Showing 5 results for Academic Performance
Volume 11, Issue 2 (4-2023)
Abstract
Aims: Knowledge and skills significantly affect the learning performance of vocational students. However, adding ability without enhancing memory can reduce learning effectiveness, which ultimately affects learning performance. This study was done to investigate the effect of learning engagement and self-confidence on learning performance, mediated by repetition of educational materials. The goal is to improve the learning process and increase students' memory retention during exams.
Participants & Methods: This study was conducted on 179 respondents from health vocational schools to analyze knowledge, skills, and expertise after learning using four variables: learning engagement, self-confidence, repetition strategy, and learning performance from August to December 2022.
Findings: The results indicated that learning engagement and self-confidence directly affected learning performance. The Repetition strategies mediated the relationship between learning engagement and self-confidence with learning performance.
Conclusion: Therefore, implementing rehearsal strategies for students is essential in the learning process to establish optimal learning performance. Repetition strategies can help students maintain and strengthen their memory, leading to better exam performance and educational evaluations.
Volume 12, Issue 1 (1-2024)
Abstract
Aims: This study aimed to assess different forms of malnutrition and highlight the relationship between nutritional status and the socio-economic conditions of adolescents at Idris Premier High School in the urban commune of Kenitra in Northwestern Morocco.
Instrument & Methods: This descriptive cross-sectional study was conducted in March 2020, involving 243 high school students aged 14 to 19 years. To achieve the research objectives, a questionnaire was developed, encompassing socio-demographic and socio-economic characteristics, such as age, gender, household size, parents' occupations, parents' educational levels, and the student's activities. Nutritional status was evaluated using anthropometric indices, including height-for-age and body mass index. Statistical significance was set at p<0.05.
Findings: The findings indicated that 12.75% of high school students experienced stunting, 3.7% exhibited thinness, and obesity was infrequent. All three forms of malnutrition were more common in boys than in girls and worsened with age (p<0.05). Only height-for-age demonstrated a positive correlation with academic performance (p=0.072). No significant difference was observed between the other forms of malnutrition (weight-for-age and thinness) and the socio-economic conditions of adolescents.
Conclusion: Socio-economic conditions are not linked to the nutritional status of adolescents. An updated anthropometric assessment of the nutritional status globally and locally in this group of adolescents, in terms of references and data, is crucial to better understand their evolution and precisely target the determinants of malnutrition in adolescents.
Volume 12, Issue 1 (1-2024)
Abstract
Aims: The prevalent academic procrastination among medical students, who will assume significant responsibilities in the future, can have irreversible consequences. One of the underlying factors is the weakness of cognitive and metacognitive strategies, which can be taught and learned by professors and students. The present research was conducted to investigate the effect of teaching cognitive and metacognitive strategies virtually on the academic procrastination of medical students at Iran University of Medical Sciences.
Materials & Methods: This quasi-experimental research employed a two-group before-and-after design and was conducted at the Iran University of Medical Sciences in 2023. The study included 70 medical students from Iran University of Medical Sciences, who were divided into control and intervention groups. Cognitive and metacognitive skills were presented virtually in four one-hour sessions. Data were collected using Solomon and Rothblum's Academic Procrastination Questionnaire and analyzed using SPSS 16 software.
Findings: Initially, no significant difference was found between the scores of the participants in the two groups before the cognitive and metacognitive strategies course (p>0.05). However, a significant difference was observed between the scores of the two groups after the intervention (p<0.05).
Conclusion: The implementation of cognitive and metacognitive strategies training has a positive and significant influence on reducing academic procrastination among students
Volume 12, Issue 2 (6-2024)
Abstract
Aims: One of the ways to improve the quality of education is to create a suitable and efficient mechanism to evaluate the performance of clinical academic faculty members; Therefore, the present study was conducted with the aim of designing a comprehensive model for evaluating the performance of clinical academic faculty members of schools of medical sciences.
Participants & Methods: The current study was a qualitative research employing descriptive-exploratory method and carried out in Tabriz in 2023. The used components were identified based on document review and semi-structured interview tools. In order to review the documents and analyze the interviews, three levels of open, central and selective coding were used. In order to comprehensively identify the main components and sub-components of the comprehensive performance evaluation model, in addition to reviewing the studies conducted in this field, a semi-structured interview was conducted with 15 experts in the field.
Findings: 8 main themes and 28 sub-themes were identified. Professional commitment, professional development, professional skills, research skills component, personality characteristics component, teaching and educational activities, consulting services and social-political activities were the main themes.
Conclusion: The performance evaluation of clinical academic faculty members is an effective process to identify strengths and weaknesses and is the basis for the participation of academic faculty members to improve quality in university development planning.
Zainab Abolfazli, Zahra Abbasi, Javad Belali,
Volume 31, Issue 2 (5-2024)
Abstract
Few studies have explored the relationship between non-cognitive factors in different educational settings and with different age groups. The purpose of this study is to determine whether there is a relationship between Study Habits (SH) and Commitment to Ethical Codes (CEC) and their ability to predict the academic performance of language learners in schools and universities (547 students aged under 18 – above 35 years old). The instruments used are adapted versions of questionnaires which were made into one survey tool with each measure in distinct sections. The results showed a significant relationship between SH and CEC displaying a positive relationship in all age groups (a highest relationship in the age group of 18-22, P< 0.05) and in both male/females with male participants reported having the highest relationship (P< 0.05). The study concludes that CEC needs to be considered and assessed during school years with additional training to language learners to help them learn or modify SH to increase their performance at the time of entry into university.
