Examination of Variables Affecting the Perceptions of Academic Performance of Higher Education Students during the Distance Education Process

COVID-19 has had serious consequences in all areas of social life, including education. In this period, distance education appeared as an inevitable solution. Even today, when the pandemic process is over and re-normalization has begun, online teaching environments have become such an indispensable part of education systems that it has been decided that a certain proportion of the courses will be conducted online in universities. For this reason, determining student experiences in online courses is important in planning the future of distance education. Since academic performance is the output of the teaching process, students' academic performance is one of the topics of interest in higher education research. There may be different factors affecting the academic performance of students in the distance education process, which imposes more responsibility on students and requires self-control. This study aimed to examine the relationship of academic performance in the distance education with home infrastructure, student interaction, computer skills, academic satisfaction. This research is based on a large-scale study, "The impact of the COVID-19 pandemic on the lives of higher education students", examining the pandemic's impact on higher education student perceptions in 2020. It has been observed that home infrastructure has a significant impact on the student's academic performance. The infrastructure increases the interaction of the student. When home infrastructure is taken as a control variable, students' computer skills are the highest predictor of their perception of academic performance, followed by their online interactions and, finally, perceived satisfaction. Today, pandemic conditions are still ongoing. In addition, even as the pandemic ends, online education has become an indispensable part of our education system. Therefore, the findings of the research would be beneficial for the ongoing planning process.

Across time and space: Examiner and candidate experiences of online doctoral vivas

Many countries have doctoral viva examinations, mostly conducted in-person until the COVID-19 pandemic. This article explores the changing processes and experiences of doctoral vivas forced online, from the perspectives of three examiners (two Uk, one NZ) and one recent candidate (UK). It sheds light on remote viva examinations exploring experiences of examination rigour, opportunities to evidence 'doctorateness' and challenges and affordances of remoteness, home location and technology. We use autoethnography, focusing on our experiences including the personal, learning and institutional dimensions. We found virtual spaces had advantages (comfort) and disadvantages (emotional difficulties), and levels of worry were often higher, especially regarding IT. Online formats still enabled examiners to rigorously assess 'doctorateness', but duty of care is needed for candidates with anxiety exacerbated by the pandemic, or technology. Our study offers insiders' insights into the remote online viva itself with recommendations for candidates, examiners and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Flexible curriculum design for quantitative skills development: Building on the insights gained during COVID-19

Before the COVID-19 pandemic, technology-enhanced learning and its relation to student engagement, and the necessity of good student-staff relationships for creating a successful education environment were evident. The COVID-19 pandemic forced higher education to adapt to a challenging technology-led learning environment that demanded, inter alia, high levels of flexibility and human-centredness. Valuable lessons were learned that highlighted new perspectives on curriculum design and delivery in a normalised, technology-driven environment. Against the background of COVID-19-related literature on teaching and learning, the authors reflect on their insights regarding curriculum design and delivery of two quantitative skills modules during the COVID-19 pandemic, and its impact on further curriculum planning. The focus of the article is on the intentional flexibility built into curriculum offerings during 2020-2022. The study reviewed flexibility on three levels, namely student, facilitator (staff) and delivery levels, through a multi-method research methodology. Quantitative data related to the academic performance of 2 949 students enrolled for the two quantitative skills modules from 2020 to 2022. Qualitative data related to themes through thematic analysis of student and facilitator surveys, focusgroup discussions and semi-structured interviews. The improved student academic performance reported by the study could be attributed to, amongst other factors, 1) flexibility of the selected delivery option, 2) positive staff and student experiences and engagement, and 3) intentional inclusion of activities promoting student-staff relationships. The good academic results obtained during the pandemic led to important curriculum decisions for a normalised future for these modules, which will be built on flexibility and human-centredness. Among these decisions is to continue presenting the modules in an online environment, even though traditional face-to-face teaching options are available.

Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004

Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]

The COVID-19 pandemic and the characteristic comparison of English achievement tests

Aim. The objectives of this research were to characterize and contrast the features of English language proficiency tests conducted before and during the COVID-19 pandemic. Methodology and research methods. Before coronavirus pandemic, there were 287 students;during pandemic, there were 288 pupils;there were also an English teacher and a forum for English teachers. Through documentation and interviews, the information was gathered from eighth-graders at SMP Negeri 2 Semarang in Central Java, Indonesia. Results. Some aspects of English accomplishment tests made before COVID-19 can be seen. First, the percentages of items in the Easy, Moderate, and Difficult categories are 55%, 37.5%, and 7.5%, respectively. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 10%, 30%, 25%, and 35%, respectively. Third, the distractor's effectiveness as a percentage is 53.30% and 46.70%. (effective: ineffective). Finally, the test reliability value is 0.990. The English proficiency test created during COVID-19 exhibits some of the same traits. First, the percentages for Easy, Moderate, and Difficulty categories for item difficulty: 10%, 84%, and 6%. The item discrimination percentages for the Poor, Fair, Good, and Very Good categories are 2%, 4%, 14%, and 80%, respectively. Third, the distractor's percentage efficacy is 99.30%: 0.70% (effective: ineffective). Finally, the test reliability value is 0.960. The foundation of classical test theory (CTT) was the effectiveness of the distractor, item difficulty, and item discrimination. The exams administered during coronavirus pandemic were more normally distributed than the tests administered prior to pandemic based on item difficulty. The tests given during coronavirus pandemic fell more into the very good category than the tests given before pandemic, according to item discrimination. In comparison to tests conducted before to coronavirus pandemic, more tests during pandemic were classified as effective based on the distractor's effectiveness. Both tests were compared based on the data of the collected features. The English achievement exam created during the epidemic was determined to be superior to the test created prior to the outbreak based on CTT. However, the English performance exam created before the epidemic is superior than that created during the pandemic, according to Item Response Theory (IRT). IRT was based on item fit and dependability. Testing for dependability before COVID-19 is more accurate than during pandemic. Before COVID-19, item fit tests were more favorable than during pandemic. Conclusions. The English proficiency test that was created during the epidemic is superior to the test that was created prior to the pandemic based on CTT. But according to IRT, the English proficiency exam created before the pandemic is superior to that created during the pandemic. © 2023 LLC Ecological Help. All rights reserved.

University–Industry Linkages in Agriculture: The Case of Palestine

The usual crisis mode of economic operations in Palestine intersects with the adverse consequences of COVID-19 and necessitates an innovative response to survive. This research builds on potential synergies between industry and university to expand the Palestinian agriculture sector resilience. We report on an explorative study that sought to understand the reality of the university–industry linkages (UILs) by considering information and experience gathered from 29 interviews in January 2020 and April 2021. Interviewees represent five key actor groups: farmers and agribusinesses, private institutions, universities, the Ministry of Agriculture, and NGOs. Content analysis revealed a nascent collaboration scope and uncovered the lack of a confident attitude among farmers towards agriculture research efforts, the poor communication performance, and misalignment of purpose. University actors need to encompass the UILs in their mission and touch farmers' needs by providing novelty evidence research. Yet, farmers and agribusinesses may take the initiative to communicate their problems and search for renovation. We developed a framework of underpinnings to enhance collaboration and a healthier agriculture sector. We suggest activating the cooperatives and diversifying farmers' income as deemed more resilient to face the pandemic.

Inspiring Academic Confidence in University Students: Perceived Digital Experience as a Source of Self-Efficacy

Purpose: This study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students' design self-efficacy. Design/methodology/approach: The multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data. Findings The findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience. Research limitations/implications: Moreover, this study is limited in offering a theoretical framework using the TPCM;therefore, future studies may incorporate Bronfenbrenner's ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related. Practical implications: This study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia. Originality/value: TPCM components, which are students' personal characteristics, teaching practices and student's perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors' knowledge, the digital class environment variable is yet to be tested as a component of TPCM.

Adult learners with learning disabilities' motivation to succeed in higher education online learning during Covid-19

Many students had to transition to online learning due to the COVID-19 pandemic while other students were already enrolled in online education. Online study may hold additional struggles for students with learning disabilities. The problem addressed in this qualitative, phenomenological study was the motivating factors of online higher education students who have a learning disability during the COVID-19 pandemic. The theoretical foundation was Maslow's hierarchy of needs. Data were gathered through 10 semistructured interviews and then analyzed through the thematic analysis yielding five themes: (a) lack of professional support, (b) resources, (c) support system, (d) consistent motivation, and (e) low motivation. These findings showed that students needed support within families and educational institutions to continue to be successful in their schooling and motivated. Additionally, it showed that students needed resources to better help them succeed in their assignments. Implications for positive social change include better understanding of how students are motivated when doing online school despite the different challenges they may be experiencing. Additionally, this study may also contribute to social change by informing other students that they are not alone during the process of their education and that there are ways to continue to be motivated. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Do Academic Stress, Academic Burnout, Resilience Influence Student Achievement Motivation?

Distress in online learning issues that have caused student stress, burnout and influenced student motivation achievement in the post-COVID-19 pandemic. The survey's primary purpose was to understand the effect of academic stress, burnout, and resilience on student achievement motivation. It consisted of 152 participants of Thai and international students who filled out the questionnaires. The data were analyzed utilizing SPSS (demographic data) and Smart PLS 3. The results denoted a direct and significant influence of academic stress on burnout and resilience on achievement motivation, a positive and insignificant impact of stress on resilience and burnout on achievement motivation, and a negative and non-significant influence of stress on achievement motivation and burnout on resilience. © 2023 IEEE.

THE EFFECT OF THE ONLINE LEARNING PROCESS AND INDEPENDENT LEARNING PROCESS ON IMPROVING STUDENTS' ACHIEVEMENT

This study aims to determine the effect of the online learning process and independent learning on improving student achievement in the NPM English Education Study Program 2018, 2019, and 2020 FY 2020/2021 FKIP USI during the Covid'19pandemic. The dependent variable of the study is the online learning process and independence study. The research was conducted on students of the 2018 NPM English Education Study Program, 2019, and 2020 T.A 2020/2021 FKIP USI. The research population is 50 people. The sampling technique uses the saturated sample method, so that all members of the population participate in the observation. This study uses primary data and secondary data. Primary data was collected using a questionnaire, while secondary data was collected through documentation review. Data analysis using multiple linear regression analysis method. The results of the analysis show that the online learning process has a positive and significant effect on increasing student achievement in the NPM English Education Study Program 2018, 2019, and 2020 FY 2020/2021 FKIP USI during the Covid'19pandemic. While learning independence has no significant effect on improving learnin g achievement. NPM 2018 English Education Study Program students, 2019, and 2020 FY 2020/2021 FKIP USI during the Covid'19pandemic. © 2023 Otjivanda Presse.Essen. All rights reserved.

Analysis and Interpretation of Adolescent Multi Relationship and Privacy during COVID-19 Pandemic

Closures of schools in the advent of COVID-19 all around the world have affected nearly about 87% of students in different aspects of life. The importance of school life and its impact on the social and psychological well-being of an adolescent has left a deep and evident impression. As per the Indian population statistics, we embrace the largest adolescent population in the world. The COVID-19 pandemic had a significant impact on the lives of millions around the world. The authors through an exhaustive survey specially designed to relate the present mental state and well-being have analyzed the critical phase. 315 participants that consisted of both males and females take up the survey. 'What we analyzed is the fact regarding the association between Stress anxiety and Depression among the Adolescent in Covid - 19 situation.' . © 2023 IEEE.

Meeting the mental health needs of students in a pandemic: A quantitative analysis of the impact of school-based mental health services on student outcomes

Intervention following alternative events is essential for continued cognitive development. Prior research has cognitive growth models and the effect of alternative stimuli on youth when given similar foundations. Following the return to school after a national pandemic and extended school closure following the COVID-19 outbreak of 2020, it is vital to determine factors to increase positive post-secondary outcomes for students. This research study examined the potential impact of student mental health on academic achievement in response to school closure following a pandemic. The research study consisted of 92 individual students and was a quasi-experimental quantitative study. Data consisted of two nominal independent variables and one scale dependent variable. The independent variables were participation in school based mental health or non-participation and the dependent variables were STAR 360 benchmark assessments in reading and math. Scaled Score and Normal Curve Equivalent were analyzed utilizing SPSS to calculate statistical significance within the data set. The data from this study indicated statistically significant growth in reading and math post-school closure as well as statistical significance in between all benchmark assessments in relation to time but no statistical significance due to school based mental health. The findings represent students who were presented with alternative stimuli and required intervention to return to commensurate cognitive growth. Following the pandemic closure, schools needed to develop additional levels of support that reconnected students to school and furthered social and emotional learning practices. Analysis of pre- and post-extended school closure data as well as the main effect of time in posttest analysis suggests that universal support over time may correlate to increased academic achievement and growth. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Smart microfluidics: Synergy of machine learning and microfluidics in the development of medical diagnostics for chronic and emerging infectious diseases

The COVID-19 pandemic, emerging/re-emerging infections as well as other non-communicable chronic diseases, highlight the necessity of smart microfluidic point-of-care diagnostic (POC) devices and systems in developing nations as risk factors for infections, severe disease manifestations and poor clinical outcomes are highly represented in these countries. These POC devices are also becoming vital as analytical procedures executable outside of conventional laboratory settings are seen as the future of healthcare delivery. Microfluidics have grown into a revolutionary system to miniaturize chemical and biological experimentation, including disease detection and diagnosis utilizing muPads/paper-based microfluidic devices, polymer-based microfluidic devices and 3-dimensional printed microfluidic devices. Through the development of droplet digital PCR, single-cell RNA sequencing, and next-generation sequencing, microfluidics in their analogous forms have been the leading contributor to the technical advancements in medicine. Microfluidics and machine-learning-based algorithms complement each other with the possibility of scientific exploration, induced by the framework's robustness, as preliminary studies have documented significant achievements in biomedicine, such as sorting, microencapsulation, and automated detection. Despite these milestones and potential applications, the complexity of microfluidic system design, fabrication, and operation has prevented widespread adoption. As previous studies focused on microfluidic devices that can handle molecular diagnostic procedures, researchers must integrate these components with other microsystem processes like data acquisition, data processing, power supply, fluid control, and sample pretreatment to overcome the barriers to smart microfluidic commercialization.Copyright © 2023 by Begell House, Inc.

"Flexibility, Compassion, and Support" -- A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022

This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.

Is the Biggest Hindrance to Educational Success "Virtually" Solved?

It started with a simple little filler in "USA Today" 25 years ago. It showed a broken student desk with cobwebs on it and offered data on "average yearly absences" in Japan, Germany, and the United States. Assessing my own data, I verified that they were on point and proceeded to discuss why this was a major hurdle for our kids and what could be done. Now, 25 years later, I am revisiting this topic, but through the virtual lens, including new data.

The teaching strategic effectiveness of problem-based learning assisted (PBL) with objective structured clinical examination (OSCE) on therapeutic nutrition course.

This purpose of this study is to help students developing problem-solving skills by using Problem-based Learning (PBL) as a teaching model, combining with the Objective Structured Clinical Examination (OSCE) as a training tool to evaluate students' clinical competencies. Sixty-five college junior students from a therapeutic nutrition course were participated. The topics of PBL included diabetes, kidney disease, cancer, and cardiovascular disease. For each disease, pre- and post-test quiz and after class exam were assessed to evaluate the students' learning effectiveness. Due to the impact of the COVID-19 epidemic, OSCE was performed online. The focus group interview and learning effectiveness questionnaire were conducted by the end of this course for all participants. Moreover, 37 students who attended the dietitian internship filled in the learning effectiveness questionnaire again after the internship. The results indicated that after the PBL, the post quiz score for each disease was increased, and through the online OSCE training, students' abilities to master nutrition education and counseling had been upgraded. Students indicated that both PBL and OSCE training could contributed to the learning effectiveness. The better academic performance students were, the more willing they are to work in nutrition-related fields in the future. For those who finished the dietitian internship agreed that they could understand the work content better in general regional and regional hospitals than in teaching ones. In conclusion, PBL teaching model combined with OSCE training could effectively improve students' learning motivation, learning effectiveness and practical application in a therapeutic nutrition course.Copyright © 2022 Nutrition Society in Taipei. All rights reserved.

Measuring Usage versus Preferences for Online Study Materials among Business-Majored Undergraduates

As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students' initiative in managing those resources. The present study is an explorative inquiry into the relationships between students' self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system's log files, test results and students' responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference-usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference-usage patterns. The results show no significant differences, which means the students' preferences and/or usage of study materials has little to no impact on their learning performances in the online course.

Anxiety, self-esteem and studyhabits in relationtotheacademic performance of Peruvian universitystudents: Covid-19 context.

Background: The Covid-19 pandemic radically changed the way of studying, suddenly we went from fa-ce-to-face learning to a virtual one, in many cases without digital media, without properly managing plat-forms, adding anxiety to contagion, fear of death, economic instability, the uncertainty that it will happen, brings with it changes in academic work, thus influencing academic performance. Aim(s): Relate anxiety, self-esteem and study habits with academic performance in Peruvian university students. Methos: Quantitative, longitudinal, correlational and prospective study with a non-probabilistic sample of 260 students from the 1st cycle of the USS period 2020-II, virtual questionnaires were applied to measure anxiety (Beck's Anxiety Inventory), self-esteem (Stanley's Self-esteem Inventory Coopersmith), study habits (CASM-85 Study Habits Inventory) and academic performance (Promotional Proceedings). Result(s): 40% of the students present a minimum level of anxiety, 50.4% present high average self-esteem and 25.8% have very positive study habits. Conclusion(s): There is a relationship between anxiety and academic performance with statistical significan-ce;while self-esteem, study habits and academic performance were not statistically significant.Copyright © 2023, Ediciones Avances S.L.. All rights reserved.

The relationship between first year seminar course modality and community college student success

The purpose of this study was to examine the impact of first-year seminar (FYS) course modality on first-semester GPA and second-semester retention of community college students' system-wide. For many student's community colleges serve as an affordable option for higher education. The first-year seminar course connects students to the college to create better academic outcomes. With the increase in technology the FYS course is available in three different course modalities;face-to-face, hybrid, and online. Understanding which course modality has the largest academic outcomes of FYS course will present administrators of the benefits of one modality over others. The study investigated academic outcomes of the FYS course by examining course modality at Lone Star Community College (LSC). Findings revealed no statistical differences between full-time enrolled students in any of the course modalities. Part-time students in the face-to-face FYS had higher first-semester GPA's than those enrolled in the other modalities. Results revealed students in the online FYS course modality were less likely to be retained the second semester. When predicting second-semester retention, enrollment status was a stronger predictor than course modality. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Socioemotional functioning as a moderator of the predictive ability of the DIAL-4 on academic achievement

Student performance on kindergarten screening measures and level of kindergarten-entry skills have been shown to be predictive of subsequent academic achievement, thus making kindergarten screening measures a useful tool that guides the monitoring of student progress over time. Though a commonly used tool to assist in kindergarten placement considerations by educators nationwide, the literature is lacking in studies that demonstrate the predictive ability of the Developmental Indicators for the Assessment of Learning - Fourth Edition (DIAL-4) on later academic achievement. Related, behavioral and emotional functioning has been demonstrated to significantly impact student achievement. While the literature supports the predictive ability of kindergarten screening measures on academic performance, research is limited on how behavioral functioning moderates this predictive relationship. The present study aimed to examine the predictive ability of the DIAL-4 on later academic achievement and identify whether behavioral and emotional functioning impacts upon, and to what degree, the relationship between academic achievement and the DIAL-4. Additionally, this study examined the impact of the pause of in-person learning, as caused by the COVID-19 pandemic on student achievement and behavioral and emotional functioning through within-samples comparisons of student functioning in 2019 and 2021 to identify change amongst individual students. The results support the predictive ability of the DIAL-4 on subsequent academic achievement with significant correlations between DIAL-4 scores obtained before kindergarten with subsequent measures of academic achievement. The was no evidence found for a moderation effect of behavioral and emotional functioning on the prediction of academic achievement. Lastly, when controlling for scores on the DIAL-4, the data suggest a decrease in rate of student academic achievement and an increase in emotional and behavioral dysregulation following the onset of the COVID-19 pandemic demonstrated by statistically significant differences in BERI scores as well as significant decreases in rates of growth in reading ability within some cohorts. These findings provide educators with empirical evidence for the utility of the DIAL-4 in predicting academic achievement as well as insight into how the COVID-19 pandemic impacted students' functioning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)