Top PDF Impact of an Academic Success Class on Probationary Students

Impact of an Academic Success Class on Probationary Students

Impact of an Academic Success Class on Probationary Students

department chair to take the course and/or are advised that this course might be helpful in assisting them with improving their academic skills. Given that it is the student’s decision whether or not to sign up for this course, many students who have been referred do not choose to sign up for the course. One of the service characteristics of this research is to recommend an easier registration process for these students. The goal is to remove the step of sending the student away to enroll on his or her own after being identified as potentially being eligible to take the Insights on Success course. Previously, there has been no personal connection with an advisor when a student was identified as one who should sign up for the Insights on Success class. In this research, there is a personal touch to enrolling the students, and the success of this personal touch is measured by the number of enrollments for the academic term in which this study was conducted versus the previous years’ registrations. The personal touch that was
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IMPACT OF ACADEMIC STRESS ON STUDENTS OF CLASS +1

IMPACT OF ACADEMIC STRESS ON STUDENTS OF CLASS +1

If not managed appropriately, stress can lead to serious problems. Exposure to chronic stress can contribute to both physical illnesses, such as heart disease, and mental illnesses, such as anxiety disorders. The field of health psychology focuses in part on how stress affects bodily functioning and on how people can use stress management techniques to prevent or minimize disease. The purpose of this study is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities.
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The impact of academic advising on graduate students\u27 perceptions of their academic success

The impact of academic advising on graduate students\u27 perceptions of their academic success

that became apparent during data analysis was the large number of “Neither Agree nor Disagree” responses from students. For 9 of the 12 questions asked, “Neither Agree nor Disagree” responses were between 20 and 47%. It appears as if for some students, not all of the academic advisor qualities felt applicable to their specific graduate programs. This

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Academic Success Plan For Students

Academic Success Plan For Students

Takes more detailed view the ucf can help students succeed, and personal success? Will make life and plan for many students, i know what you have a cecs student. Developed through life to academic success plan for each spring semester off strong by far to attend classes from the use it! Ensure you read and academic plan cannot come up to them. Than two academic resources and as far one of engagement and further refine degree planning to the school. Satisfactory academic and compared its performance by the semester, even when you are invited to class. Brief online classes for success plan is for students to determine reference for keeping up a practicing effective in mind. Email address some incoming students and are in your assignment. Service that many students for students voluntarily set for any due dates for students that you determine your future does a professional job fair and more detailed view! Correctly and academic for students to have their ability to succeed across learning support they need a system that your journey toward achieving your current education. Survey of success plan helps students voluntarily seeks academic and family members the division of science courses successfully get a holistic review outside the school. Up a plan and academic success plan cannot come up a combination of the ana for more online tools, nor is one big interview skills that is to complete. Barriers that difficult conversation with the teacher will benefit me and reread. Receiving financial commitment and student success for students understand student success professional goals is a base for carrying them to engage in class because you will need to the future. Value of academic success plan students in addition to review of the game, you for your msn program and student success in my best. About succeeding in the student success plan should spell out important to become one? Responsibilities and each success for exercise, office hours to use with the student involvement is critical for. Believe can help with academic plan for students in the teacher and written.
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The impact of the Internet on academic success

The impact of the Internet on academic success

III ABSTRACT Excessive use of the Internet is an increasing problem today. Most people feel the consequences of excessive use of the Internet in different aspects of their lives from academic and business success to disrupting social relationships with their family and friends. This paper explores the correlation between internet usage habits and academic success of students. It describes the history of Internet in Croatia and how Internet is used by Croatians today. Furthermore, the paper gives an overview of what is an addiction, what kind of addiction exists, what is Internet addiction, how to recognize symptoms of an Internet addiction and how to treat it. In order to better explain the impact of the Internet on academic success, a survey was conducted on 129 students. The research results show that although most respondents in their everyday life feel the problems that are the consequences of the time spent online, it does not reflect as much on their academic success.
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The Impact Of Support Areas On The Academic Success Of International Students In Community Colleges

The Impact Of Support Areas On The Academic Success Of International Students In Community Colleges

In Figure 4, there was an insignificant relationship between the macro-level and self- reported GPA. There was also an insignificant relationship between the micro-level and self- reported GPA but there was a significant relationship between the meso-level and self-reported GPA. Although there was a significant relationship between the meso-level and self-reported GPA, the relationship had a negative slope i.e. there was an inverse relationship between the support areas at the meso-level and self-reported GPA in spite of their level of significance. The reason for the inverse relationship between the support areas at the meso-level and self-reported GPA could be due to the fact that international students from Asia socialized more amongst themselves, thereby providing social support to each other, and were less engaged with the campus-environment than other international students (Andrade, 2006; Bai, 2016). Another reason could be that in spite of the enormous supports that several higher education institutions have put in place at the meso-level (institutional) to provide social supports to international students, language and cultural barriers still prevent these students from adequately utilizing these supports (Mori, 2000; Schindler, 1999; Ristner, Modai, & Ponizovski, 2000; İhtiyaroğlu & Ateş, 2018). Indeed, (Lin & Scherz, 2014) argued that Asian students seemed to struggle the most with language issues as many had difficulty understanding lectures from their instructors.
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The Determinants of Students' Tertiary Academic Success

The Determinants of Students' Tertiary Academic Success

deviations from the mean for that variable for the secondary school attended. The coefficients for these variables, therefore, are able to be interpreted as impacts for students who have a value of a particular characteristic more or less than the mean for the school attended. They can be thought of as capturing within-school effects. The remaining variables, NonCap, SES, TER4, Graduate and HighTER, were, reflecting the level for their measurement, included in the estimating equation as deviations from the variables’ overall means in the data sample. In this form, the impacts of these variables on academic performance are interpreted as impacts for students from particular schools (see Win and Miller, 2005 for further discussion). In other words, these impacts record inter-school effects. This specification does not have any major impact on the results, though the intra-school, inter-school distinction is generally argued to assist interpretation of findings when multiple-level data are analysed.
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Peer Review of Students' Academic Success

Peer Review of Students' Academic Success

A majority of students felt positive about the anonymity of peer review. This is consistent with what actually happens in scientific community. According to Arnold Relman, the chief editor of the New England Journal of Medicine, about 85% of their reviewers have preferred to remain anonymous, and report that they are more candid and rigorous when they are not required to sign their reviews. 87% thought college students could provide meaningful and helpful peer reviews. Previous research has suggested that students appreciate the opportunity to comment on each other’s work in a constructive manner, and that peer review can instill a sense of community within a class (Hay & Miller, 1992). When students were asked if it was realistic to expect meaningful reviews from high school students, 75% responded positively. There is no significant difference between teacher education students and other students on this measure. However as noted earlier, this item was the sole item on which teacher education students felt more positive than other students.
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The Impact of Preschool Social Emotional Development on Academic Success of Elementary School Students

The Impact of Preschool Social Emotional Development on Academic Success of Elementary School Students

Copyright © 2013 Merita Shala. This is an open access article distributed under the Creative Commons Attribu- tion License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Social and emotional development is considered as an important factor in child development, especially considering its importance in child school readiness. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity. This study examined the relationship between children’s preschool social and emotional development and their academic success in primary school. There were 96 children from Pristine participating in the study, 28 of them in the first grade, 32 in the second grade, 15 in the third grade and 21 in the fourth grade. To determine the relationship between children’s social and emotional development, during their preschool years, the ELDS assessment form was used, while for their academic achievements in each grade, the ELDS assessment form was used for their grades in two subjects. Several hierarchical regressions were used to determine the relationship between children’s social and emotional development, during their preschool years and their academic success. The results of this study revealed that the social and emotional development showed significant predictive value for the first, second and third grade criterion variables. While for the fourth grade, there was no significant predictive value.
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The Impact of Food Insecurity on Academic Success: An In-depth Analysis Amidst University Students

The Impact of Food Insecurity on Academic Success: An In-depth Analysis Amidst University Students

Implications for Future Research There is a gap in the literature regarding food insecurity and university students. This research illustrates a direct link between food insecurity rates and overall lower academic success for students directly impacted. This information collected can be used to open programs on campus such as food banks or discounted food programs to allow all students access to met their basic needs. This information collected illustrates a high level of food insecurity prevalence rates on St. Cloud State University. With the data collected, new initiatives and programs can be created to bridge the gap between students who identify as food insecure or as individuals whose basic needs are not being met. Its important to understand that as an individual’s basic needs are not being met it can directly affect their success in other areas of their lives. This study took into consideration how the basic need of food was not being met and how it directly affected
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Student Involvement and the Impact on Academic Success

Student Involvement and the Impact on Academic Success

CHAPTER THREE: METHODOLOGY Purpose of this Study The purpose of this study was to understand the impact first-semester student involvement and student characteristics on retention and graduation rates of college students. While there is extensive and growing research on the impact of each individual category of Astin's Student Involvement Theory on academic performance (with the exception of ROTC), there is a very obvious gap in the literature about how these different experiences relate to each other. Most research is siloed into its respective involvement experience and does not consider the potential influence that other involvement experiences might have on their study. This suggests there are possible interactions among variables of shared variance across variables and suggests this might be why there are so many contradictory findings in the current literature.
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Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

Despite the view put forth by Horace Mann in 1854 that education could be the “great equalizer”, educational success and opportunities in the United States are still far from being the same for everyone. There are still vast differences in achievement when students are disaggregated by race/ethnicity, socio-economic status, and parental education. Education policy researchers have long proposed that these educational outcome differences are a result of differences in school funding, lack of resources, and school overcrowding (Burtless, 1996; Card & Krueger, 1996; Hoxby, 1998). Other researchers point to factors outside the school such as human, family, and social capital found in the homes and communities of these students (Bankston et al., 1997; Bankston, 2004; Coleman, 1988; Desimone, 2001; Lareau, 1987). Social cognitive theory looks at the impact of psychological variables on student outcomes, mainly students’ motivation and efficacy. Perhaps the most prominent research in this realm was done by Morgan (2005) who showed that student beliefs were directly related to commitment and success in education. A big part of this success has been due to an educational culture that values high commitment by rewarding committed students with higher grades (Farkas et al., 1990). This finding was particularly important in understanding educational success for minority children. Morgan et al. (2013) reinforced this finding by showing that student beliefs were not only directly related to student commitment and success, but that beliefs were important to success outside of their connection to educational commitment.
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Learning strategies, test anxiety and academic success of primary and high- school students at biology class

Learning strategies, test anxiety and academic success of primary and high- school students at biology class

Smer povezave je negativna, kar pomeni, da učenci, ki pri pouku biologije doživljajo testno anksioznost, pri učenju ne izbirajo učnih strategij napora ter obratno, učenci, ki ne doživlja[r]

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The Effect of Class Size on Inclusion Student Academic Success

The Effect of Class Size on Inclusion Student Academic Success

local program cannot be generalized to larger student populations. One recommendation, therefore, is that a national standard be created whereby classes considered small contain 15 students or fewer. Administrators should be provided professional development to identify ways to adjust school master schedules to allow for more small classes. Such development opportunities would not create a financial burden. As a third recommendation, school districts should survey both teachers and students regarding class size. Students who have been in both large and small classes could be polled and the results compared. Finally, school districts should provide professional support for business administrators on accounting, tax auditing, and law. Such training could help business administrators find ways to hire additional staff and accommodate the space needs generated by increasing the number of classes in a building. By creating a standard for labeling class size, soliciting teacher and student opinion about the effects of class size, and providing professional development for administrative staff, school districts may discover the rationale and means to create more small classes for special needs students and thus improve their test scores.
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Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence

Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence

ERIC and Education Research Complete Simultaneous Search, and EBSCOHost. Additionally, web-based data sources used for further exploration on online education and online orientation include the following: Primary Source Electronic Books, Google Scholar, Merlot, Taylor & Francis Online, and The Teacher Reference Center. The terms and phrases are as follows: first-time online students, new online students, first-year college students, community college online students, online student success, online classes, online courses, online student retention, online student attrition, distance education in 21st century, 21st century students, higher education initiative to 21st century learning. The 2012–2016 customized date range was used to retrieve the most recent research articles in this literature review.
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Determining the Impact of a Summer Bridge Program on Academic Success for First-Year College Students.

Determining the Impact of a Summer Bridge Program on Academic Success for First-Year College Students.

Third, in developing a summer bridge program, administrators should consider a more uniform approach among academic colleges offering coursework to students. The program I evaluated did not focus on remedial education where classes may be uniform among participants; therefore, students had the opportunity to take courses in progress toward their major. However, course offerings and course load were rather different across colleges. This may have unintended impacts on studentsacademic success as some students may be more prepared for their first year while others may not. While the evaluation study did not find significant positive impacts in terms of academic success, it would have been interesting to understand if a student’s major or academic college significantly contributed to these results. A more collaborative effort among academic colleges in regards to their part in the summer bridge experience may help ensure the success of first-year students on a broad level. If a primary interest for students is getting ahead in college, as displayed in my interview findings, then administrators should ensure students begin on this path in the most successful way possible.
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Exploring the Impact of Work Experience on Part-Time Students’ Academic Success in Malaysian Polytechnics

Exploring the Impact of Work Experience on Part-Time Students’ Academic Success in Malaysian Polytechnics

replaced by the mean of all cases, since the amount missing was less than 5% (Tabachnick & Fidell, 2007). Descriptive statistics for the perceived influence of work experience and academic success variables indicated all but two items (first item from both constructs—Extrinsic Motivation and Learning Orientation) had skewness within ± 2 and kurtosis within ±3, the acceptable range for assuming a normal distribution (Tabachnick & Fidell, 2007). The item from Extrinsic Motivation was omitted from further analysis because its kurtosis value was higher than 7. The other item was retained because the kurtosis value was slightly higher than 3. Moreover, the examination of the histograms also showed normal distributions. Because there was no statistical inference in this study, it was reasonable to conclude the assumption of normality was not violated for exploratory analysis. The assumption of linearity among pairs of items was met because no serious contradicting skewness for each pair of items was noted. The subject-to-item ratio for this study was 18:1 (610:33). Therefore, the sample size met the rule of 10 (at least 10 subjects for each item in the instrument) and the minimum sample size of 5:1 (the subjects-to-variables ratio) (Garson, 2008; Tabachnick & Fidell, 2007).
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The Effect of Students’ Learning Styles to  Their Academic Success

The Effect of Students’ Learning Styles to Their Academic Success

Copyright © 2013 Murat Gokalp. This is an open access article distributed under the Creative Commons Attri- bution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The popula- tion of this study is comprised of the students of Education Faculty in 19 May University and the sample includes 140: 68 art, 72 pre-school teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students’ knowledge and skills in studying. There was a significant dif- ference between the scores of pre- and post-tests. The significant relationship between the scores of post-test and the student success revealed that they learned how to study effectively. The validity and re- liability of the test were determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting pre- pared for and taking exams, class participation and motivation.
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Supporting the Academic Success of Pregnant and Parenting Students

Supporting the Academic Success of Pregnant and Parenting Students

What if some teachers at a school have their own policies about class attendance and make-up work? Every school that receives federal financial assistance is bound by Title IX. 33 Schools must ensure that the policies and practices of individual teachers do not discriminate against pregnant students. For example, a teacher may not refuse to allow a student to submit work after a deadline that she missed because of absences due to pregnancy or childbirth. Additionally, if a teacher’s grading is based in part on class attendance or participation, the student should be allowed to earn the credits she missed so that she can be reinstated to the status she had before the leave. Schools should ensure that their teachers and staff are aware of and follow Title IX requirements.
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The Impact of Teaching the Subjects under 'Science in Time' Unit in the Social Studies Class in the 7th Grade Using Jigsaw Technique on the Academic Success of the Students

The Impact of Teaching the Subjects under 'Science in Time' Unit in the Social Studies Class in the 7th Grade Using Jigsaw Technique on the Academic Success of the Students

In the light of all these assessment, in today’s educational systems, in which student-centered education is diversified around different models, jigsaw technique could be a good alternative. Because what lies on the basis of this technique is active individual, who takes responsibility, uses cooperation and communication skills and who learns to learn. As also stated by Lord [40] students learning with jigsaw technique attend the class at higher levels, they ask more questions, become both listener and narrator, and test their knowledge while they are listening. Also, students learning with this technique are given the opportunity to reconsider their misconceptions or missing knowledge as they are encouraged to learn via group study and exchange of information. Here, it should be noted that, this technique becomes effective to the extent that the teacher has a good grasp of this method and the physical conditions of the classrooms are appropriate for the technique. For such reasons, the use of jigsaw technique in education, particularly in social studies teaching, is likely to yield favorable outcomes.
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