scholarly journals An Investigation of the Impact of Music Industry Cooperative Education on Student Academic Performance as Measured by Grade Point Average

10.25101/7.8 ◽  
2007 ◽  
Vol 7 (1) ◽  
pp. 119-135
Author(s):  
Richard Strasser ◽  
Kate McLaughlin
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cooperative Education ◽  
Music Industry ◽  
Grade Point ◽  
Student Academic Performance ◽  
The Impact

scholarly journals Impact of paid work on the academic performance of nursing students

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1838 ◽  
Author(s):  
Mery Constanza García-Vargas ◽  
Mercedes Rizo-Baeza ◽  
Ernesto Cortés-Castell
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Grade Point Average ◽  
Negative Impact ◽  
Paid Work ◽  
Cross Sectional ◽  
Work Activity ◽  
Grade Point ◽  
Increased Risk ◽  
The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2020 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
Economics Faculty ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptive behavior in term of academic misconducts. This research examines the impact of students’ academic performance on their corruptive behavior perception. The data samples are the accounting students of Economics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academic misconducts that are usually done by students. It is measured by their tolerance perception of the academic misconducts. The academic performance is defined and measured as the students’ achievements on the subjects undertaken. These are represented by grade point average (GPA), grade of financial accounting and auditing subjects. A regression analysis is employed to test whether those academic performance have significant impact to the corruptive behavior perception. Based on the analysis, it is found that the GPA and the grade of financial accounting subjects have a positive and significant impact on the corruptive behavior perception. It is suggested that the better performance achieved by students on GPA and these subjects, the better their perception of corruptive behavior. However, this research does not prove that the grades of auditing subjects have a significant impact on the corruptive behavior perceive.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2019 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptivebehavior in term of academic misconducts. This research examines the impact of students’ academicperformance on their corruptive behavior perception. The data samples are the accounting students ofEconomics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academicmisconducts that are usually done by students. It is measured by their tolerance perception of theacademic misconducts. The academic performance is defined and measured as the students’achievements on the subjects undertaken. These are represented by grade point average (GPA), gradeof financial accounting and auditing subjects. A regression analysis is employed to test whether thoseacademic performance have significant impact to the corruptive behavior perception. Based on theanalysis, it is found that the GPA and the grade of financial accounting subjects have a positive andsignificant impact on the corruptive behavior perception. It is suggested that the better performanceachieved by students on GPA and these subjects, the better their perception of corruptive behavior.However, this research does not prove that the grades of auditing subjects have a significant impacton the corruptive behavior perceive.Keywords: academic misconduct, academic performance, corruptive behavior

scholarly journals Metacognitive Awareness, Procrastination and its Impact on Students’ Academic Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 400-406
Author(s):  
Ghazal Khalid Siddiqui ◽  
Saira Taj ◽  
Farah Maqsood
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Grade Point Average ◽  
Educational Level ◽  
Metacognitive Awareness ◽  
Grade Point ◽  
The Impact ◽  
Survey Approach

Metacognitive awareness is awareness about perception which further involves declaration, procedure as well as condition aspects, whereas, procrastination involves the action of delaying or postponing something. Both metacognition and procrastination are interrelated and can affect academic performance. Academic performance is an indicator of students' learning at any educational level but several factors can have an impact on it. This investigation was mainly conducted to determine the impact of metacognitive awareness and procrastination on the academic performance of learners in universities. The nature of this study was quantitative and a survey approach was adopted for this study. The sample of the study was comprised of twelve hundred graduates and postgraduates from universities by utilizing cluster sampled methods. To find the awareness of students’ metacognition the MAI (Schraw & Denison, 1994) was applied because of its appropriateness as well as for finding the procrastination behavior of students the Aitken Procrastination Inventory (Aitken, 1982) was applied in this investigation. Academic performance was determined through students’ previous GPA (grade point average). The findings of this investigation revealed that metacognition and procrastination significantly affect the academic performance of university students.

scholarly journals The impact of attitudes beliefs and cognitive reflection on the development of critical thinking skills in online students

2020 ◽  
Author(s):  
Boban Simonovic ◽  
Katia Vione ◽  
Dean Fido ◽  
Edward Stupple ◽  
James Martin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Cognitive Reflection ◽  
The Impact

Learning and development of critical thinking skills in higher education is essential for academic achievement. The following experiment is first to examine the effect of online student perceptions and attitudes towards critical thinking across dimensions of confidence, valuing, misconceptions cognitive reflection and authors writing. Furthermore, we developed and examined the effect of four critical thinking workshops with an aim to help students improve their grade point average. Our analyses demonstrated that student’s confidence and cognitive reflection predict academic achievement. Moreover, the online CT intervention improved students’ CT attitudes, skills, and academic performance. Significant interactions were observed between time (pre and post-intervention) and intervention in cognitive reflection (as measured by the extend version of the cognitive reflection test; CRT) confidence beliefs and attitudes related to critical thinking (as measured by the critical thinking toolkit CriTT), and student grade point average (GPA; as measured by students performance on online modules). It was concluded that the critical thinking can be thought and that an intervention based ‘how to think’ rather than ‘what to think’ mixed approach can help students develop critical thinking, strengthen their confidence in critical thinking and help students improve their academic performance in an online setting.

Influence of Future Possible Selves on Outcome Expectancies, Intended Behavior, and Academic Performance

2018 ◽  
Vol 122 (6) ◽  
pp. 2320-2330 ◽  
Author(s):  
Michael D. Barnett ◽  
Joseph Hernandez ◽  
Patrick R. Melugin
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learned Helplessness ◽  
Academic Engagement ◽  
Possible Selves ◽  
Outcome Expectancies ◽  
Control Group ◽  
Temporal Position ◽  
Grade Point ◽  
Good Grade

The purpose of this study was to investigate whether contact with future possible selves impacts individuals’ outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position—that is, the current self contacting a future possible self or a future possible self contacting the current self. Results found that students who composed a message from an academically unsuccessful future possible self to their current self had lower outcome expectancies—that is, they believed that they had less chance of obtaining a good grade point average—and lower intended academic engagement than a control group that composed a message to a friend; however, the groups did not vary in academic performance. It is possible that contact with a future possible self that was academically unsuccessful introduced a form of learned helplessness in those participants.

Noncognitive Long-Term Prediction of College Grades by the Academic Performance Scale

Assessment ◽  
1996 ◽  
Vol 3 (1) ◽  
pp. 91-98
Author(s):  
Norman S. Giddan ◽  
Stephen G. Jurs ◽  
Marcia Andberg ◽  
Paul Bunnell
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Small Samples ◽  
Grade Point ◽  
Student Groups ◽  
Enrollment Status ◽  
Long Term Prediction ◽  
College Grades ◽  
Performance Scale

This paper reports on the validation of the Academic Performance (AP) Scale, a 40-item true-false, noncognitive questionnaire for each gender, designed to predict college grade point average. The AP Scale predicted college grades in small samples of undergraduates with correlations ranging from .35 to .63 and predicted long-term (at least 5 years) final college grades for men ( r = .37, n = 129) and women, ( r = .41, n = 120). The AP Scale also differentiated among student groups based upon both academic performance and enrollment status at the end of 2 years of college.

scholarly journals Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

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