Enhancing Grade 11 Students’ Academic Performance in Statistics and Probability Through Magnified Math Solutions Strategy

The level of association between 25-hydroxyvitamin D (25[OH]D) levels and students’ academic performance has not yet been established. The current study aimed to investigate the association between serum 25(OH)D levels and academic performance among schoolchildren in Sudan. A cross-sectional study was conducted among schoolchildren during the 2021/2022 academic year from four randomly selected schools in Almatamah, River Nile State, northern Sudan. Sociodemographic data were collected using a questionnaire. Anthropometric measurements were performed in accordance with standard procedures. Academic performance was obtained from school records. Serum 25(OH)D levels were measured, and regression (multiple linear regression and multivariate logistic) analyses were performed. A total of 241 participants were enrolled in this study, of whom 129 (53.5%) were female. The mean standard deviation (SD) of the participants’ ages was 15 ± 1.6 years. In multiple linear regression tests, being female, age, employment, and serum 25(OH)D level were positively associated with academic performance. The average overall academic score was 33.74%. Of the 241 participants, 95 (39.4%) and 149 (61.6%) had good and poor academic performances, respectively. In multivariable logistic regressions, age and 25(OH)D level were inversely associated with poor academic performance and vitamin D deficiency was associated with poor performance. The current study revealed a positive association between 25(OH)D levels and adolescents’ academic performance. Effective interventional programs are needed to maintain sufficient vitamin D levels during childhood and adolescence and, as a consequence, to improve academic performance.

The purpose of this study was to examine the relationship between academic performance and obesity/overweight among South Korean adolescents. Our data set included 72,399 adolescents in grades 7-12 who had participated in the 5th Korea Youth Risk Behaviour Web-based Survey (KYRBWS-V) in 2009. We assessed the association between academic performance and body mass index (BMI), using multivariate logistic regression analysis after adjusting for covariates such as age, parents' education level, economic status, mental stress experienced, sleep duration, frequency of muscle-strengthening exercises, smoking and drinking behaviour, and vigorous and moderate physical activity (PA). For boys, being overweight (compared with being of normal weight) had a significantly greater odds of poor academic performance (OR=1.182, 95% Cl 1.052-1.329, p=0.005). Obese boys had 1.182 (1.048-1.332, p=0.006), 1.461 (1.294-1.648, p<0.001), and 1.443(1.256-1.657, p<0.001) greater odds of having average, poor, and very poor performance, respectively. In the analysis for girls, overweight girls had 1.314 (1.124-1.536, p<0.001) and 1.296 (1.084-1.548, p=0.004) greater odds of having poor and very poor academic performance, respectively. Finally, obese girls had 1.374 (1.098-1.718, p=0.005), 1.672 (1.339-2.089, p<0.001), and 1.887 (1.478-2.409, p<0.001) greater odds of having average, poor, or very poor academic performance, respectively. Thus, overweight/obesity was negatively associated with academic performance in both boys and girls. The results of this study indicate that adolescents would benefit from weight management to prevent obesity and, possibly, improve academic performance.

This study aims to explore the mathematical proficiency, scientific reasoning, and metacognitive skills that contribute to the student’s academic performance in Physics. Data were gathered quantitatively by administering the Basic Skills Diagnostic Test, Lawson's Classroom Test of Scientific Reasoning, and Metacognitive Awareness Inventory to Grade 10 students in the selected high schools of District II of Ifugao Province from January to June 2023. Using the Raosoft calculator, 369 out of 405 students were randomly selected as participants. Relationships of the variables were analysed using Structural Equation Modelling (SEM) where the direct and indirect effect was shown. Based on the model, mathematics proficiency, scientific reasoning (Formal Operational, Late and Early Transitional reasoners), and metacognitive skills (declarative, debugging, and evaluation) had a direct effect on academic performance in Physics. The scientific reasoning skills – late transitional directly affect the metacognitive skills – procedural, conditional, planning, and information. Further, an indirect effect of mathematics proficiency on scientific reasoning and metacognitive skills, scientific reasoning to mathematics proficiency and metacognitive skills, and metacognitive skills on scientific reasoning and mathematics proficiency, toward academic performance was observed. Conclusively, a strong foundation in mathematical proficiency with the effective use of scientific reasoning and metacognitive skills were found to be key determinants of success in Physics. This suggests that educational institutions craft Physics curricula considering the development of students in mathematical proficiency, scientific reasoning skills, and metacognitive skills, while teachers develop activities that refine the direct and indirect effects of these variables to target a better academic performance in Physics.

Sommeil et résultats scolaires chez les jeunes sportifs de haut niveau

Introduction Research indicates that videogames can have many benefits. However, gaming can be problematic for some individuals. Consequently, over the past two decades, researchers have actively studied the risk factors and consequences of problematic gaming and gaming disorder which may affect many aspects of individuals’ lives, including their academic performance. Method The present study is the first ever systematic review of studies examining the relationship between problematic gaming and student academic performance utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. A total of 27 empirical studies met the inclusion criteria and were eligible for review. Results Most of the studies ( n = 24) reported a negative relationship between problematic gaming and academic performance. Moreover, older studies (conducted before 2015) suggest that problematic gaming was a significant factor in predicting poor academic performance. However, most of the recent studies have found the opposite, showing that problematic gaming is not a significant predictor for academic performance and/or that academic performance is a significant factor in predicting problematic gaming. Overall, the findings suggest that poor academic performance is more likely to be a cause for problematic gaming rather than a consequence based on more recent studies. Conclusion Although most of the reviewed studies showed a negative relationship between problematic gaming and academic performance, research is still limited in this area because most the reviewed studies had a cross-sectional design that are unable to establish the direction of the effect. Therefore, more studies with methodological approaches that can determine the causality between problematic gaming and poor academic performance are needed.

Sleep problems may have different influences on students' academic performance. We investigated the prevalence of sleep patterns, naps, and sleep disorders, and their associations with academic performance in Hong Kong adolescents. In 2007-2008, 22,678 students aged 12-18 (41.6% boys) completed a questionnaire on sociodemographic characteristics, sleep patterns and problems, and lifestyle factors including exercise, smoking, alcohol drinking, and academic performance. The prevalence of having >8 hours of sleep was higher on holiday nights (86.4%) than on school-day nights (27.4%). Sleeping after midnight was more common before holidays (49.3%) than before school days (19.9%). Symptoms of insomnia and obstructive sleep apnea (OSA) were reported by 21.5% and 34.4% of students. Having >2 hours of weekend sleep delay was associated with poor academic performance with an odds ratio (OR) (95% confidence interval) of 1.46 (1.29-1.65). However, having 1-2 hours and >2 hours of weekend wake-up delay were both associated with less likelihood of poor academic performance with ORs of 0.64 (0.56-0.73) and 0.69 (0.59-0.80). Other factors associated with poor academic performance included >2 hours of sleep debt, OR of 1.17 (1.03-1.33); having any insomnia symptoms in the past 30 days, OR of 1.27 (1.17-1.37); and having any OSA symptoms at least weekly, OR of 1.23 (1.14-1.32). Napping in the past 5 school days was only marginally associated with poor school performance with an OR of 1.08 (1.00-1.16). Poorer academic performance was associated with sleep debt, and symptoms of insomnia and OSA. Sleep compensation but not naps may be a protective factor of poor academic performance.

Nutrition, diet, and academic performance among school-age children in urban low-income settings: a case-control study in Addis Ababa, Ethiopia

Traditional online learning environments generally use a one-size-fits-all approach, neglecting individual learner needs, goals, and cognitive abilities. Adaptive Educational Hypermedia (AEH) systems emerged to address this by personalizing learning content based on user profiles. The Adaptive Learning System is a computerized system developed to enhance digital interactive educational content teaching and learning. The system’s Adaptive algorithm automatically detects learners’ strengths and weaknesses through the adaptation process and provides personalized learning materials, feedback, and guidance during their learning. Adaptive content allows learners to learn the material at their own pace while providing additional support, evaluation, and resources tailored to each learner. In traditional educational systems, every student is given access to the same learning content regardless of their individual learning needs. Higher education institutions face various challenges when testing and implementing adaptive learning systems for their domain of knowledge. Issues related to technical challenges include processing real-time data, difficulties consolidating learning concepts and solutions into existing learning management systems, and the complexity, ease of use, and usability of adaptive learning systems. However, despite the advancement and technical sophistication in adaptive algorithms, most AEH systems still face significant usability challenges. Learners often struggle with complex interfaces, limited system responsiveness, and poor adaptation to diverse demographics and subject backgrounds. Consequently, the current adaptive systems are underutilized in higher education, with limited empirical evidence on their effectiveness in enhancing student engagement, engagement, quality of experience (QoE), and academic performance. While foundational research work (Brusilovsky, 2001; De Bra et al., 2013) and recent studies (Liu &amp; Lim, 2020; colMOOC project) have shown the importance of adaptive educational hypermedia, yet ongoing issues persist regarding usability, learner control (Paramythis &amp; Loidl-Reisinger, 2004), and empirical validation across varied higher education settings (Latham et al., 2004; Educause, 2018). Systematic investigations into user-controllable personalization and its effects on inclusivity and academic achievement remain limited (Xie et al., 2019; Lundqvist; Warburton, 2019). Furthermore, Li et al. (2021) highlighted that existing systems lack comprehensive cognitive modelling and fail to adequately adapt to individual learner dispositions, which restricts their intelligence and adaptability. This complexity in adaptive systems continues to pose challenges for education overall, as emphasized by Fengying Li, Yifeng He, and Qingshui Xue (2021). Addressing these issues, Dubiel et al. (2022) propose a framework for adaptive user interfaces that integrates the interaction environment to enhance system responsiveness. Therefore, there remains a significant gap in the literature regarding the lack of empirical evaluation of user-controlled personalization, particularly in real-world, multi-disciplinary higher education contexts. Existing research has focused mainly on adaptive algorithmic and technical development, but has not given sufficient attention to practical usability (the lack of effective, usable AEH systems, learner diversity, and actual learner-centered outcomes). Moreover, there is a lack of comprehensive frameworks for evaluating the usability of adaptive educational hypermedia (AEH), and there is limited research on how these adaptive systems can foster inclusivity and fairness among diverse learner populations. Therefore, there is an urgent need to address the usability and complexity problems in AEH systems and to suggest the creation of usable, effective, personalised, learner-centric, and user-controllable AEH systems for higher education environments. This research study addresses these gaps by introducing a personalized, user-controllable Adaptive Educational Hypermedia (AEH) framework specially designed for a Higher Education setting. It evaluates multiple versions of adaptive learning systems across multiple disciplines (English, Malay, Computer Science) revealing significant enhancements in both student achievement and satisfaction. The study not only evaluates multiple versions of adaptive systems but also offers practical recommendations for software developers and educators seeking to implement effective, more intuitive, and learner-centric adaptive systems within real higher educational environments. By exploring the relationships between learner demographics, usability, and academic outcomes, the study promotes inclusivity and equity in digital education. More specifically, it introduces a novel user-controllable personalization feature that empowers learners to customize the learning content to improve their adaptive learning experience, addressing a major limitation found in existing systems. The findings demonstrate significant improvements in student performance and satisfaction with the system’s interface, thereby enhancing subject retention, confirming that adaptive learning systems can effectively improve the academic experience in higher education environments.

Background: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. Methods: This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. Results: This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. Conclusions: This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.

Associations of adolescent cannabis use with academic performance and mental health: A longitudinal study of upper middle class youth

Associations of emotional and behavioral problems with Internet use among Chinese young adults: the role of academic performance

Secondhand Smoke Exposure and Subsequent Academic Performance Among U.S. Youth

Background: Academic performance could be affected by many factors, including external and internal factors. Limited studies have yet been conducted to correlate academic performance with other variables, especially in Malaysia. This study aimed to determine the relationship between academic achievement and self-directed learning, academic environment, and self-esteem among undergraduate students at Universiti Malaysia Sarawak. Methods: 505 students participated in the cross-sectional-correlation study, and data were collected using a self-administered questionnaire. The collected data were analysed using Pearson's Moment Correlation and Multiple Linear Regression analysis. Results: The results showed that perceived academic performance was significantly correlated with gender, self-directed learning, academic environment, and self-esteem (p&lt;0.05) but not with age, family size, and time spent on social networking (p&gt;0.05). The Multiple Linear Regression analysis identified perceived self-directed learning (β=0.258), gender (β=0.323) and perceived academic environment (β=0.146) as significant predictors of academic performance. Conclusions: The study concludes that self-directed learning, academic environment, and self-esteem are interrelated with academic performance, but their individual impact needs further investigation. The findings suggest that universities should create a supportive academic environment and promote self-directed learning to enhance students' academic performance.

A placebo-controlled trial of tinted lenses in adolescents with good and poor academic performance: reading accuracy and speed

Objective: It is well-known that healthy medical students use psychostimulants to improve their cognitive functions and reduce their need for sleep. The main motivation behind this cognitive enhancement is to increase academic performance. However, the literature is not clear enough to support this situation. Methods: This cross-sectional study was conducted with an online survey and 585 students participated. The grade point average number was used to assess the student' academic performance. Additionally, the scale based on self-evaluations was used to assess levels of pharmaceutical knowledge, study performance, academic success, academic anxiety, and study performance. Results: Out of 585 healthy students, 40 (7.3%) admitted to using psychostimulants to enhance their academic performance. However, there was no significant difference in grade point average scores and perceived academic success levels between users and non-users. Nonetheless, most of the users reported that they benefited from taking psychostimulant drugs. Risk factors for non-medical use of prescription psychostimulants included high levels of pharmacology knowledge, smoking, and poor academic performance. Conclusion: Although non-medical use of prescription psychostimulants did not appear to affect academic performance significantly, most students reported positive subjective experiences, which could have a motivational effect. Therefore, it is crucial to investigate the benefits and side effects of psychostimulants in healthy young individuals in more detail and to provide them with up-to-date information on this issue.