scholarly journals Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic

2021 ◽  
Vol 11 (7) ◽  
pp. 361
Author(s):  
Maria Limniou ◽  
Tunde Varga-Atkins ◽  
Caroline Hands ◽  
Marie Elshamaa
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Cognitive Effort ◽  
Independent Learning ◽  
Delivery Mode ◽  
Veterinary Science ◽  
Online Questionnaire

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

scholarly journals The Effect of Digital Device Usage on Student Academic Performance: A Case Study

2021 ◽  
Vol 11 (3) ◽  
pp. 121
Author(s):  
Maria Limniou
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Psychology Students ◽  
Online Questionnaire ◽  
Digital Device ◽  
Significant Difference ◽  
Lecture Theatre ◽  
Lecture Time

The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.

scholarly journals Perceived effects of social media usage on development of undergraduate students in Punjab, Pakistan

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Muhammad Luqman ◽  
Muhammad B. Zulfiqar ◽  
Muhammad Yaseen ◽  
Tahir M. Butt ◽  
Ayesha Riaz ◽  
...  
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Rural Areas ◽  
Urban Areas ◽  
Independent Learning ◽  
Income Source ◽  
Media Usage ◽  
Perceived Effects ◽  
Use Of Social Media

This study aimed to assess the impacts of social media gadgets on academic performance of the students. The study was conducted in two randomly selected universities in Punjab, i.e., University of Agriculture Faisalabad and University of Sargodha. The sample size for the study was 200 (100 from each university) purposively selected undergraduate students enrolled in B.Sc. (Hons.) Agriculture. Data was collected through the valid, pre-tested and structured questionnaire and analyzed through SPSS. Descriptive statistics was applied for the meaningful interpretation of the results. The results of the study showed that average age of the respondents was 21.09 years. Of the total respondents, 59.8% belonged to rural areas and 40.5% belonged to urban areas. Less than half (46%) of respondents were small farmers and 13.5% had no land. Most of the respondents (76.3%) were owners of their lands. Farming was the key income source for 58% respondents. Average area under cultivation was perceived 10.61 acres. Regarding use of social media gadgets, 87.5% of respondents had an account on WhatsApp for contacts and information sharing thus WhatsApp was the widely used gadget (x̄=3.42±1.30). Pertaining to use of social media gadgets, improved students’ confidence (x̄=3.28), developing high quality multimedia products such as presentations (x̄=3.27), enhanced opportunity of discussion (x̄=3.26), enforcement and encouragement to independent learning (x̄=3.19) were the leading impacts as perceived by the respondents on their academic performance. This study affirms the overwhelmed effectiveness of social media and urged universities to develop a framework to integrate social media in educational system.

scholarly journals The Influence of BYOD on Results of Students' Learning

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Maya Livson ◽  
Kapitolina Leonidovna Ulanova ◽  
Vladimir Vladimirovich Pertsev ◽  
Sergey Vasilyevich Dudynov ◽  
Aleksey Valeryevich Novikov
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Test Scores ◽  
Positive Influence ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Level Of Involvement ◽  
Desktop Computers ◽  
Level Of Satisfaction

This work analyzes the influence and efficiency of BYOD for learning students and academic perfection. The relevance of mobile technologies for learning has been substantiated. The influence of BYOD on academic performance of undergraduate students in terms of their test scores and final course marks, as well as on quality of work on selected course projects and on level of satisfaction with the BYOD course, has been experimentally studied. It has been proved that BYOD exerts positive influence on learning and academic achievements of students measured by their academic test scores, by their final marks and quality of their classroom work, as well as that the implementation of BYOD will stimulate and motivate students, thus affecting their level of involvement and creation of independent learning. The experimental results should be used as a guide for persons making decisions as well as for practical specialists in the field of education, especially in the area of BYOD and mobile learning, which will save significant expenses for stationary learning (for instance, concerning desktop computers, projectors, etc.). Scientific novelty of the studies is that the influence of BYOD on academic performance of students in terms of their test scores and final course marks, as well as on quality of students’ work on selected course projects and on level of satisfaction with the BYOD course, has been comprehensively analyzed.

Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses

2021 ◽  
pp. 11-28
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

Challenges students face in the online component of blended learning, especially in the areas related to self-regulation challenges, have deferred them in achieving their learning goals. Besides, improper utilization of online peer learning strategy has also been identified as an inherent problem related to self-regulation challenges in the blended learning environment. Therefore, this study adopted Zimmerman's perspective of SRL which draws from social cognitive theory and Bandura's self-efficacy theory to determine the influence of self-regulated learning (SRL) strategies and peer learning on students' learning satisfaction and academic achievement. This study proposes an integrated and actionable framework covering a variety of constructs, including SRL, peer learning, learning satisfaction, and academic achievement in the context of blended learning. In addition, it also provides insights for universities as to where future efforts need to be directed, especially in the areas related to the improvement of the facilities and infrastructure for blended learning implementation.

scholarly journals An Investigation of Factors that Influence the Academic Performance of Undergraduate Students of Public Universities in Ghana

2017 ◽  
Vol 8 (3) ◽  
pp. 259-266
Author(s):  
Paul Alhassan Issahaku
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Family Income ◽  
Independent Learning ◽  
Background Characteristics ◽  
Grade Point ◽  
Attitudinal Factors ◽  
Students Attitudes ◽  
Use Of Social Media

Abstract The aim of this study was to assess the extent to which background characteristics, students’ attitudes to learning, and students’ use of social media influence academic performance among undergraduates in Ghana. It was hypothesized that previous performance, hours of study, family income, having a personal study schedule, attending lectures regularly, participating in class discussions, taking notes during lectures, use of alcohol, and use of social media, among other factors will influence a student’s grade point average (GPA). Questionnaires were distributed to 1,500 students across four universities, of which 626 completed questionnaires were returned (N = 626). Correlation analysis showed that only hours of study was strongly related to GPA (r = .1, p = .05). Independent-samples t tests showed that students who had personal study schedules, attended lectures regularly, participated in class, took notes, chatted on Facebook, did not use alcohol, regarded a higher GPA as important, and who lived Off-campus, respectively, had a higher mean GPA. The study has contributed to the literature on factors that affect undergraduate academic performance in Ghana by investigating the effect of several demographic and attitudinal factors on student GPA. The findings indicate that to enhance academic performance it is important to influence students’ attitudes and dispositions toward learning, including lecture attendance, participation in class, self-initiated or independent learning, use of social media, and abstinence from alcohol.

scholarly journals EFFECTS OF MOBILE INSTRUCTIONAL APP ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SOKOTO STATE, NIGERIA

2020 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Nura Bawa ◽  
◽  
Asiyatu Bagudo ◽  
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Group 2 ◽  
Teaching Learning ◽  
Experimental Group

Mobile instructional app (MIA) is a set of instructions put together as a program usually installed on mobile devices to facilitate learning and improve academic performance. MIA helps to motivate students for the enhancement of positive academic performance, thus, it could be utilized in an individualized or in a blended learning environment to supplement traditional teaching-learning process. This study investigated the effects of mobile instructional app on undergraduate students’ academic performance in economics in Sokoto State. The study adopted quasi experimental with a pre-test and post-test, non-equivalent comparison involving 2x2 factorial design.All undergraduate students in Sokoto State formed population of the study. A total of 61 undergraduates formed the sample for the study, 34 for experimental group one (23 males and 11 females) from Sokoto State University (SSU) and 27 for experimental group one (22 males and 5 females) from Usmanu Danfodiyo University Sokoto (UDUS). Pilot study was carried out at Federal University Birnin Kebbi using twenty 100 level undergraduates. Economic Principles Test Instrument (EPTI) was used for data collection. Reliability coefficient of 0.78 using Kuder Richardson 20 (K-R, 20) was obtained. Research hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using t-test statistics. The study found among other that the app was academically effective. There was significant difference in the achievement of the undergraduate students exposed to mobile instructional app and those taught using blended approach (F (1, 58) = 13.649, p<0.05) in favour of experimental group 2. There was no significant difference in the academic performance of the undergraduate students taught in a blended learning environment based on gender. The study concluded that the mobile instructional app (MIA) enhanced the academic performance of undergraduates from the two universities (UDUS and SSU) irrespective of gender. It was established by the study that the undergraduates taught in a blended learning environment out-performed those exposed to MIA alone. The study therefore recommended that lecturers should endeavour to develop and utilize mobile instructional apps that are in line with new NUC benchmark to supplement teaching process.

scholarly journals Effectiveness of Blended Learning in English Speaking Skill for Undergraduate in 4.0

Radiant ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 103-120
Author(s):  
Desvita Sari ◽  
Rudy Sofyan ◽  
Ely Hayati Nasution
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Online Questionnaire ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
The Individual ◽  
The University ◽  
Rotation Model

This research deals with the students’ achievement of speaking skills and perception towards Implementing Individual Rotation of blended learning. The writers discuss the effectiveness of blended learning implemented in the pre-test and post-test of English speaking skill achievement of the 2nd semester of English Department students of the University of Sumatera Utara and their perception of it. This research aims to find out how the Individual Rotation Model of blended learning improves students’ English speaking skill achievement using the Learn Social platform and to find out students’ perceptions after implementing blended learning. In conducting this research, the writers apply descriptive with a mixed-method (Creswell & Plano Clark, 2011) analyzing the students’ achievement found in the pre-test and post-test and giving the online questionnaire to assess their perception towards blended learning. The data shows that the student's achievement in the post-test (Mean=87%) was higher than the pre-test (Mean=85%) out of 50 students. According to the data, 90% of the 42 students gave a positive response to blended learning. The result showed Individual Rotation Model improves the English speaking skill achievement especially in the components of speaking skill namely, vocabulary, grammar, and comprehension, and effective to be implemented for undergraduate students in the era of industrial revolution 4.0.

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