scholarly journals Chronic sleep reduction is associated with academic achievement and study concentration in higher education students

2017 ◽  
Vol 27 (2) ◽  
pp. 165-174 ◽  
Author(s):  
Kristiaan B. van der Heijden ◽  
Marije C. M. Vermeulen ◽  
Claire E. H. M. Donjacour ◽  
Marijke C. M. Gordijn ◽  
Hans L. Hamburger ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Education Students ◽  
Chronic Sleep

scholarly journals The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252880
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
University Students ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Education Students ◽  
Cross Sectional ◽  
The Relationship ◽  
One Way Anova

There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.

scholarly journals Use of fun book in science education; sample application

2020 ◽  
Vol 12 (Fall) ◽  
pp. 57-82
Author(s):  
SALİH GÜLEN ◽  
TUĞBA YADİGAR
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Science Education ◽  
Process Evaluation ◽  
Education Students ◽  
Hand Pain ◽  
Sample Application ◽  
The Subject

This study is to determine the effect of fun book used in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from forgetting material, and it made it easier for teachers to take notes by preparing for the exam. The negative aspects of using the fun book were that students said that they considered it to be exhausting and that the intensive writing caused hand pain. 

scholarly journals Rubrics use and in-class feedback in higher education: Students’ perceptions and their effect on academic achievement

2017 ◽  
Author(s):  
Roser Bono ◽  
María Isabel Núñez-Peña ◽  
Macarena Suárez-Pellicioni
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Ad Hoc ◽  
Multiple Choice ◽  
Perceived Usefulness ◽  
Education Students ◽  
Research Designs ◽  
Multiple Choice Exam ◽  
Almost All ◽  
The University

This study examines students’ views regarding two types of feedback: that obtained through rubrics and that given by the class tutor (rubrics and in-class feedback, respectively). We constructed an ad hoc questionnaire to assess students’ perceived usefulness of both types of feedback. The sample comprised 135 undergraduates from the University of Barcelona who were enrolled in a Research Designs course as part of the degree in Psychology. On almost all the questionnaire items the percentage of positive views was high for both types of feedback, although especially for in-class feedback. As for academic achievement, we observed no statistically significant differences between those students who only used rubrics, those who attended feedback classes and those who received both types of feedback. However, the latter left fewer questions unanswered in the multiple-choice exam, as compared with their peers who only used rubrics. Finally, those students who felt that the use of rubrics and feedback classes had helped them feel less anxious about exams obtained higher grades.

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