ACADEMIC MANAGEMENT SYSTEM

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p < 0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p < 0.0001 for all indices). Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

Research on achievement goal orientation and self-efficacy and their effect on student motivation and achievement has been largely absent in economic education literature. The purpose of this paper is to bridge this gap by incorporating these two psychological constructs as determinants of student grades in an economics course. The sample is drawn from two classes taught in Global Economics, which is an introductory economics course taught during the Spring Semester of 2017 and designed for non-business majors with a global orientation. Of the students enrolled in both classes, 187 out of 210 participated in a survey at the end of the semester describing their demographic and academic profile, which includes GPA, gender, age, course level, race, student classification, and employment. Student attendance was taken six times during the semester and was incorporated as one of the student characteristics. Students also were asked to fill out two questionnaires, which included a 12-item questionnaire with 3 each describing mastery approach, mastery avoidance, performance approach, and performance avoidance (Elliot and Murayama, 2008) and a Self-Efficacy questionnaire consisting of eight items (Nietfeld et al., 2006). Regression results show that of the student characteristics equation, the GPA, age, and attendance are the only significant variables in their influence on students’ grades. Of the educational psychology variables, mastery orientation and self-efficacy are shown to be significant and have a positive effect on student performance. Also, the inclusion of the educational psychology variables to the student characteristics equation added significantly and positively to the regression results by increasing the adjusted R square value. The t test also shows that students who are high on both mastery approach and self-efficacy scales significantly outperform students who are low on both mastery approach and self-efficacy scales. The implication of these results for educators is discussed in the paper

Purpose: To study the association between attendance and academic performance of MBBS students belonging to a private medical college in the subject of ophthalmology. Study Design: Cross sectional observational study. Place and Duration of Study: Akhter Saeed Medical and dental college of Lahore, from January 2021 to October 2021. Methods: A total of 152 students were included in study. The attendance record and test records of students in the subject of ophthalmology was retrieved. Both class test and ward tests included Short essay questions and multiple choice questions. Relationship between the attendance and test results was compared by using Pearson Correlation. Results: Among 152 students, 62.5%were females and 37.5% were males. The mean attendance in 3rd year was 55.73 ± 20.44 and in 4th year was 77.25 ± 19.03. During 3rd year MBBS, 80.92% students had attendance below 75% and in 4th year 32.24% had below 75%. Passed students had mean attendance of 56.82% in 3rd year and 78.74% in 4th year. Failed students had mean attendance of 49.27% in 3rd year and 40% in 4th year. Regarding ward test, students who passed their batch test in first attempt had mean attendance of 60.92% and 83.54% in 3rd year and 4th year respectively. Positive relationship between pass candidates in send up exams and ward tests was demonstrated by Pearson Correlation, showing significant results at 0.01. Conclusion: The academic performance of students is directly related with class attendance. The students with better class performance had better percentage of attendance and vice versa. Key Word: Medical students, attendance, academic performance.

Authoritarian school safety measures have become commonplace in efforts to promote safety in today’s schools. This paper attempts to examine the effects of student engagement with authoritarianism in schools using self-report survey data from students (N= 359) across eight high schools in one large, urban school district in the greater New York City area. With consideration of various frameworks for conceptualizing authority in schools, authoritarianism in schools is operationalized by student self-report of engagement between two time points in (1) random sweeps for contraband; (2) surveillance cameras; (3) metal detector searches; and (4) interaction with authority (i.e., school police). Findings suggest those who have increased engagement with authoritarianism in schools throughout the year report increased occurrence of engagement in maladaptive behavior. Concurrently, exposure to authoritarianism over the course of one school year is associated with student behavior, academic performance, and attendance in ways that vary for different racial and ethnic groups. Findings call for educators and administrators to consider and continually assess the effects of authoritarian practices on student performance when developing and implementing safety protocol in their schools.

Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P < .001). Both clinical attendance (r = 0.50 [95% CI, 0.32-0.64]; P < .001) and tutorial-based attendance (r = 0.57 [95% CI, 0.40-0.70]; P < .001) were positively correlated with overall examination score. The associations persisted after controlling for confounding factors of student sex, age, country of origin, previous failure in an end-of-year examination, and the timing of the rotation during the academic year. Distinction grades (overall score of ≥60%) were present only among students with attendance rates of 80% or higher. The odds of a distinction grade increased with each 10% increase in attendance (adjusted odds ratio, 5.52; 95% CI, 2.17-14.00). The majority of failure grades (6/10 students; 60%) occurred in students with attendance rates lower than 80%. The adjusted odds ratio for failure with attendance rates of 80% or higher was 0.11 (95% CI, 0.02-0.72). Among fourth-year medical students completing an 8-week obstetrics/gynecology clinical rotation, attendance at clinical and tutorial-based activities was positively correlated with overall examination scores. Further research is needed to understand whether the relationship is causal, and whether improving attendance rates can improve academic performance.

The Academic Result Management System is a web-based software application developed to efficiently manage and track student academic performance, including courses, grades, and other related information. This system is designed to streamline the administrative tasks associated with academic result management, making it easier for teachers and administrators to enter, organize, and retrieve student performance data from a centralized platform. The system consists of several integrated modules, including Student Profile Management, Course Management, Result Management, and Report Management, all of which contribute to providing a comprehensive solution for managing student records. Through this system, teachers and administrators can efficiently monitor and track academic progress, making it easier to generate reports and analyze student performance over time. Additionally, the system allows students to access their results securely by logging in with their personal credentials, providing them with a user-friendly interface to view their grades and academic progress. Designed specifically for educational institutions, the system enhances the management of student records and academic data, leading to more informed decision-making. Key Words: Academic Result Management System, Web-based application, Student academic performance, Course management, Grade tracking, Student records, Centralized platform, Student Profile Management, Result Management.

The successful completion of a module measures student performance at tertiary institutions through ascertaining predetermined pass percentages. The lack of conceptualization of content by a student, may affect the students’ academic achievement. This paper aimed to investigate students' perceptions on the factors that may impact Cost Accounting students' performance and determine if these factors have a significant association with a student’s performance. The independent variables identified were attendance, age, gender, grade 12 results and language, whilst the dependent variable was academic performance in the Cost Accounting module. Using a sample of 180 students registered for Cost Accounting II in their second year of study, the data collected from the questionnaires were analyzed with descriptive and inferential statistics. The study found that student attendance has a positive impact on student performance in the module. The findings of this study may be useful to higher education institutions and academics as it highlights the factors that influence students' academic achievement.

Students' school attendance is still a major challenge in Kenya secondary levels of education. Therefore, this research analyzed student's school attendance and measures put in place to curb the problem in secondary schools in Njoro sub-county in Kenya. This study was set to look into: student's school attendance; causes of student school non-attendance and students performance in order to establish ways of mitigating this trend. Moreover, findings of this study were to assist the following individuals: students, teachers and the school administration such that it will assist students to know effects of school non-attendance; it will also assist teachers to be able to formulate ideas on how to reduce student's absenteeism.The study used descriptive survey design targeting all public secondary schools in Njoro sub-county. The target population for the study comprised of 169 male and 89 female teachers. There were more than 30 public secondary schools. Simple random sampling was used to select 8 schools and 156 teachers. Data was collected using questionnaires for teachers. Data collected was analyzed by descriptive statistics. Analyzed data was presented by use of frequency distribution tables. The researcher established that schools do not vary the ways of improving student's school attendance, since there is strong negative correlation between absenteeism and academic performance.

Technologies are available for education in various forms now. One primary task involves determining how best to utilize available technology resources to enhance student learning. Electronic Learning Management System (E-LMS) is one the important strategy for learning. It has the ability to document the academic performance of the individual student. This is highly useful in managing all type of academic and other activities of students by institutions. This study aimed to know the facts and effectiveness of E-LMS among the school students. Survey, comparative analysis and Interview methods were used in this study. Major findings from the study are: E-LMS is significantly influence the students and teachers. The absenteeism ratio has declined. This in turn reflected in the academic performance of the students since they have no other option than sustaining with the learning activities. Overall performance of a student is also significantly increased. The effectiveness of E-LMS may be improved from the points of reporting in regional languages when exist, Web-based reporting, and Interactive communication. Because the system has positive impact among the students, this will prove very effective when implemented in large scale in India.

This paper investigates the relationship between attendance and overall academic performance of students at a newly established research focused university located in Central Asia. The first intake of the School of Engineering at Nazarbayev University consisted of 138 students: 88 male and 50 female. Student attendance was noted at every session during the entire academic year. Final marks for all modules and grade point averages (GPAs) of the students for the fall and spring semesters were analyzed to ascertain the influence of attendance on grades and overall performance of students. Moreover the data sets were separated by gender and also analyzed. The analysis shows that correlation coefficients of attendance data and final marks are positive for thirteen out of a total of fourteen modules. It was observed that attendance data and GPAs have better correlation in fall semester than in spring semester. Attendance vs. GPA correlation for male students is lower than for female students. The fact that there was less number of female students than male students and the same cultural background (leading to streamlined perceptions of the examined sample) should be taken into account.

Student engagement is one of the important constructs that is used to understand the behavior of the student towards the teaching-learning process, and it determines the students’ academic performance. The aim of this study is for predictive analytics to work on the comprehension of student commitment and scholarly execution and anticipate students who are in danger of low execution or commitment right on time before the evaluation to work with conceivable mediation to further develop the learning results in advanced education. This research adopts the process of machine learning such as linear regression, decision tree, naïve Bayes, KNN, Kmeans in order to identify the most effective determinants for student academic performance prediction. The result of this study shows that after testing the five attributes, we discovered so far that the attributes that has impact on student evaluation are their Race/Ethnicity and Parental level of Education. Thus, the early prediction of student performance can trigger educators to track student dropouts in a particular course at an early stage. The model can also be used as an early warning system to identify failure students in the classroom by the course coordinators and educators, to take strategic decisions to improve student performance.

At present the educational institutions have computer systems that generate information of the educational activity of each student. This large amount of information is often not used to benefit the management of educational processes. Under these conditions the institutions have acquired systems that extract reports general such as student attendance, semester notes or number of students who approve a course. This information is not sufficient to take corrective measures that act in time and avoid actions such as student dropout. This work it is proposed to use the tools of business intelligence in educational data. The aim is to detect groups of students with similar. This behavior will allow to analyze the causes and possible effects on student performance in a given subject. Once the results are obtained, those involved in the educational process will be allowed to make decisions that contribute to the improvement of the educational quality.

Background: The difficulties in balancing student academic duties, organizational activities and social life results in stress that may affect organizational performance. Purpose: The aim of the study was to determine the relationship between academic stress in students and student organizational performance. Methods: This is a cross-sectional study of 91 public health students of the School of Health and Life Sciences Universitas Airlangga. Depression Anxiety Stress Scale (DASS 42) questionnaires which was distributed via Google form. Chi-square test was used to analyse the data. Results: Most respondents (49.4%) had normal levels of academic stress, 16 students (18.4%) had moderate stress, 15 students (17.2%) had mild stress, 8 students (9.2%) had severe and 5 students (5.7%) very severe. In addition, the results obtained were that the majority of respondents had good performance in the organization, namely 46 students or 52.9%, moderate performance of 37 students or 42.5%, excellent as many as 2 students or 2.3%, poor performance of 1 student or 1.1% and worse performance of 1 student or 1.1%. Conclusion: The results of the interpretation of the data obtained for a p value of 0.003 which means there was a relationship between academic stress and student performance in organizations.&#x0D; Abstrak&#x0D; Latar Belakang: kesulitan dalam menyeimbangkan tugas akademik, aktivitas organanisasi dan kehidupan sosial mengakibatkan stress yang dapat mempengaruhi kinerja organisasi. Tujuan: penelitian untuk mengetahui hubungan antara stres akademik pada mahasiswa terhadap kinerja mahasiswa berorganisasi. Metode: Penelitian ini adalah studi cross-sectional pada mahasiswa 91 mahasiswa Sekolah Ilmu Kesehatan dan Ilmu Alam Universitas Airlangga. Depression Anxiety Stress Scale (DASS 42) yang disebarkan melalui google form. Uji untuk menganalisis data penelitian menggunakan uji chi-square. Hasil: diperoleh responden mayoritas memiliki tingkat stres akademik yang normal yaitu 43 mahasiswa atau 49,4%, sedang sebanyak 16 mahasiswa atau 18,4%, ringan sebanyak 15 mahasiswa atau 17,2%, parah sebanyak 8 mahasiswa atau 9,2% dan sangat parah sebanyak 5 mahasiswa atau 5,7%. Selain itu diperoleh hasil bahwa responden mayoritas memiliki kinerja yang baik dalam organisasi yaitu 46 mahasiswa atau 52,9%, kinerja cukup baik sebanyak 37 mahasiswa atau 42,5%, sangat baik sebanyak 2 mahasiswa atau 2,3%, kinerja kurang baik sebanyak 1 mahasiswa atau 1,1% dan kinerja sangat kurang baik sebanyak 1 mahasiswa atau 1,1%. Kesimpulan: Hasil interpretasi data yang didapatkan untuk nilai p sebesar 0,003 yang berarti ada hubungan yang antara stres akademik dengan kinerja mahasiswa dalam berorganisasi.

BackgroundThe relationship between large-group classroom attendance by students and test achievement in problem-based learning (PBL) curricula is unclear. This study examined the correlation between attendance at resource sessions (hybrid lectures in the PBL curriculum) and test scores achieved in pharmacology and determined whether the score achieved was related to student gender.MethodsA cross-sectional observational study over one academic year of 1404 pre-clerkship medical students was performed. Class attendance during pharmacology resource sessions and MCQ test scores achieved in pharmacology were analysed.ResultsThe percentage of students’ attendance in resource sessions declined over three years of the programme, from 78.7 ± 27.5 in unit I to 22.1 ± 35.6 (mean ± SD) in unit IX. A significant but weakly positive correlation was evident between attendance and achievement in pharmacology (r = 0.280; p < 0.0001). The mean score of the students who attended > 50% of the resource sessions was significantly higher (p < 0.0001). Students who attended ≤50% were more likely to achieve lower tertile scores. The mean score achieved and the number of higher tertile scorers were higher among students who attended > 50% of the resource sessions. Although female students’ attendance was significantly higher, no significant gender-related differences in either mean scores or top grades achieved were found.ConclusionsIn a PBL curriculum, the classroom attendance of students in pharmacology declined during the pre-clerkship phase. A weak positive correlation was found between attendance and academic achievement, as measured by MCQ test scores. Factors other than motivation and attendance may confound gender-based academic performance and merit further research.

The Politics of Distributing Social Protection in Bangladesh: Insights From the Primary Education Stipends Project (Phase 3)