Suchergebnisse

This study aimed to investigate factors that are leading to student teachers' success, or on the other hand, to low academic performance. It focused on four major thematic areas, including 1) Study planning and time management, 2) Relationship with others, 3) Resources, and 4) Motivation and status of the teaching profession. This study took place at the Eritrea Institute of Technology, College of Education, in Eritrea. A participatory qualitative research design with thematic focus group discussions was used. Three focus group discussions with 24 students were conducted. The data was discussed in the research meetings, arranged, and each researcher was given one thematic area for further analysis. The analysis was conducted as a deductive content analysis where the four themes were leading the analysis process. The study shows that study planning and time management is one of the key elements in successful studies. Additionally, access to relevant study resources facilitates learning. Relationship with the other students, with the teachers and family is either supporting or negatively affecting to the academic performance. This study recommends that teacher education institutions should study more the reasons for their students' both low and high academic performance. This needs multi-stakeholder approach, meaning engagement and co-operation of parents, teachers, students and governmental and non-governmental administrations.

The social dimension of higher education is a key element in university-wide policies and procedures at international level. Amongst measures to improve student retention, grants and bursaries promote equity by making financial assistance available for study purposes to children of low-income families. Within the framework of the Spanish government's University Strategy 2015 programme, the purpose behind the introduction of study bursaries was to provide economically disadvantaged social groups with access to, and the possibility of completing, higher education studies. From a study of 642 undergraduate students awarded a study bursary in the 2010-11 cohort at the University of Barcelona, a profile of the study bursary holders and their academic performance during their first year at university was defined. The projected results indicate that study bursaries lead to higher levels of student dedication in the pursuit of study and that they offset the difficulties faced by students from low-income families.

Special Issue: Mobile Technology, Gamification and Artificial Intelligence to Improve Sustainability in Education ; The data presented in this study are not available in accordance with Regulation (EU) of the European Parliament and of the Council 2016/679 of 27 April 2016 regarding the protection of natural persons with regard to the processing of personal data and the free circulation of these data (RGPD) ; [Abstract] Gamification along with a whole range of other active methodologies are being incorporated into university classrooms due to their potential benefits for student learning. The aim of this paper was to analyse how a multimodal learning environment based on gamification could affect the final grades of university students in a subject taught at the Faculty of Education in a spanish university. The research was made up of 133 Spanish university students (Mage = 19.60; SDage = 0.43 years old). A quasi-experimental post-test design with a control group was used. The control group and the intervention group consisted of 66 and 67 students respectively. A multimodal gamified learning environment was set up for the intervention group, in contrast to traditional teaching methods which were reserved for the control group. Each one was implemented throughout an academic year. The results revealed statistically significant differences in the final average grade (p < 0.001), with students from the intervention group obtaining higher overall scores. The same occurred in the voluntary learning tasks, with students from the intervention group earning more Health Points (p = 0.006), more Experience Points (p = 0.005), a higher Total Score (p = 0.002) and a higher Level Achieved (p = 0.002). These findings point to the fact that a multimodal gamified learning environment can influence the academic performance of students. However, more scientific research has to be carried out in order to support these findings

Abstract
While a substantial amount of recent attention has been paid to understanding the determinants of educational outcomes, little is known about the causal impact of the most fundamental input in the education production function - a student's study effort. In this paper, we examine the causal effect of studying on grade performance by taking advantage of unique, new data that has been collected specifically for this purpose. Important for understanding the potential impact of a wide array of education policies, the results suggest that human capital accumulation is far from predetermined at the time of college entrance.

Using the Taiwanese panel survey data, we investigate the consequences of children's co-residence with grandparents, and we find a positive effect on academic achievement. Further analysis reveals different types of effects among the various types of grandparent-grandchild co-residence. While long-term co-residence confers the most educational benefits, a recent transition into co-residence confers no such advantage. Compared to other co-resident situations, children who recently transition out of co-residence with grandparents are the most disadvantaged. Furthermore, we find educational benefits of co-resident grandparents in both single-parent and two-parent families, but long-term co-resident grandparents' positive association with grandchildren's academic achievement is the most pronounced in households where both parents are absent. We interpret these finding using a theoretical framework, and discuss their implications for policy and for other research.