The Effects of Digital Textbooks on Students' Academic Performance, Learning Skills, and Digital Addiction

2018 ◽  
Author(s):  
Stephanie Lee ◽  
Ju-Ho Lee ◽  
Youngsik Jeong
Keyword(s):  
Academic Performance ◽  
Learning Skills ◽  
Digital Textbooks ◽  
Digital Addiction

scholarly journals Learning skills and academic performance in children and adolescents with absence epilepsy

2015 ◽  
Vol 30 (2) ◽  
pp. 71-76
Author(s):  
C. Talero-Gutiérrez ◽  
J.M. Sánchez-Torres ◽  
A. Velez-van-Meerbeke
Keyword(s):  
Academic Performance ◽  
Children And Adolescents ◽  
Absence Epilepsy ◽  
Learning Skills

scholarly journals Identifying Students at Risk to Academic Dropout in Higher Education

2021 ◽  
Vol 11 (8) ◽  
pp. 427
Author(s):  
María Gómez Gallego ◽  
Alfonso Palazón Perez de los Cobos ◽  
Juan Cándido Gómez Gallego
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Learning Strategies ◽  
Cognitive Functions ◽  
Academic Failure ◽  
Dropout Rate ◽  
Cognitive Capacity ◽  
Students At Risk ◽  
Learning Skills ◽  
Increased Risk

A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.

scholarly journals COMPARATIVE ANALYSIS OF THE DEVELOPMENT OF ENGINEERING AND HUMANITARIAN STUDENTS’ LEARNING SKILLS

2020 ◽  
Vol 116 (5) ◽  
pp. 162-169
Author(s):  
Iliya I. Ilyasov ◽  
◽  
Margarita S. Aslanova ◽  
Valeriya S. Anderzhanova ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Self Regulation ◽  
Learning Goals ◽  
Professional Activity ◽  
Educational Activities ◽  
Learning Skills ◽  
High Level ◽  
Humanities Students ◽  
The University

The aim of this research is identifying differences in the development of learning skills of students of engineering and humanitarian orientation in the process of their training at the University. Learning skills, as the ability to carry out the process of acquiring subject knowledge in various fields, are recognized by world experts. The importance of learning skills has increased especially at the present time, due to the need for self-development of competence in the process of professional activity after graduation. In the course of the study, the main and supplementary learning skills, as well as the ability to self-regulate training activities and academic performance of students of technical and humanitarian orientation, who are at different stages of training, were diagnosed. The results of this study show that the learning skills of students in both directions develop sideways in the process of subject learning, but this process has different results and character in relation to their development. Thus, engineering students have a higher level of learning skills and self-regulation by the end of their studies, while humanities students have a higher level of exposure to supplementary learning. Basic learning skills are developed better among engineering students with higher abilities to self-regulate learning activities, while for psychology students, this relationship is not found. In addition, the academic performance of engineering students increases with a high level of development of knowledge-building abilities, control of additional learning skills and self-regulation of educational activities. Academic performance of students in the Humanities increases with a high ability to implement independent building of knowledge, a high level of control over the motivational and volitional sphere and learning goals, as well as the ability to evaluate results in the course of educational activities.

scholarly journals Use of Kinaesthetic Learning Skills among Slow Learners in Physiology to Improve Their Academic Performance

2021 ◽  
pp. 8-17
Author(s):  
Devi R. Nithiya ◽  
Suchita Palve ◽  
Sachin Bhaskar Palve ◽  
Arun Tipandjan
Keyword(s):  
Academic Performance ◽  
Team Building ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Skills ◽  
Slow Learners ◽  
Feedback Questionnaire ◽  
Learning Technique ◽  
Teaching Learning ◽  
Kinaesthetic Learning

Background: Kinaesthetic learning, a form of student-centric active learning technique, takes learning to the next level. Kinaesthetic learning enables better understanding and effective retention of information, especially among students who don't adapt to conventional teaching-learning techniques in large groups and isolated textbook learning. Methodology: The present study was conducted for three consecutive years among Phase I MBBS students who needed additional curricular support. The students were divided into groups with 4 to 5 students each. They were offered topics to make either a 2D poster or a working model displayed in an exhibition cum competition. A feedback questionnaire was administered to the participants at the end of the competition. Results: The majority of the students who participated either agreed or strongly agreed that the kinaesthetic learning technique facilitated them to read beyond the conventional textbooks and understand the concepts better. We also observed that the students reported increased confidence to face the exam. Comparing the marks scored by the participants and the non-participants, the students who participated in the kinaesthetic learning exercise scored significantly higher than the non-participants (p=0.002) Discussion: Kinaesthetic learning skills using 2D posters and 3D working models preparation helped to improve the academic performance among students in need of additional curricular care by enhancing their critical thinking skills and team-building capacity.

scholarly journals Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic

2021 ◽  
Vol 18 (14) ◽  
pp. 7476
Author(s):  
Sunjoo Jang ◽  
Haeyoung Lee
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Student Satisfaction ◽  
Teaching Methods ◽  
Core Competencies ◽  
Learning Skills ◽  
Significant Difference ◽  
New Learning ◽  
Autoregressive Correlation ◽  
Performance Satisfaction

This study aimed to determine the academic performance and learning skills of students who studied through remote teaching methods during the coronavirus disease 2019 (COVID-19) pandemic. It was conducted in February 2021 with 398 university students in South Korea. Data were collected through online surveys. Generalized estimating equations (GEEs) with an autoregressive correlation structure were employed to distinguish differences in core competencies, academic performance, satisfaction, and usefulness of teaching methods before 2019 and after the COVID-19 pandemic. The findings revealed that the overall core competencies of participants were significantly lower in 2020 than before the COVID-19 pandemic. Furthermore, knowledge construction, responsibility practice, and socialization were significantly low during the COVID-19 pandemic, whereas information management and identity value did not show a significant difference. However, problem-solving was higher during the COVID-19 pandemic. Enhancing the core competencies of university students is integral in the new learning environment of the post-COVID-19 era. It is necessary to devise approaches that improve the effectiveness of remote teaching methods and simultaneously augment student satisfaction.

scholarly journals Digital Addiction and the Academic Performance Among Universities' Students

2021 ◽  
Vol 7 (1) ◽  
pp. 189
Author(s):  
Lailatul Faizah Abu Hassan ◽  
Nur Atiqah Rochin Demong ◽  
Mohammad Zaim Mohd Salleh ◽  
Emi Normalina Omar ◽  
Anisah Alwi
Keyword(s):  
Academic Performance ◽  
Digital Technology ◽  
Pearson Correlation ◽  
Private University ◽  
Correlation Technique ◽  
Public And Private ◽  
Compulsive Behaviour ◽  
Digital Addiction ◽  
The Relationship ◽  
One Way Anova

Digital addiction has been called digital dependency and digital compulsivity. By any name, it is a compulsive behaviour that completely dominates the addict’s life. Digital addicts make the digital technology a priority more important than family, friends, and work. The digital technology becomes the organizing principle of addicts’ lives. The purpose of this study is to identify the relationship between Digital Addiction (DA) and academic performance among college students in public and private university. This study also identified the differences in digital addiction in terms of gender. The statistical techniques frequency and percentage are used to identify the patterns of using the Internet; t-test and one-way ANOVA is used to examine the differences in DA in terms of demographic factors. Pearson correlation technique will also be used to determine the relationship between DA and academic performance. This study helps to determine the level of digital addiction among college student and how its impacts their academic performance.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

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