtain generalization to other ETECs but rather inferences that could shed light on future studies.

Practical implications

This research ratifies what has already been proven in the literature, showing that there are no isolated factors that interfere with performance, but an interrelationship among them, given the characteristics and peculiarities of each school.

Originality/value

This study is expected to contribute to guiding school managers and teachers in the search for quality education, whether vocational or regular basic education.

Details

Revista de Gestão, vol. 29 no. 2
Type: Research Article
ISSN: 1809-2276

Keywords

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