research title about students academic performance

Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review

• First Online: 14 September 2017

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• Fotios Misopoulos 3 ,
• Maria Argyropoulou 4 &
• Dionisia Tzavara 5  

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Online education has been receiving an increasing interest, and there are several studies focusing on student satisfaction with fully online or blended learning models. This paper has been written with a view to explore the recent developments and literature in the field of online courses and e-learning education, in general, focusing on pertinent published research. Aiming at an understanding of the factors that have an impact on student performance in the online education, a literature review of the pertinent publications has been conducted. Sixty papers have been carefully reviewed to provide a synthesis of previous and recent findings. To our understanding, this is the first systematic review focusing on student performance in the online setting, and this work will help teachers and institutions develop an understanding of what drives academic performance of online students so that they can create the appropriate e-environment for e-teaching and e-learning.

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Misopoulos, F., Argyropoulou, M., Tzavara, D. (2018). Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review. In: Khare, A., Hurst, D. (eds) On the Line. Springer, Cham. https://doi.org/10.1007/978-3-319-62776-2_18

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Determinants of academic achievement among higher education student found in low resource setting, A systematic review

Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliations Department of psychiatry, Dilla University, Dilla, Ethiopia, Faculty of Social Sciences, Lobachevsky State, University of Nizhny Novgorod, Nizhny Novgorod, Russia

Affiliation Department of Social Security and Humanitarian Technologies, Nizhny Novgorod State University, Nizhniy Novgorod, Russia

• Chalachew Kassaw, 
• Valeriia Demareva

Published: November 20, 2023

• https://doi.org/10.1371/journal.pone.0294585
• Reader Comments

Academic success is a measure of students’ ability to attain their educational objectives, often assessed through regular evaluations or examinations. To establish effective policies and programs that align with academic accomplishments, conducting comprehensive data analysis is pivotal. Hence, this systematic review aimed to synthesize the factors impeding the academic achievements of Ethiopian students in higher education.

A comprehensive review was conducted on studies involving Ethiopian university students from 2013 to 2022. The review encompassed 24 papers that were gathered from different databases like PubMed, Google Scholar, African Journals Online, Scopus, and Web of Science.

The findings of this research revealed that inadequate classroom environments, experiencing dysmenorrhea, and engaging in excessive social media usage were all linked to a decline in academic performance. Conversely, adopting healthy sleep habits, achieving high scores in entrance exams, and avoiding recent substance abuse were all factors positively influencing academic success. In addition, there was a positive correlation between academic excellence and being a health science college student and age range of 20 to 24 years old.

To enhance academic performance, it is crucial to address the negative factors identified, such as inadequate classroom environments, dysmenorrhea, and excessive social media usage, while promoting positive factors like healthy sleep habits, high scores in exams, and avoiding substance abuse. Additionally, being a health science college student and belonging to the age range of 20 to 24 were found to be associated with academic excellence.

Citation: Kassaw C, Demareva V (2023) Determinants of academic achievement among higher education student found in low resource setting, A systematic review. PLoS ONE 18(11): e0294585. https://doi.org/10.1371/journal.pone.0294585

Editor: Mukhtar Ansari, University of Hail, SAUDI ARABIA

Copyright: © 2023 Kassaw, Demareva. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: This article does not report data and the data availability policy is not applicable.

Funding: The authors received no specific funding for this work.

Competing interests: Declaration of Competing Interest: There are no apparent conflicts of interest with this publication.

Introduction

Academic success pertains to the extent of accomplishment exhibited by a student or institution in attaining educational objectives, regardless of whether they are immediate or long-range in nature [ 1 ]. Education is a formidable catalyst for transforming a nation’s societal harmony, economic prosperity, standard of living, and overall well-being [ 2 ]. Graduation rates evaluate the performance of an institution, while GPA (Grade Point Average) measures the achievements of individual students [ 3 ]. GPA (Grade Point Average) is calculated by dividing the sum of grade points by the total units [ 4 ]. The assessment of students’ knowledge and skills attained from each subject depends on the subject-area measurement level [ 5 ].

Higher education institutions play a vital role in creating an environment that promotes learning and supports the development of global competencies in various academic disciplines. This, in turn, allows learners to effectively navigate the ever-changing global landscape. Ultimately, such efforts enhance the overall quality of education and equip students to successfully overcome challenges [ 6 ]. Learning is a lifelong and challenging process that does not guarantee the attainment of knowledge, skills, or perspectives. It requires significant effort and time [ 7 ]. In order to succeed in school, students must exhibit initiative, self-control, effective time management, focused attention, inquisitiveness, and active engagement in the classroom [ 8 ]. Good academic performance offers numerous benefits, including improved living conditions, increased productivity, and better economic prospects for society. It also provides students with a positive self-image, confidence, good mental health, social skills, and a clear vision for their future [ 9 ]. Poor academic performance in students can potentially lead to a range of psychological problems, such as substance abuse, criminal behavior, promiscuity, and conflicts in relationships [ 10 ]. There were also encounters of difficulties with timely graduation due to retakes and grade changes, strained relationships with professors and support staff, as well as conflicts with college deans and students [ 11 ]. The government’s extensive educational efforts have failed to assist many students in achieving higher academic levels [ 12 ]. The number of students enrolling in Ethiopia’s higher education institutions is not comparable to the number of graduates because a significant portion of applicants are initially rejected, then withdraw, and ultimately get readmitted [ 13 ]. Challenging situations can often result in family struggles, dependence, lack of insurance, poverty, and insufficient access to healthcare coverage [ 14 ]. The effectiveness of teaching and learning tools, along with the students’ personality, goals, and teachers’ skills, all have an impact on academic progress. Studies have shown that the environment also plays a critical role in students’ performance in school [ 15 ]. Academic achievement is influenced by several factors, including finances, study habits, time management, health, and family connections, all of which are significant [ 16 ]. Poor academic performance has been found to be linked to several factors, including sporadic school attendance, low parental education, unstable family relationships, excessive use of social media, and spending excessive amounts of time engaging in conversation [ 17 ]. Research conducted by national universities has identified specific characteristics that are consistently associated with poor academic performance [ 18 ]. For instance, a study conducted by Bahir Dar University discovered that a student’s academic status is influenced by the education level of their parents and their tendency to frequent pubs and clubs [ 19 ]. However, the results of a study at Arba Minch University showed that a student’s past academic achievement largely predicts their present performance on campus [ 20 ]. An additional examination conducted at Wolayita Sodo University discovered a correlation between present drug usage and academic achievement [ 21 ]. Currently, there are 42 public institutions in the country, all of which strive arduously to improve the quality of education [ 22 ]. Assessing the academic performance of students is crucial for ensuring quality assurance in higher education institutions. However, analyzing national averages of academic predictors is an essential tool for developing academic policies and strategies that can enhance education quality on a broader scale. This review specifically aimed to identify the main predictors of academic achievement based on studies conducted among universities located in different regions of Ethiopia. The review found that participation in a supportive academic environment, acquiring essential information, maintaining a positive outlook, and possessing subject-specific abilities are crucial factors for student success. While numerous individual studies have been conducted in various parts of the country that have identified potential factors associated with academic achievement, decision-makers who are striving to improve academic standards in Ethiopian higher education institutions will find this comprehensive review particularly beneficial. Moreover, the review also identified areas of knowledge gaps that require further exploration in order to enhance academic quality throughout the country.

Study design and setting

A systematic review covering studies conducted in Ethiopian higher education institutions between 2013 and 2022 was conducted between January and February of 2023. As of 2023, Ethiopia will have 83 private institutions, 42 public universities, and 677 study options. Additionally, more than 150,000 adults graduate annually in the country. The universities offer training for students pursuing undergraduate, graduate, and doctoral degrees [ 23 ]. We have checked the Prospero database ( http://www.library.ucsf.edu/ ) to determine if there are any published or ongoing projects related to the topic, in order to avoid any duplication. The findings revealed that there are no ongoing or published articles in the area of this topic. The current systematic review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria ( S1 File ) [ 24 ].

Searching strategy and source of information

An extensive literature search was conducted using international databases, including PubMed, Scopus, Google Scholar, African Journals Online, and Web of Science, to retrieve relevant articles. Search terms were formulated following the Population, Intervention, Comparison, and Outcomes (PICO) framework and applied to the online databases. Medical Subject Headings (MeSH) terms and key terms were developed using various Boolean operators, such as "AND" and "OR." The following search terms were used: “Academic Achievement”, OR “Academic Performance” OR “Average Cumulative Grade Point”, OR “Performance Indicators” AND Psychological Determinants”, “Biological Determinants”, “Social Determinants”, “Higher Education”, “Competency Measures”, AND “Teaching-learning styles Predictors” AND “Ethiopia” ( S2 File ).

Eligibility criteria

The authors performed an unbiased eligibility examination based on the provided criteria. Issues were resolved through mutual agreement and the involvement of other authors. This systematic review analyzed articles written in English, published between 2013–2022 and that investigated predictors of academic achievement among higher education students. Only studies with cross-sectional designs, defined outcome variables, and covariates were included. This research aimed to identify factors that contribute to academic success among college students. Studies that did not use basic statistical analysis (Prevalence, Mean, ANOVA, T-test, adjusted odds ratio and Crude odd ratio) to establish the connection between academic performance and its influencing factors were excluded from the review.

Operational definitions

Outcome measurement (academic achievement)..

Grade Point Average (GPA): Grade point average (GPA) is a value calculated by multiplying the unit value for each course by the grade point total and then dividing the sum by the total number of units.

A checklist: An assessment tool lists the specific criteria for skills, behaviors, or attitudes that participants must demonstrate to show that they have successfully learned from training.

Writing assessment: It refers to a field of study that contains theories and practices that guide the evaluation of a writer’s performance or potential through writing tasks.

Interview assessment: An interview based test used to evaluate a student’s suitability for the particular subject they wish to pursue in a specific department.

A skills gap analysis: It is a tool used to assess the gap between a student’s current capabilities and the requirements of a particular profession, both current and future.

Determinant factors of the outcome measurement.

Psychological factors: The internal influences shape our thoughts, feelings, and behaviors.

It includes mental pain, sleep quality, self-esteem, prosocial behavior, anxiety, depression, and suicidality.

Biological factors: These are the physical and chemical influences on our bodies and minds.

It includes gender, age, and hormonal issues (dysmenorrhea). Facility-related factors: This physical and environmental conditions support student learning. It includes availability of adequate seating and studying spaces, lighting, technology, equipment and supplies, sleeping accommodations, dining halls, sports fields, green spaces and other outdoor areas.

Life style factors: These are the choices and behaviors that people make that can affect their health and well-being. It includes excessive social media usage, premarital sex, and sexual abstinence.

Study selection and data extraction.

The researchers used the reference management software Mendeley, Desktop and Endnote version 25 to remove duplicate articles from the search results. Three independent reviewers then screened the titles and abstracts of the remaining articles to determine eligibility for the review. Any disagreements between the reviewers were resolved based on pre-established criteria. Two independent reviewers then extracted data from the eligible articles using a standardized data extraction form created in Microsoft Excel. Any discrepancies during data extraction were resolved through discussion. The data that was extracted included the name of the first author, study area and region, study month and year, study design, year of publication, study population, sample size, response rate, and level of good knowledge, positive attitude, and poor practice.

Quality assessment

To assess the quality of each study included in this systematic review, we used the modified Newcastle Ottawa Quality Assessment Scale (NOS) for cross-sectional studies [ 25 ]. Both authors (Chalachew Kassaw and Valeria Demareva) independently assessed the quality of each study, considering the following factors: methodological quality, sample selection, sample size, comparability of the study groups, outcome assessment, and statistical analysis. In the case of disagreement between authors, other reviewers were involved to resolve the issue. All studies included in this systematic review were cross-sectional, quantitative, or qualitative studies ( S3 File ).

Study search and selection

This study conducted a systematic review of academic achievement and its related factors by limiting the search to full-text articles in English published between 2013 and 2022 in the following databases: PubMed, Scopus, Google Scholar, African Journals Online, and Web of Science. A total of 67 primary papers were found, and 19 and 20 publications were discarded as duplicates and unrelated to the study, respectively, after title and abstract screening. Of the remaining 28 papers, four were excluded due to inadequate evidence of the relationship between academic achievement and its factors. Finally, 24 papers that met all inclusion requirements were selected for the systematic review. The rigorous methodology used in this study highlights the importance of selecting relevant papers to establish robust findings that can support subsequent research on academic achievement and its factors ( Fig 1 ).

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https://doi.org/10.1371/journal.pone.0294585.g001

Most systematic reviews of academic achievement and its factors among college students in Ethiopia focus on average grade point and performance evaluation indicators, adapting these metrics to their research goals and regional contexts [ 26 – 32 ] However, high-quality research on the topic in Ethiopia is scarce. This study analyzed eligible peer-reviewed papers from various Ethiopian colleges published between 2013 and 2022. Most of these studies were cross-sectional and included samples of both men and women from institutions. However, two studies used a cross-sectional, qualitative design [ 33 , 34 ]. Most of the studies we reviewed [ 26 – 32 ] examined sociodemographic factors such as age, gender differences, and monthly pocket money as potential contributors to academic achievement. However, a small proportion of studies, specifically those that examined the relationship between menstruation and academic success, included interviews with women [ 35 , 36 ]. This study review included participants from all part of the nation, aged 18–35 years with an average of 21.2 years. It found that factors such as biological, psychological, social, student-teacher interaction and lifestyle characteristics are predictive of academic achievement (Tables 1 – 4 ).

https://doi.org/10.1371/journal.pone.0294585.t001

https://doi.org/10.1371/journal.pone.0294585.t002

https://doi.org/10.1371/journal.pone.0294585.t003

https://doi.org/10.1371/journal.pone.0294585.t004

Psychological predictors of academic achievement

According this study review result, sleep quality, mental distress, suicidal ideation, perceived stress, low self-esteem, depression, pro-social behavior and test anxiety were identified factors associated with academic achievement ( Table 1 ).

Biological predictors of academic achievement

Gender difference (male), age difference (20–24 years old), psychoactive substance use and menstrual related factors (dysmenorrhea and long menses period) were associated with academic achievement ( Table 2 ).

Facility and educational environment predictors of academic achievement

This study review revealed that Dormitory crowdedness, inadequate anatomy-teaching model, low internet access, Past English achievement, Entrance exam result, students’ perception of teachers, students’ academic self -perception and students’ social self-perception were associated with academic achievement ( Table 3 ).

Life style predictors of academic achievement

Student’s life style factors such as pre-marital sex, sexual abstinence and excessive social media (Facebook, What up and telegram) use were associated with academic achievement ( Table 4 ).

Summary of predictors of academic achievement

Several studies have found a significant negative correlation between academic achievement and factors. This include facility related factors such as large class sizes, insufficient internet access, poor classroom amenities, and teaching methods. Lifestyle style related factors such as excessive social media usage, premarital sex, and sexual abstinence have also been shown to have an impact on academic achievement. Psychlogical factors such as perceived stress, a lack of social support, and low self-esteem have also been found to influence academic success. Finally, Biological factors such as gender, age above 24, and hormonal issues, especially dysmenorrhea, are other factors that have been shown to have a significant impact on academic performance ( Fig 2 ).

https://doi.org/10.1371/journal.pone.0294585.g002

This systematic review explored the factors affecting academic success in Ethiopian higher education. Both modifiable and non-modifiable characteristics were identified as predictors of academic achievement.

Socio-economic factors

This study review found that individuals with low socioeconomic status, specifically low monthly income and inadequate social support, were more likely to experience poor academic performance. This review result is similar with a systematic review done in Belgium [ 50 ], Pakistan [ 51 ], and Netherlands [ 52 ]. Financial constraints can prevent students from accessing basic educational tools, such as pencils, paper, laptops, and notebooks, which are necessary to attend classes efficiently and achieve good academic results. Students with strong social support are highly motivated to succeed in their studies, cope with challenges, manage stress and anxiety, and have opportunities to collaborate with others, discuss ideas, and get feedback on their work. Providing daily necessities such as financial and emotional support is essential for students’ physical and mental well-being.

Biological factors

The study also found that biological factors, such as gender, age, and menstrual cycle-related hormone changes, are associated with academic success. These findings are consistent with research conducted in low- and middle-income countries [ 53 ] and Saudi Arabia [ 54 ] and China [ 55 ]. Advanced age may cause changes in all parts of the body, including the brain. Certain parts of the brain shrink, especially those that are important for learning and other complex mental processes [ 56 ]. Neuronal transmission may become less efficient in some areas of the brain as people age, which can lead to a decline in working memory and make tasks like making decisions and resolving problems more challenging [ 57 ]. Students with dysmenorrhea may miss classes, assignments, and tests, be reluctant to participate in class discussions or activities, experience pain and discomfort during class and study, and find it difficult to focus and concentrate, all of which can lead to lower academic achievement.

Estrogen increases the production of acetylcholine, a brain enzyme essential for memory, and strengthens neuronal connections in the hippocampus, a region of the brain critical for language recall. Estradiol, a hormone prevalent in women, is particularly important for word memory, focus, and rapid information processing [ 58 , 59 ].

Psychological factors

This study review found that mental and psychological conditions such as melancholy, anxiety, suicidal thoughts, low self-esteem, perceived stress, prosocial behavior, and sleep disorders are important indicators of academic achievement in higher education. This finding was consistent with a research conducted in Italy [ 60 ], Australia [ 61 ], Nepal [ 62 ] and China [ 63 ]. Mental health issues can negatively influence students’ academic success by reducing their energy, focus, motivation, cognitive abilities, and optimism. Depressed or anxious students may find it difficult to socialize and participate in class, which can lead to a decline in their academic performance. Students struggling with mental health concerns may also become less engaged and proactive in their studies [ 64 , 65 ].

Life style factors

The systematic review found that premarital sex, social media use, and sexual abstinence could affect a person’s way of life. The same conclusion was reached in a Latin American study [ 66 ] and China [ 67 ]. Students who engage in premarital sex may be more likely to experience academic failure for a number of reasons. They may spend more time with their partners, miss more classes, and get distracted. They may also feel guilty, low self-esteem, and susceptible to physical illnesses. All of these factors can contribute to academic problems [ 68 ]. A major drawback of technology is that social media use can distract students from their academic work. When students are bombarded with both educational and entertainment messages, it can be difficult for them to concentrate on their lectures. Additionally, students may prioritize online chatting and building relationships on social media over reading books in their free time, which can further harm their academic performance [ 69 , 70 ].

This study also found that certain facility-related factors, such as crowded dorm quarters, large class sizes, inadequate classroom amenities, and restricted internet access, are associated with academic achievement. This result was supported with a study done United Kingdom [ 71 ], Malaysia [ 72 ] and Korea [ 73 ]. This may be explained by inadequate school infrastructure, which can distract, tire, and disengage students, making it difficult for them to learn effectively. Examples of poor school facilities include loud noises, crowding, poor lighting, and difficulty accessing instructional materials [ 74 ].

This review found that the field of study, a good student-teacher relationship, the absence of breaks, and the performance of previous students are all academically linked criteria, consistent with reviews and studies conducted in the United Kingdom [ 75 ], Unites States of America [ 76 ], Nepal [ 77 ] and China [ 78 ]. Students are more likely to study when they feel positive about their learning environment. This is because they are more motivated to learn when they feel a sense of belonging, competence, and autonomy in their academic setting [ 79 ]. Factors in your classroom environment can influence student motivation. Motivated students put more effort into learning activities, such as paying attention, overcoming challenges, interacting with others, forming friendships, and managing their emotions (e.g., sadness and anxiety) [ 80 ].

Strengths of the study review

The review searched five databases to retrieve relevant articles.

The review strictly followed PRISMA flow charts.

More than one assessor evaluated the quality of the studies.

The review used the appraisal process developed by the Joanna Briggs Institute (JBI).

The review included studies from all parts of the country, ensuring good representativeness.

Limitations of the study review

The measurements for academic achievement and operational definitions may have differed between the primary studies.

This systematic review analyzed the predictors of academic achievement in Ethiopian higher education students, as identified in primary studies conducted over the past 10 years. The review identified many factors that affect academic achievement, including controllable factors such as facility-related variables, emotional factors, and lifestyle factors. These include large class sizes, poor internet connections, inadequate classroom facilities, poor teaching strategies, perceived stress, lack of social support, and substance use.

Recommendation

Based on the findings of this systematic review, it is recommended that universities and colleges in Ethiopia take steps to improve facility-related resources, provide support for student emotional and mental well-being, educate students about healthy lifestyle choices, and develop and implement interventions to address specific predictors of academic achievement.

Improving facility-related resources includes reducing class sizes, improving internet access, and providing adequate classroom facilities and teaching materials. This can help to create a more conducive learning environment for students and support their academic success.

Providing support for student emotional and mental well-being can be done by offering counseling services, creating a supportive campus environment, and raising awareness of the importance of mental health. This can help to reduce stress and anxiety among students, which can improve their academic performance. Educating students about healthy lifestyle choices can be done through workshops, seminars, and other educational programs. This can help students to make informed decisions about their health and well-being, which can indirectly lead to improved academic achievement. Developing and implementing interventions to address specific predictors of academic achievement can involve a variety of strategies. For example, interventions could be designed to reduce stress, improve social support, and prevent substance use. These interventions can be tailored to the specific needs of the student population and can be delivered in a variety of settings, such as classrooms, residence halls, and student health centers. By taking these steps, universities and colleges in Ethiopia can help to improve the academic achievement of their students and create a supportive and inclusive learning environment.

Supporting information

S1 file. preferred reporting items for systematic reviews and meta-analyses (prisma) guideline..

https://doi.org/10.1371/journal.pone.0294585.s001

S2 File. Search strategy.

https://doi.org/10.1371/journal.pone.0294585.s002

S3 File. Newcastle-Ottawa Quality assessment scale.

https://doi.org/10.1371/journal.pone.0294585.s003

S4 File. Microsoft excel document.

https://doi.org/10.1371/journal.pone.0294585.s004

Acknowledgments

We would like to thank all authors of the studies included in this systematic review.

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Analysing the Impact of Social Media on Students’ Academic Performance: A Comparative Study of Extraversion and Introversion Personality

Sourabh sharma.

International Management Institute (IMI), Bhubaneswar, India

Ramesh Behl

Associated data.

Complete data and material is available to support transparency.

The advent of technology in education has seen a revolutionary change in the teaching–learning process. Social media is one such invention which has a major impact on students’ academic performance. This research analyzed the impact of social media on the academic performance of extraversion and introversion personality students. Further, the comparative study between these two personalities will be analysed on education level (postgraduate and undergraduate) and gender (male and female). The research was initiated by identifying the factors of social media impacting students’ academic performance. Thereafter, the scale was developed, validated and tested for reliability in the Indian context. Data were collected from 408 students segregated into 202 males and 206 females. Two hundred and thirty-four students are enrolled in postgraduation courses, whereas 174 are registered in the undergraduate programme. One-way ANOVA has been employed to compare the extraversion and introversion students of different education levels and gender. A significant difference is identified between extraversion and introversion students for the impact of social media on their academic performance.

Introduction

Social Networking Sites (SNS) gained instant popularity just after the invention and expansion of the Internet. Today, these sites are used the most to communicate and spread the message. The population on these social networking sites (SNS) has increased exponentially. Social networking sites (SNS) in general are called social media (Boyd & Ellison, 2008 ). Social media (SM) is used extensively to share content, initiate discussion, promote businesses and gain advantages over traditional media. Technology plays a vital role to make SM more robust by reducing security threats and increasing reliability (Stergiou et al., 2018 ).

As of January 2022, more than 4.95 billion people are using the Internet worldwide, and around 4.62 billion are active SM users (Johnson, 2022 ). In India, the number of Internet users was 680 million by January 2022, and there were 487 million active social media users (Basuray, 2022 ). According to Statista Research Department ( 2022 ), in India, SM is dominated by two social media sites, i.e. YouTube and Facebook. YouTube has 467 million users followed by Facebook with 329 million users.

Although almost all age groups are using SM platforms to interact and communicate with their known community (Whiting & Williams, 2013 ), it has been found that social media sites are more popular among youngsters and specifically among students. They use SM for personal as well as academic activities extensively (Laura et al., 2017 ). Other than SM, from the last two years, several online platforms such as Microsoft Teams, Zoom and Google Meet are preferred to organize any kind of virtual meetings, webinars and online classes. These platforms were used worldwide to share and disseminate knowledge across the defined user community during the pandemic. Social media sites such as Facebook, YouTube, Instagram, WhatsApp and blogs are comparatively more open and used to communicate with public and/or private groups. Earlier these social media platforms were used only to connect with friends and family, but gradually these platforms became one of the essential learning tools for students (Park et al., 2009 ). To enhance the teaching–learning process, these social media sites are explored by all types of learning communities (Dzogbenuku et al., 2019 ). SM when used in academics has both advantages and disadvantages. Social media helps to improve academic performance, but it may also distract the students from studies and indulge them in other non-academic activities (Alshuaibi et al., 2018 ).

Here, it is important to understand that the personality traits of students, their education level and gender are critical constructs to determine academic performance. There are different personality traits of an individual such as openness, conscientiousness, extraversion and introversion, agreeableness and neuroticism (McCrae & Costa, 1987 ). This cross-functional research is an attempt to study the impact of social media on the academic performance of students while using extraversion and introversion personality traits, education levels and gender as moderating variables.

Literature Review

There has been a drastic change in the internet world due to the invention of social media sites in the last ten years. People of all age groups now share their stories, feelings, videos, pictures and all kinds of public stuff on social media platforms exponentially (Asur & Huberman, 2010 ). Youth, particularly from the age group of 16–24, embraced social media sites to connect with their friends and family, exchange information and showcase their social status (Boyd & Ellison, 2008 ). Social media sites have many advantages when used in academics. The fun element of social media sites always helps students to be connected with peers and teachers to gain knowledge (Amin et al., 2016 ). Social media also enhances the communication between teachers and students as this are no ambiguity and miscommunication from social media which eventually improves the academic performance of the students (Oueder & Abousaber, 2018 ).

When social media is used for educational purposes, it may improve academic performance, but some associated challenges also come along with it (Rithika & Selvaraj, 2013 ). If social media is incorporated into academics, students try to also use it for non-academic discussions (Arnold & Paulus, 2010 ). The primary reason for such distraction is its design as it is designed to be a social networking tool (Qiu et al., 2013 ). According to Englander et al. ( 2010 ), the usage of social media in academics has more disadvantages than advantages. Social media severely impacts the academic performance of a student. The addiction to social media is found more among the students of higher studies which ruins the academic excellence of an individual (Nalwa & Anand, 2003 ). Among the social media users, Facebook users’ academic performance was worse than the nonusers or users of any other social media network. Facebook was found to be the major distraction among students (Kirschner & Karpinski, 2010 ). However, other studies report contrary findings and argued that students benefited from chatting (Jain et al., 2012 ), as it improves their vocabulary and writing skills (Yunus & Salehi, 2012 ). Social media can be used either to excel in academics or to devastate academics. It all depends on the way it is used by the students. The good or bad use of social media in academics is the users’ decision because both the options are open to the students (Landry, 2014 ).

Kaplan and Haenlein ( 2010 ) defined social media as user-generated content shared on web 2.0. They have also classified social media into six categories:

• Social Networking Sites: Facebook, Twitter, LinkedIn and Instagram are the social networking sites where a user may create their profile and invite their friends to join. Users may communicate with each other by sharing common content.
• Blogging Sites: Blogging sites are individual web pages where users may communicate and share their knowledge with the audience.
• Content Communities and Groups: YouTube and Slideshare are examples of content communities where people may share media files such as pictures, audio and video and PPT presentations.
• Gaming Sites: Users may virtually participate and enjoy the virtual games.
• Virtual Worlds: During COVID-19, this type of social media was used the most. In the virtual world, users meet with each other at some decided virtual place and can do the pre-decided things together. For example, the teacher may decide on a virtual place of meeting, and students may connect there and continue their learning.
• Collaborative Content Sites: Wikipedia is an example of a collaborative content site. It permits many users to work on the same project. Users have all rights to edit and add the new content to the published project.

Massive open online courses (MOOCs) are in trend since 2020 due to the COVID-19 pandemic (Raja & Kallarakal, 2020 ). MOOCs courses are generally free, and anyone may enrol for them online. Many renowned institutions have their online courses on MOOCs platform which provides a flexible learning opportunity to the students. Students find them useful to enhance their knowledge base and also in career development. Many standalone universities have collaborated with the MOOCs platform and included these courses in their curriculum (Chen, 2013 ).

Security and privacy are the two major concerns associated with social media. Teachers are quite apprehensive in using social media for knowledge sharing due to the same concerns (Fedock et al., 2019 ). It was found that around 72% teachers were reluctant to use social media platforms due to integrity issues and around 63% teachers confirmed that security needs to be tightened before using social media in the classroom (Surface et al., 2014 ). Proper training on security and privacy, to use social media platforms in academics, is needed for  students and teachers (Bhatnagar & Pry, 2020 ).

The personality traits of a student also play a significant role in deciding the impact of social media on students’ academic performance. Personality is a dynamic organization which simplifies the way a person behaves in a situation (Phares, 1991 ). Human behaviour has further been described by many renowned researchers. According to Lubinski ( 2000 ), human behaviour may be divided into five factors, i.e. cognitive abilities, personality, social attitudes, psychological interests and psychopathology. These personality traits are very important characteristics of a human being and play a substantial role in work commitment (Macey & Schneider, 2008 ). Goldberg ( 1993 ) elaborated on five dimensions of personality which are commonly known as the Big Five personality traits. The traits are “openness vs. cautious”; “extraversion vs. introversion”; “agreeableness vs. rational”; “conscientiousness vs. careless”; and “neuroticism vs. resilient”.

It has been found that among all personality traits, the “extraversion vs. introversion” personality trait has a greater impact on students’ academic performance (Costa & McCrae, 1999 ). Extrovert students are outgoing, talkative and assertive (Chamorro et al., 2003 ). They are positive thinkers and comfortable working in a crowd. Introvert students are reserved and quiet. They prefer to be isolated and work in silos (Bidjerano & Dai, 2007 ). So, in the present study, we have considered only the “extraversion vs. introversion” personality trait. This study is going to analyse the impact of social media platforms on students’ academic performance by taking the personality trait of extraversion and introversion as moderating variables along with their education level and gender.

Research Gap

Past research by Choney ( 2010 ), Karpinski and Duberstein ( 2009 ), Khan ( 2009 ) and Kubey et al. ( 2001 ) was done mostly in developed countries to analyse the impact of social media on the students’ academic performance, effect of social media on adolescence, and addictiveness of social media in students. There are no published research studies where the impact of social media was studied on students’ academic performance by taking their personality traits, education level and gender all three together into consideration. So, in the present study, the impact of social media will be evaluated on students’ academic performance by taking their personality traits (extraversion and introversion), education level (undergraduate and postgraduate) and gender (male and female) as moderating variables.

Objectives of the Study

Based on the literature review and research gap, the following research objectives have been defined:

• To identify the elements of social media impacting student's academic performance and to develop a suitable scale
• To test the  validity and reliability of the scale
• To analyse the impact of social media on students’ academic performance using extraversion and introversion personality trait, education level and gender as moderating variables

Research Methodology

Sampling technique.

Convenience sampling was used for data collection. An online google form was floated to collect the responses from 408 male and female university students of undergraduation and postgraduation streams.

Objective 1 To identify the elements of social media impacting student's academic performance and to develop a suitable scale.

A structured questionnaire was employed to collect the responses from 408 students of undergraduate and postgraduate streams. The questionnaire was segregated into three sections. In section one, demographic details such as gender, age and education stream were defined. Section two contained the author’s self-developed 16-item scale related to the impact of social media on the academic performance of students. The third section had a standardized scale developed by John and Srivastava ( 1999 ) of the Big Five personality model.

Demographics

There were 408 respondents (students) of different education levels consisting of 202 males (49.5%) and 206 females (50.5%). Most of the respondents (87%) were from the age group of 17–25 years. 234 respondents (57.4) were enrolled on postgraduation courses, whereas 174 respondents (42.6) were registered in the undergraduate programme. The result further elaborates that WhatsApp with 88.6% and YouTube with 82.9% are the top two commonly used platforms followed by Instagram with 76.7% and Facebook with 62.3% of students. 65% of students stated that Google doc is a quite useful and important application in academics for document creation and information dissemination.

Validity and Reliability of Scale

Objective 2 Scale validity and reliability.

Exploratory factor analysis (EFA) and Cronbach’s alpha test were used to investigate construct validity and reliability, respectively.

The author’s self-designed scale of ‘social media impacting students’ academic performance’ consisting of 16 items was validated using exploratory factor analysis. The principle component method with varimax rotation was applied to decrease the multicollinearity within the items. The initial eigenvalue was set to be greater than 1.0 (Field, 2005 ). Kaiser–Meyer–Olkin (KMO) with 0.795 and Bartlett’s test of sphericity having significant values of 0.000 demonstrated the appropriateness of using exploratory factor analysis.

The result of exploratory factor analysis and Cronbach’s alpha is shown in Table ​ Table1. 1 . According to Sharma and Behl ( 2020 ), “High loading on the same factor and no substantial cross-loading confirms convergent and discriminant validity respectively”.

Exploratory factor analysis and Cronbach’s alpha for the self-developed scale of “Social media impact on academic performance”

The self-developed scale was segregated into four factors, namely “Accelerating Impact”, “Deteriorating Impact”, “Social Media Prospects” and “Social Media Challenges”.

The first factor, i.e. “Accelerating Impact”, contains items related to positive impact of social media on students’ academic performance. Items in this construct determine the social media contribution in the grade improvement, communication and knowledge sharing. The second factor “Deteriorating Impact” describes the items which have a negative influence of social media on students’ academic performance. Items such as addiction to social media and distraction from studies are an integral part of this factor. “Social Media Prospects” talk about the opportunities created by social media for students’ communities. The last factor “Social Media Challenges” deals with security and privacy issues created by social media sites and the threat of cyberbullying which is rampant in academics.

The personality trait of an individual always influences the social media usage pattern. Therefore, the impact of social media on the academic performance of students may also change with their personality traits. To measure the personality traits, the Big Five personality model was used. This model consists of five personality traits, i.e. “openness vs. cautious”; “extraversion vs. introversion”; “agreeableness vs. rational”; “conscientiousness vs. careless”; and “neuroticism vs. resilient”. To remain focussed on the scope of the study, only a single personality trait, i.e. “extraversion vs. introversion” with 6 items was considered for analysis. A reliability test of this existing scale using Cronbach’s alpha was conducted. Prior to the reliability test, reverse scoring applicable to the associated items was also calculated. Table ​ Table2 2 shows the reliability score, i.e. 0.829.

Cronbach’s alpha test for the scale of extraversion vs. introversion personality traits

Objective 3 To analyse the impact of social media on students’ academic performance using extraversion and introversion personality traits, education level and gender as moderating variables.

The research model shown in Fig.  1 helps in addressing the above objective.

Social media factors impacting academic performances of extraversion and introversion personality traits of students at different education levels and gender

As mentioned in Fig.  1 , four dependent factors (Accelerating Impact, Deteriorating Impact, Social Media Prospects and Social Media Challenges) were derived from EFA and used for analysing the impact of social media on the academic performance of students having extraversion and introversion personality traits at different education levels and gender.

Students having a greater average score (more than three on a scale of five) for all personality items mentioned in Table ​ Table2 2 are considered to be having extraversion personality or else introversion personality. From the valid dataset of 408 students, 226 students (55.4%) had extraversion personality trait and 182 (44.6%) had introversion personality trait. The one-way ANOVA analysis was employed to determine the impact of social media on academic performance for all three moderators, i.e. personality traits (Extraversion vs. Introversion), education levels (Undergraduate and Postgraduate) and gender (Male and Female). If the sig. value for the result is >  = 0.05, we may accept the null hypothesis, i.e. there is no significant difference between extraversion and introversion personality students for the moderators; otherwise, null hypothesis is rejected which means there is a significant difference for the moderators.

Table ​ Table3 3 shows the comparison of the accelerating impact of social media on the academic performance of all students having extraversion and introversion personality traits. It also shows a comparative analysis on education level and gender for these two personality traits of students. In the first comparison of extraversion and introversion students, the sig. value is 0.001, which indicates that there is a significant difference among extraversion and introversion students for the “Accelerating Impact” of social media on academic performance. Here, 3.781 is the mean value for introversion students which is higher than the mean value 3.495 of extraversion students. It clearly specifies that the accelerating impact of social media is more prominent in the students having introversion personality traits. Introversion students experienced social media as the best tool to express thoughts and improve academic grades. The result is also consistent with the previous studies where introvert students are perceived to use social media to improve their academic performance (Amichai-Hamburger et al., 2002 ; Voorn & Kommers, 2013 ). Further at the education level, there was a significant difference in postgraduate as well as undergraduate students for the accelerating impact of social media on the academic performance among students with extraversion and introversion, and introverts seem to get better use of social media. The gender-wise significant difference was also analysed between extraversion and introversion personalities. Female introversion students were found to gain more of an accelerating impact of social media on their academic performance.

One-way ANOVA: determining “Accelerating Impact” among extraversion and introversion personality traits students at different education levels and genders

Significant at the 0.05 level

Like Table ​ Table3, 3 , the first section of Table ​ Table4 4 compares the deteriorating impact of social media on the academic performance of all students having extraversion and introversion personality traits. Here, the sig. value 0.383 indicates no significant difference among extraversion and introversion students for the “Deteriorating Impact” of social media on academic performance. The mean values show the moderating deteriorating impact of social media on the academic performance of extraversion and introversion personality students. Unlimited use of social media due to the addiction is causing a distraction in academic performance, but the overall impact is not on the higher side. Further, at the education level, the sig. values 0.423 and 0.682 of postgraduate and undergraduate students, respectively, show no significant difference between extraversion and introversion students with respect to “Deteriorating Impact of Social Media Sites”. The mean values again represent the moderate impact. Gender-wise, male students have no difference between the two personality traits, but at the same time, female students have a significant difference in the deteriorating impact, and it is more on extroverted female students.

One-way ANOVA: Examining “Deteriorating Impact” among extraversion and introversion personality traits students at different education levels and genders

The significant value, i.e. 0.82, in Table ​ Table5 5 represents no significant difference between extraversion and introversion personality students for the social media prospects. The higher mean value of both personality students indicates that they are utilizing the opportunities of social media in the most appropriate manner. It seems that all the students are using social media for possible employment prospects, gaining knowledge by attending MOOCs courses and transferring knowledge among other classmates. At the education level, postgraduation students have no significant difference between extraversion and introversion for the social media prospects, but at the undergraduate level, there is a significant difference among both the personalities, and by looking at mean values, extroverted students gain more from the social media prospects. Gender-wise comparison of extraversion and introversion personality students found no significant difference in the social media prospects for male as well as female students.

One-way ANOVA: Examining “Social Media Prospects” among extraversion and introversion personality traits students at different education levels and genders

Table ​ Table6 6 shows the comparison of the social media challenges of all students having extraversion and introversion personality traits. It is also doing a comparative analysis on education level and gender for these two personality traits of students. All sig. values in Table ​ Table6 6 represent no significant difference between extraversion and introversion personality students for social media challenges. Even at the education level and gender-wise comparison of the two personalities, no significant difference is derived. The higher mean values indicate that the threat of cyberbullying, security and privacy is the main concern areas for extraversion and introversion personality students. Cyberbullying is seen to be more particularly among female students (Snell & Englander, 2010 ).

One-way ANOVA: Examining “Social Media Challenges” among extraversion and introversion personality traits students at different education levels and genders

The use of social media sites in academics is becoming popular among students and teachers. The improvement or deterioration in academic performance is influenced by the personality traits of an individual. This study has tried to analyse the impact of social media on the academic performance of extraversion and introversion personality students. This study has identified four factors of social media which have an impact on academic performance. These factors are: accelerating impact of social media; deteriorating impact of social media; social media prospects; and social media challenges.

Each of these factors has been used for comparative analysis of students having extraversion and introversion personality traits. Their education level and gender have also been used to understand the detailed impact between these two personality types. In the overall comparison, it has been discovered that both personalities (extraversion and introversion) have a significant difference for only one factor, i.e. “Accelerating Impact of Social Media Sites” where students with introversion benefited the most. At the education level, i.e. postgraduate and undergraduate, there was a significant difference between extraversion and introversion personalities for the first factor which is the accelerating impact of social media. Here, the introversion students were found to benefit in postgraduate as well as undergraduate courses. For the factors of deteriorating impact and social media challenges, there was no significant difference between extraversion and introversion personality type at the different education levels.

Surprisingly, for the first factor, i.e. the accelerating impact of social media, in gender-wise comparison, no significant difference was found between extraversion and introversion male students. Whereas a significant difference was found in female students. The same was the result for the second factor, i.e. deteriorating impact of social media of male and female students. For social media prospects and social media challenges, no significant difference was identified between extraversion and introversion students of any gender.

Findings and Implications

The personality trait of a student plays a vital role in analysing the impact of social media on their academic performance. The present study was designed to find the difference between extraversion and introversion personality types in students for four identified factors of social media and their impact on students’ academic performance. The education level and gender were also added to make it more comprehensive. The implications of this study are useful for institutions, students, teachers and policymakers.

This study will help the institutions to identify the right mix of social media based on the personality, education level and gender of the students. For example, technological challenges are faced by all students. It is important for the institutions to identify the challenges such as cyberbullying, security and privacy issues and accordingly frame the training sessions for all undergraduate and postgraduate students. These training sessions will help students with extraversion and introversion to come out from possible technological hassles and will create a healthy ecosystem (Okereke & Oghenetega, 2014 ).

Students will also benefit from this study as they will be conscious of the possible pros and cons that exist because of social media usage and its association with students’ academic performance. This learning may help students to enhance their academic performance with the right use of social media sites. The in-depth knowledge of all social media platforms and their association with academics should be elucidated to the students so that they may explore the social media opportunities in an optimum manner. Social media challenges also need to be made known to the students to improve upon and overcome with time (Boateng & Amankwaa, 2016 ).

Teachers are required to design the curriculum by understanding the learning style of students with extraversion and introversion personality type. Innovation and customization in teaching style are important for the holistic development of students and to satisfy the urge for academic requirements. Teachers should also guide the students about the adverse impacts of each social media platform, so that these can be minimized. Students should also be guided to reduce the time limit of using social media (Owusu-Acheaw & Larson, 2015 ).

Policymakers are also required to understand the challenges faced by the students while using social media in academics. All possible threats can be managed by defining and implementing transparent and proactive policies. As social media sites are open in nature, security and privacy are the two major concerns. The Government of India should take a strong stand to control all big social media companies so that they may fulfil the necessary compliances related to students’ security and privacy (Kumar & Pradhan, 2018 ).

The overall result of these comparisons gives a better insight and deep understanding of the significant differences between students with extraversion and introversion personality type towards different social media factors and their impact on students’ academic performance. Students’ behaviour according to their education level and gender for extraversion and introversion personalities has also been explored.

Limitation and Future Scope of Research

Due to COVID restrictions, a convenient sampling technique was used for data collection which may create some response biases where the students of introversion personality traits may have intentionally described themselves as extroversion personalities and vice versa. This study also creates scope for future research. In the Big Five personality model, there are four other personality traits which are not considered in the present study. There is an opportunity to also use cross-personality comparisons for the different social media parameters. The other demographic variables such as age and place may also be explored in future research.

Author contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Dr. SS and Prof. RB. The first draft of the manuscript was written by Dr. SS, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

No funds, grants, or other support was received.

Availability of data and material

Declarations.

The authors declare that they have no conflict of interest.

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Verbal informed consent was obtained from the participants.

Verbal consent is obtained for publication

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Contributor Information

Sourabh Sharma, Email: ni.ude.hbimi@hbaruos .

Ramesh Behl, Email: ude.imi@lhebr .

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252 Academic Performance Research Topics & Essay Examples

📝 academic performance research papers examples, 🎓 simple research topics about academic performance, 👍 good academic performance essay topics to write about, ⭐ interesting topics to write about academic performance, ✅ easy academic performance topics for an essay, 🏆 best academic performance essay titles, 🎓 academic performance writing prompts, ❓ academic performance research questions.

• Academic Study Aims and How to Achieve Them Academic study is considered as an important tool when it comes to pursuance of distinctive success in not only academic aspects but also in social facets of life.
• Self-Efficacy and Motivation for Students Learning The development of self-efficacy across all domains of learning plays a key role in the improvement of students’ academic performance.
• Self-Efficacy and Self-Concept in Students The paper reviews two self-constructs: self-concept and self-efficacy and determines if academic performance enhances if students alter their beliefs about themselves.
• Educational Formative and Summative Assessment In this paper, the process and use of formative and summative assessment are examined on the ground of the present-day literature that deals with teaching and learning enhancement.
• What Affects Progress and Performance in UAE Schools? Since 1971, education in UAE has been a major priority aimed at preparing competent, reflective and highly committed students.
• Student Assessment as a Teacher’s Responsibility Student assessment is one of the most critical activities that a teacher cannot ignore. In any case, student assessment is a responsibility for every teacher.
• Learning Disabled Students: Teaching and Parenting This paper discusses types of learning disabilities, perspectives, strategies for teaching students who struggle with learning deficiencies, and parent engagement.
• Students Assessment Approaches in the UAE The Ministry of Education in the UAE is redefining student assessment programs to ensure that they address specific educational goals in line with the country’s 2020 policy.
• Reading Performance of Learning Disabled Students Consistent with the research literature, there are many successful and valuable teaching methodologies to enhance reading performance and word acquisition.
• Knowledge Is Power Program and Its Network The purpose of this paper is to provide a detailed analysis of the KIPP Foundation's network concerning the organization's mission and values.
• The Role of Academic Engagement Academic engagement or attachment refers to the importance children place on getting quality education and how they view academic outcomes to be of benefit to their personal lives.
• Sleep and Academic Performance among Students This paper discusses a relationship between Sleep and Academic Performance among international students in Undergraduate Occupational Therapy program at Monash University.
• Assessment Approaches in Education Assessment in education has several roles that it plays in ensuring that the performance of students meets the standards that have been laid and are attainable.
• Learning Monitoring and Academic Performance The purpose of the paper is to provide the answer to the research question on whether people who monitor their learning better are more likely to perform better on exams.
• Assessments to Ensure Student Learning Teachers need to work in collaboration and share their efforts in establishing common assessment procedures with their colleagues.
• University Programs for International Students Universities and colleges in the USA, Canada, Australia and a number of other countries provide their international students with various programs.
• Parental Involvement and Educational Achievement The involvement of parents in their children's education has been observed to have a direct effect on their general performance.
• No Child Left Behind and the Pattern of Education In this paper, the main point of controversy is discussed which is the unified grading system and its obvious consequences.
• The Process of Assessment in Learning The process of assessment involves the use of various tools and methods that evaluate the current situation and aims at achieving better results in learning.
• Assessment of English Language Learners English learners are affected by a plethora of factors, both personal and environmental, thus students' assessment helps promote learning by examining their progress.
• Implementing Integrated Performance Assessment To provide consistent education and ensure that all students meet the minimum criteria before being admitted to jobs, universities develop certain standards.
• School Libraries Effects on Student's Achievement The School Libraries have the potential to affect the practice of the teachers and it positively taps the student achievement potential.
• Academic Writing, Research Design and Methods A publication in an academic journal requires one to prepare the materials rigorously, consider the ethics of the issue that the researcher will examine.
• Veteran Students: Extra-Curricular Activities The primary purpose of the study is to identify if veteran students’ extra-curricular activities lead to better academic performance.
• Academic Success and Professional Development This article raises the issue of readmission for heart failure and considers, first of all, the approach to patients.
• Nervous Breakdown During Exams: How to Avoid? Nervous breakdown during exams which has affected many students across the globe can be avoided if stipulated procedures and guidelines are followed.
• The Highschool Dropouts in the U.S. Socio-economic and academic backgrounds, as well as academically related behaviors and individual challenges of students, are primary reasons for the growing dropout rates.
• Student Performance: The Plan of Changes Successful communication between the principal, teachers, parents, and children is the basis for a program support plan. This communication is displayed in three steps.
• "An Accelerated Pathway to Degree Completion" by S. Lee The article is aimed at determining the extent of satisfaction with the application of prior learning assessment in students.
• Academic Success and Professional Development Plan A Master of Science Nursing (MSN) is a prestigious opportunity for students to advance their careers. Walden’s MSN program aims at preparing nurse practitioners in different fields.
• Intellectual and Achievement Assessment in Education During the twentieth century, intellectual and achievement tests were introduced to the industrialized world, changing the context of both employment and educational processes.
• The Impact of Teacher-Students Relationship The issue of the relationship between teacher and student is a traditional psychological and pedagogical problem, which has been the subject of research by many scientists.
• Evaluation of the Effects of Elementary School Departmentalization on Student Performance Nowadays, the problem of the students’ outperformance in science class is recognized by teachers, school administration, and U.S. officials.
• Self-Esteem and Academic Performance in America Negative implications attached to African Americans over time are the principal cause of the disengagement of self-esteem from an academic performance by African American students.
• The National Assessment Program – Literacy and Numeracy in Australia One of the critical components of national standardized testing is the National Assessment Program – Literacy and Numeracy (NAPLAN).
• Peer Pressure Impact on Academic Achievement This essay argues that peer pressure can positively affect academic achievement and help recover from diseases and traumatic life events.
• Problems in Education: The High Cost and Student Loan Debt The paper aims to identify, analyze current issues in the education system, and find possible solutions to combat the problem of student loan debt.
• Formative Assessment Impact on Student Achievement There is a necessity to pay great attention to the functional literacy of the entire younger generation and in particular, children.
• The US Education System in Comparison with Global Education In comparison with other countries, the performance of students in the United States remains average, or even lower in such subjects as math, science, and reading.
• Research Paper Analysis: Report on Sleep Habits This paper critically analyses a research report on sleeping habits among Oxford University students (Jeffrey & William, 2009).
• Does Stress Affect Students’ Academic Performance? The main goal of this paper is to establish whether being under stress affects a student’s performance to a noticeable extent and how it's possible to improve academic performance.
• The Mentor Program for 8th-Graders in Preparation for a STAAR Exam The purpose of this paper is to present a mentorship intervention for 8th-graders with the intent of increasing their knowledge levels to successfully pass the state exam.
• Students’ Behavioral Problems in Class Jon, a 12-year old middle school student who was having some trouble at school. Jon was having problems with his academic performance as he was barely passing any classes.
• Student Performance in Mathematics Many studies conducted over time reveal that students are more likely to perform substantially in mathematics if they are actively supported by both teachers and parents.
• Achievement Gap and Its Impact The study evaluates the trends in achievement gaps using the national school lunch eligibility and reviews the gaps at both the state and national level, as well as their impact.
• Student’s Achievements in a Certain Course Careful planning of courses encourages students for instance, through debates, group discussion, and performance evaluation.
• Student Assessment. Data Analysis and Reporting Process It is for teachers to integrate both qualitative and quantitative data when conducting student assessments. They can do it by carefully recording the results of tests.
• Homeschooling and Its Impact on Learners Homeschooling has become popular in the 21st century with parents increasingly acknowledging the benefits associated with this system.
• Impact of Rising Cyberbullying on High School Performance This literature review of five articles seeks to clarify how an increase in cyberbullying affects high school academic performance.
• Ability Grouping Assess in the Elementary Education The paper aims to investigate the applicability of ability grouping assess whether it is a sensible practice in the elementary education environment.
• NAEP 2004 Trends in Academic Progress The continuous fluctuations in the data sets serve to prove the need for continuous and extensive research in the two subject areas of the research.
• Assessment: The Key Role in Education Assessment forms a major part of the education system. There are generally two types of assessment - summative and formative assessment.
• Individual and School-Wide Behavior Plans Assessment Individual behavior plans are a prescription design for a specific behavior, tailored to meet any particular student’s conduct data and needs.
• The Effectiveness of Time Management and Self-Discipline It's necessary to increase the effectiveness of time management. I controlled my study and work time, gave up all the entertainment, and dedicated myself to studying.
• Academic Achievement as Admission Primary Concern The universal implementation of GPA is a proven useful tool for assessing the students' intelligence, which is essential for contributing to college society.
• Working Whilst Achieving Higher Education When working, young people face various difficulties since not everyone can succeed in correctly distributing time between study and work.
• Ability Learning: Ability Grouping and Student Performance The students move to higher-level groups if the teacher realizes that their skills have grown. Ability grouping is the safest learning model to ensure students' excellent performance.
• How Teachers Deal With Bullying in the Classes The problem is that the teachers may take a lot of time addressing these acts of violence at the expense of instructional time in the classes.
• Graduation Rates at the U.S. Colleges and Universities The article focuses on the efficacy of initiatives meant to improve graduation rates. Its findings show that graduation rates do not depend on the difficulty levels of a program.
• Improving and Boosting Student Graduation Rates The main argument of the article is that statewide collaborative efforts are necessary to augment high school graduation rates among students.
• Factors Influencing Student Satisfaction in University of Reading Understanding factors that influence student satisfaction is very critical for any university that seeks to attract local and international students.
• Shannon Carter v. Florence County Sch. Dist. IV (SC 1990) The case was put in place as a result of the poor academic performance of Shannon Carter as stipulated in the constitution under the legislation of the education for the handicapped.
• Rubrics, Didactic Tests, and Case Studies: The Effective Assessment Practices This paper will analyze three evaluation tools that guide educators in examining the students’ work. These tools include rubrics, didactic tests, and case studies.
• Assessment Strategies in Nursing Education Various assessment methods can be used during a hybrid course of education because professionals have an opportunity to combine techniques they believe to be the most advantageous.
• Online Course Nursing 534 Overview Being an online course, Nursing 534 can be enhanced with the use of the activities, tools, and strategies that have been suggested in this paper.
• Influence of Teachers’ Attitudes on Student Behavior and Achievement This article is about a study that aims to determine how teacher attitudes affect student behavior and performance in grades kindergarten through fifth.
• Time Management: Impact on the Academic Performance The researcher engaged 30 participants in an attempt to determine the impact of time management on academic performance of students in Flinders University.
• How Teacher Attitudes Affect Students' Behavior and Performance in Grades The aim of conducting this study is to determine how teacher attitudes affect student behavior and performance in grades Kindergarten through fifth.
• Homeschooling as a Better Choice for K-12 Education The paper will address the benefits of homeschooling such as safety, personalization, the ability to develop creative talents, and opportunities for children with special needs.
• The Educational Efforts During the COVID-19 Pandemic The study discusses the effectiveness of the educational efforts during the COVID-19 pandemic as one of the most critical issues in contemporary education.
• Improving School Performance Through Evaluation School evaluation is focused on the elimination of gaps between low-performing and high-performing schools, and enhancement of learners’ performance
• Shadow Education Effects on Student Disparities This research addresses the problem of shadow education on student disparities, analyzes its effects, and provides data that has practical applications.
• Criticisms of the US Education System K-12 education in the United States is often criticized for its failure to provide students with fundamental knowledge.
• Leadership Models for Educational Leaders School budgeting is a critical financial management tool that enables institutions to exercise effective control and the management of their financial affairs.
• Adapting Teaching to Meet the Cultural Needs of the African American Youth The standard education frameworks, practices, and procedures may, therefore, not prove as effective when applied to this population.
• Truancy: Causes, Effects and Possible Solutions Truancy refers to the deliberate and unauthorized absence from school, whether it is for valid reasons or not. In this case, a student misses classes of their own free will.
• Quality Improvement Plan for an At-Risk Student It is important to ensure that every nurse is successful in their course. This essay will discuss an at-risk student and propose a suitable quality improvement plan.
• School Services Offered by the N.Y.C.’s Department of Education The New York City Department of Education offers various children’s services to the US schooling system to improve the academic competence and intellectual confidence of learners.
• Challenges Hispanic People Face in Higher Education The problem with access to higher education for minorities remains relevant. Colleges cannot create appropriate conditions and ensure the security of Hispanic students.
• Online Classes Vs. Traditional Classes: The Comparison of Benefits and Challenges For Students The paper compares online classes and traditional classes in the postsecondary education setting with the emphasis put on the benefits and challenges experienced by the students.
• Response Dialogue for the Recess Debate Article Recess is considered a learning tool that enhances concentration among learners. Academic institutions develop curricula with vital activities that incorporate periodic rest-time.
• Digital and Traditional Education Systems Comparison Technology innovation has transformed daily activities among individuals, as evidenced in different economic sectors.
• System for Assessing School Performance The described measures in the current paper can result in raising the overall school performance grade to B and above.
• Achievement Gap Among African American Students Today, an achievement gap persists since African American students consider themselves failures and become deviant due to insufficient school resources.
• Researching of Academic Performance This essay discusses psychological, socio-economic, and environmental factors affecting the academic performance of students
• Strategies for Creating a Professional Portfolio The paper states that as soon as a graduate nurse is trying to achieve a career change, professional requirements oblige them to provide a portfolio.
• Psycho-Educational Assessment of a Student It is necessary to carry out a psycho-educational assessment of the student, approaching their academic success from the side of psychology.
• Effective Use of Assessment Strategies The paper describes how learning to effectively use assessment strategies enhances the students’ understanding and allows teachers to determine their next steps.
• How to Study to Maximize Performance by E. & R. Bjork Elizabeth and Robert Bjork provide some valuable advice for students in their TED speech "How to study to maximize performance" in 2018.
• Personality, Social Connectedness, and Adjustment to University Life While conscientiousness is a factor in high academic performance, this trait contributes to increased stress in students.
• Culturally Responsive Teaching Article The article "Connecting universal design for learning with culturally responsive teaching" focuses on how educators can assess and contain student features in a multicultural classroom.
• Payments to Collegiate Athletes Students and schools with exceptional results should be awarded bonuses to keep the competitive spirit and motivation high.
• Grade Point Average and Intelligence Quotient Grade point average as the outcome of a students' performance is an indicator of their intelligence. This capacity is significantly related to a child’s intelligence quotient.
• META-PR Functional Evaluation System for Students META-PR is a functional evaluation system that relies on testing students' knowledge to deliver information about the effectiveness of education in the state.
• Functional Communication Training Plan Reflection and Revision This essay analyzes the proposed intervention plan and revises several of its points based on the evidence presented in peer-reviewed articles.
• Educational Equity and Student Achievement This paper discusses the inequitable outcomes in the US educational system. They continue to exist between fortunate students and more marginalized pupils.
• Standardized Tests and Their Negative Aspects The paper states that the use of standardized tests for evaluating young people’s abilities is not the best method due to several reasons
• Enhancing Academic Success Through Emotional Intelligence The contribution of emotional intelligence to educational attainment is examined in this essay, clarifying that it is a vital factor in educational achievement.
• Seven Steps to Be Successful in College While learning and gaining knowledge is a primary goal in college, the education process includes several accompanying organizational and lifestyle-oriented processes.
• Educational Success and Barriers to Achievements The purpose of this essay is to define educational success, explore ways to measure it and analyze the barriers to achieving that success.
• Same- and Mixed-Sex Peer Interaction and Academic Achievement The purpose of this essay is to examine same-sex and mixed-sex peer interactions to elucidate their impact on academic performance.
• Social Class and Its Impact on Student Performance This essay discusses controversial issues regarding the impact of social class on students' performance, such as economic status, societal expectations, and individual health.
• Successful Academic Performance Successful academic performance is about obtaining employability qualifications, critical thinking, and personal skills.
• Best Strategies for Learning Orientation Literature on learning orientation does not necessarily touch upon the best strategies directly, but there is still plenty of evidence related to the topic.
• Importance of Self-Esteem & Self-Efficacy for College Students Self-efficacy gives human beings the ability to execute behaviors that will make them achieve their life goals. Self-efficacy affects every area of a person's life.
• Sleep Deprivation and Its Effects on College Students The paper explores the relationship between quality sleep deprivation and its related effect on the academic performance of college-going students.
• Use of Formative Assessments in Diverse Classroom Formative assessment can be characterized as assessment for learning because this approach allows teachers to adjust materials and makes goals transparent to students.
• Aspects of Assessment of Students Local state standards can be effectively aligned with classroom assessment strategies by first understanding what the terms alignment, bars, and assessment refer to.
• Work Hours and Academic Success Relationship A positive correlation between working 20+ hours per week and the negative impact on the study is due to the concomitant factors that overtime work entails.
• Education Assessment: Focus Student The paper discusses education assessment of Jimmy. He has been identified with a learning challenge in reading and sentence construction.
• Attendance and Performance in Non- and Disabled Secondary Students This literature review paper identifies what is known about the effect of poor attendance on academic performance in disabled secondary students and their non-disabled peers.
• Yoga for Improving the Academic Performance This paper determines the effectiveness of yoga as a tool for improving the academic performance of students in high-poverty schools.
• The Assessment in Education: Assessment of Mathematics Learning This paper will consider an Assessment based on various theoretical perspectives with a comprehensive description of how the plan will be used.
• Classroom Design for Students’ High Academic Achievements By effectively connecting design elements and learning about the world through the classroom, a child increases their chances of high academic achievement.
• The Effects of School Climate on Student Achievement The paper demonstrates how climate can influence student performance. With a friendly atmosphere in schools, the adaptive period for students decreases.
• Parenting Styles, Academic Achievement and the Influence of Culture The article acknowledges the existing body of research on the topic of correlations between different parenting styles and levels of academic success.
• Academic Performance of Dual Language Learners The gap in academic success between dual language learners and their monolingual peers is a significant problem that requires decisive action.
• Scholastic Dishonesty and Academic Integrity The paper discusses the significance of academic integrity. It refers to making moral decisions, consulting teachers and peers, and following the school standard.
• Charter Schools: Academic Success to the Poorest Children in the City Charter schools in the city provide the possibility of social mobility and academic success to the poorest and underprivileged children residing in the city.
• Teacher's Evaluation of Student Learning The teacher's assessment activity is a special kind of action that includes control, verification, assessment, and the final result, a mark directed by the teacher to the student.
• Educational Achievement Gaps: Causes and Impacts Factors that contribute to the educational achievement gap are local racial/ethnic differences, the differences in parental income and parental educational achievement, etc.
• The Racial Knowledge Disparity in the U.S. It is vital to eradicate the racial knowledge disparity in the U.S. by providing the students with an equivalent learning experience within the classrooms.
• Video Games and High School Performance in the USA The research seeks to illustrate that video games have a negative effect on high school students' GPAs in the USA based on truancy rates and other vices.
• Tools and Strategies for Academic Success Goal setting is a fundamental strategy in education planning because it enhances focus and motivation, promoting success.
• The Cognitive Performance and Physical Activity Link There are various aspects of the correlation between movement and academic results of children and adolescents thoroughly studied by scholars.
• Perceived Academic Effects of Instant Messaging Use The paper explains the connection between instant messaging use and intellectual impairment by examining its use among students.
• Adequacy Funding Reforms and Achievement Gap The school finance reform of the 1990s is recognized as one of the most efficient alterations in the education system of the USA.
• Portfolio Method of Student Assessment The portfolio method of student and teacher educational assessment is discussed. It has the advantage of providing comprehensive information.
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• Published: 19 August 2024

The impact of study habits and personal factors on the academic achievement performances of medical students

• Mohammed A. Aljaffer 1 ,
• Ahmad H. Almadani 1 ,
• Abdullah S. AlDughaither 2 ,
• Ali A. Basfar 2 ,
• Saad M. AlGhadir 2 ,
• Yahya A. AlGhamdi 2 ,
• Bassam N. AlHubaysh 2 ,
• Osamah A. AlMayouf 2 ,
• Saleh A. AlGhamdi 3 ,
• Tauseef Ahmad 4 &
• Hamza M. Abdulghani 5  

BMC Medical Education volume  24 , Article number:  888 ( 2024 ) Cite this article

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Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.

This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.

A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.

The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement ( p  = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement ( p  = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found ( p  = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p  = 0.08).

The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

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Introduction

Academic performance is a common indicator used to measure student achievement [ 1 , 2 ]. It is a compound process influenced by many factors, among which is study habits [ 2 , 3 ]. Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [ 2 , 3 , 4 ]. Put differently, study habits involve various techniques that would increase motivation and transform the study process into an effective one, thus enhancing learning [ 5 ]. Students’ perspectives and approaches toward studying were found to be the key factors in predicting their academic success [ 6 , 7 ]. However, these learning processes vary from one student to another due to variations in the students’ cognitive processing [ 8 ].

The study habits of students are the regular practices and habits they exhibit during the learning process [ 9 , 10 ]. Over time, several study habits have been developed, such as time management, setting appropriate goals, choosing a comfortable study environment, taking notes effectively, choosing main ideas, and being organized [ 11 ]. Global research shows that study habits impact academic performance and are the most important predictor of it [ 12 ]. It is difficult for medical students to organize and learn a lot of information, and they need to employ study skills to succeed [ 1 , 2 , 5 , 13 ].

Different lifestyle and social factors could affect students’ academic performance. For instance, Jafari et al. found that native students had better study habits compared to dormitory students [ 1 ]. This discrepancy between native and dormitory students was also indicated by Jouhari et al. who illustrated that dormitory students scored lower in attitude, test strategies, choosing main ideas, and concentration [ 10 ]. Regarding sleeping habits, Curcio G et al. found that students with a regular and adequate sleeping pattern had higher Grade Point Average (GPA) scores [ 14 ]. Lifestyle factors, such as watching television and listening to music, were shown to be unremarkable in affecting students’ grades [ 15 , 16 ]. Social media applications, including WhatsApp, Facebook, and Twitter, distract students during learning [ 16 , 17 ].

Motivation was found to be a major factor in students’ academic success. Bonsaksen et al. found that students who chose “to seek meaning” when studying were associated with high GPA scores [ 18 ]. In addition, low scores on “fear of failure” and high scores on “achieving” correlated with a higher GPA [ 8 , 18 ].

Resource-wise, Alzahrani et al. found that 82.7% of students relied on textbooks assigned by the department, while 46.6% mainly relied on the department’s lecture slides [ 19 ]. The study also indicated that 78.8% perceived that the scientific contents of the lectures were adequate [ 19 ]. Another study found that most students relied on the lecture slides (> 83%) along with their notes, followed by educational videos (76.1%), and reference textbooks (46.1%) [ 20 ]. Striking evidence in that study, as well as in another study, indicated that most students tended to avoid textbooks and opted for lecture slides, especially when preparing for exams [ 20 , 21 ].

Several researchers studied the association between different factors and academic performance; however, more is needed to know about this association in the process of education among medical students [ 15 , 20 , 22 ], with some limitations to the conducted studies. Such limitations include the study sample and using self-reported questionnaires, which may generate inaccurate results. Moreover, in Saudi Arabia in particular, the literature concerning the topic remains limited. Since many students are unsatisfied with their performance and seek improvement [ 10 ], the present study was designed and conducted.

Unlike other studies in the region, this study aims to investigate the relationship between study habits and personal factors and measure their influence on academic achievement. The results of this study could raise awareness regarding the effect of study habits and personal factors on students’ performance and would also guide them toward achieving academic success. The study also seeks to identify the factors that distinguish academically successful students from their peers.

Study design, setting, and participants

This observational cross-sectional study, which took place between June and December 2022, was conducted among students attending the College of Medicine at King Saud University (KSU), Riyadh, Saudi Arabia. Its targeted population included all male and female medical students (first to fifth years) attending KSU during the academic year 2021/2022. Whereas, students at other colleges and universities, those who failed to complete the questionnaire, interns (the students who already graduated), and those who were enrolled in the university’s preparatory year, were all excluded from the current study. The sample size was calculated based on a study conducted in 2015 by Lana Al Shawwa [ 15 ]. Using the sample size formula for a single proportion (0.79), the required sample size was 255 using a confidence interval of 95% and a margin of error of 5%. After adding a 20% margin to accommodate non-responses and incomplete responses, the calculated sample size required for this study was 306. However, our research team collected a total of 336 participants for this study to ensure complete representation.

Study instrument

The research team developed and used an electronic questionnaire. The rationale is that no standardized questionnaire measuring the study objectives was found in the literature. However, the questionnaire was tested on a pilot of 15 students to test its clarity and address any possible misconceptions and ambiguity. The study questionnaire was distributed randomly to this cohort, who were asked to fill out the questionnaire. The students reported a complete understanding of the questionnaire’s contents, so the same questionnaire was used without any modifications. The questionnaire, written in English, consisted of three parts. The first part included eleven questions about the socio-demographic status of the participants. The second part contained twenty-one questions examining personal factors such as sleep and caffeine consumption. The last part included twenty-one questions regarding students’ study habits. The questionnaire was constructed based on an ordinal Likert scale which had: strongly agree, agree, neutral, disagree, and strongly disagree as possible answers. The questionnaire was sent to participants through email and social media applications like Twitter and WhatsApp to increase the study response. An informed consent that clearly states the study’s purpose was taken from all participants at the beginning of the questionnaire. In addition, all participants were assured that the collected data would be anonymous and confidential. Each participant was represented by a code for the sole purpose of analyzing the data. Furthermore, no incentives or rewards were given to the participants for their participation.

Study variables

Socio-demographic information (such as age, gender, and academic year), and personal factors (such as motivation, sleeping status, caffeine consumption, and self-management) were the independent variables. Study habits such as attendance, individual versus group study, memorization techniques, revision, learning style, and strategies were also independent variables.

Academic achievement refers to a student’s success in gaining knowledge and understanding in various subjects, as well as the ability to apply that knowledge effectively [ 23 ]. It is a measure of the student’s progress throughout the educational journey, encompassing both academic achievements and personal growth [ 3 , 24 ]. Academic achievement is judged based on the student’s GPA or performance score. In this study, students’ GPA scores, awareness, and satisfaction regarding their academic performance were the dependent variables.

We divided the study sample into two groups based on the GPA. We considered students with high GPAs to be exposed (i.e. exposed to the study habits we are investigating), and students with low GPAs to be the control group. The purpose of this study was to determine why an exposed group of students gets high grades and what study factors they adopt. Based on this exposure (high achieving students), we concluded what methods they used to achieve higher grades. Those in the first group had a GPA greater or equal to 4.5 (out of 5), while those in the second group had a GPA less than 4.5. The students’ data were kept confidential and never used for any other purpose.

Data analysis

The data collected were analyzed by using IBM SPSS Statistical software for Windows version 24.0. Descriptive statistics such as frequency and percentage were used to describe the socio-demographic data in a tabular form. Furthermore, data for categorical variables, including different study habits, motivation factors, memorizing and revising factors, and lifestyle factors, were tabulated and analyzed using the odds ratio test. Finally, we calculated the odds ratio statistic and a p-value of 0.05 to report the statistical significance of our results.

Ethical approval and consent to Participate

Before conducting the study, the research team obtained the Ethics Committee Approval from the Institutional Review Board of the College of Medicine, KSU, Riyadh, Saudi Arabia (project No. E-22-7044). Participants’ agreement/consent to participate was guaranteed by choosing “agree” after reading the consent form at the beginning of the questionnaire. Participation was voluntary, and consent was obtained from all participants. The research team carried out all methods following relevant guidelines and regulations.

The total 336 medical students participated in the study. All participants completed the study questionnaire, and there were no missing or incomplete data, with all of them being able to participate. As shown in Table  1 9.3% of participants were between 18 and 20, 44.9% were between the ages of 21 and 22, and 35.8% were 23–28 years old. In the current study, 62.5% of the participants were males and 37.5% were females. The proportion of first-year students was 21.4%, 20.8% of second-year students, 20.8% of third-year students, 18.2% of fourth-year students, and 18.8% of fifth-year students, according to academic year levels. Regarding GPA scores, 36.9% scored 4.75-5 and 32.4% scored 4.5–4.74. 23.8% achieved 4-4.49, 6.5% achieved 3-3.99, and only 0.4% achieved 2.99 or less. Participants lived with their families in 94.6% of cases, with friends in 1.2% of cases, and alone in 4.2% of cases. For smoking habits, 86.3% did not smoke, 11% reported using vapes, 2.1% used cigarettes, and 0.6% used Shisha. 91.4% of the participants did not report any chronic illnesses; however, 8.6% did. In addition, 83% had no mental illness, 8.9% had anxiety, 6% had depression, and 2.1% reported other mental illnesses.

Table  2 shows motivational factors associated with academic performance. There was a clear difference in motivation factors between students with high and low achievement in the current study. Students with high GPAs were 1.67 times more motivated toward their careers (OR = 1.67, p  = 0.09) than those with low GPAs. Furthermore, significant differences were found between those students who had self-fulfillment or ambitions in life they had ~ 2 times higher (OR = 1.93, p  = 0.04) GPA scores than low GPA students. Exam results did not motivate exposed or high GPA students (46%) or control students with low GPA students (41%), but the current study showed test results had little impact on low achiever students (OR = 1.03, p  = 0.88). Furthermore, 72.6% of high achievers were satisfied with their academic performance, while only 41% of low achiever students were satisfied. Therefore, students who were satisfied with their academic performance had 1.6 times greater chances of a higher GPA (OR = 1.6, p  = 0.08). Students who get support and help from those around them are more likely to get high GPAs (OR = 1.1, p  = 0.73) than those who do not receive any support. When students reported feeling a sense of family responsibility, the odds (odds ratio) of their receiving higher grades were 1.15 times higher (OR = 1.15, p  = 0.6) compared to those who did not feel a sense of family responsibility. The p-value, which indicates the level of statistical significance, was 0.6.

Table  3 shows the study habits of higher achiever students and low achiever students. Most of the high-achieving students (79.0%) attended most of the lectures and had 1.6 times higher chances of getting higher grades (OR = 1.6, p  = 0.2) than those who did not attend regular lectures. The current study found that studying alone had no significant impact on academic achievement in either group. However, those students who had studied alone had lower GPAs (OR = 1.07, p  = 0.81). The current study findings reported 29.8% of students walk or stand while studying rather than sit, and they had 1.57 times higher GPA chances compared to students with lower GPAs (OR = 0.73, p  = 0.27). High achievers (54.0%) preferred studying early in the morning, and these students had higher chances of achieving good GPAs (OR = 1.3, p  = 0.28) than low achiever groups of students. The number of students with high achievement (39.5%) went through the lecture before the lesson was taught. These students had 1.08 times higher chances of achieving than low achiever groups of students. Furthermore, students who made a weekly study schedule had 1.3 times higher chances of being good academic achievers than those who did not (OR = 1.3, p  = 0.37). Additionally, high-achieving students paid closer attention to the lecturer (1.2 times higher). In addition, students with high GPAs spent more time studying when exam dates approached (OR = 1.3, p  = 0.58).

Table  4 demonstrates the relationship between memorizing and revising with high and low GPA students. It was found that high achiever students (58.9%) studied lectures daily and had 1.4 times higher chances of achieving high grades (OR = 1.4, p  = 0.16) than the other group. It was found that most of the high achievers (62.1%) skim the lecture beforehand before memorizing it, which led to 1.8 times higher chances of getting good grades in this exam (OR = 1.8, p  = 0.06). One regular activity reported by high GPA students (82.3%) was recalling what had just been memorized. For this recalling technique, we found a significant difference between low-achieving students (OR = 0.8, p  = 0.63) and high-achieving students (OR = 1.83, p  = 0.05). A high achiever student writes notes before speaking out for the memorizing method, which gives 1.2 times greater chances of getting high grades (OR = 1.2, p  = 0.55) than a student who does not write notes. A major difference in the current study was that high GPA achievers (70.2%) revise lectures more frequently than low GPA achievers (57.1%). They had 1.5 times more chances of getting high grades if they practiced and revised this method (OR = 1.5, p  = 0.13).

Table  5 illustrates the relationship between negative lifestyle factors and students’ academic performance. The current study found that students are less likely to get high exam grades when they smoke. Students who smoke cigarettes and those who vape are 1.14 and 1.07 times respectively more likely to have a decrease in GPA than those who do not smoke. Those students with chronic illnesses had 1.22 times higher chances of a downgrade in the exam (OR = 1.22, p  = 0.49). Additionally, students with high GPAs had higher mental pressures (Anxiety = 1.2, Depression = 1.18, and other mental pressures = 1.57) than those with low GPAs.

Learning is a multifaceted process that evolves throughout our lifetimes. The leading indicator that sets students apart is their academic achievement. Hence, it is crucial to investigate the factors that influence it. The present study examined the relationship between different study habits, personal characteristics, and academic achievement among medical students. In medical education, and more so in Saudi Arabia, there needs to be more understanding regarding such vital aspects.

Regarding motivational factors, the present study found some differences between high and low achievers. Students with high GPA scores were more motivated toward their future careers (OR = 1.67, p  = 0.09). The study also indicated that students who had ambitions and sought self-fulfillment were more likely to have high GPA scores, which were statistically significant (OR = 1.93, p  = 0.04). This was consistent with Bin Abdulrahman et al. [ 20 ], who indicated that the highest motivation was self-fulfillment and satisfying family dreams, followed by a high educational level, aspirations to join a high-quality residency program, and high income. Their study also found that few students were motivated by the desire to be regarded as unique students. We hypothesize that this probably goes back to human nature, where a highly rewarding incentive becomes the driving force of our work. Hence, schools should utilize this finding in exploring ways to enhance students’ motivation toward learning.

The present study did not find a significant effect of previous exam results on academic performance (OR = 1.03, p  = 0.88). However, some studies reported that more than half of the high-achieving students admitted that high scores acquired on previous assessments are an important motivational factor [ 15 , 25 , 26 ]. We hypothesize that as students score higher marks, they become pleased and feel confident with their study approach. This finding shows how positive measurable results influence the students’ mentality.

The present study also explored the social environment surrounding medical students. The results indicated that those who were supported by their friends or family were slightly more likely to score higher GPAs (OR = 1.1, p  = 0.73); however, the results did not reach a statistical significance. We hypothesize that a supportive and understanding environment would push the students to be patient and look for a brighter future. Our study results were consistent with previous published studies, which showed an association [ 3 , 27 , 28 , 29 , 30 ]. We hypothesize that students who spend most of their time with their families had less time to study, which made their study time more valuable. The findings of this study will hopefully raise awareness concerning the precious time that students have each day.

The association of different study habits among medical students with high and low GPAs was also studied in our study. It was noted that the high-achieving students try to attend their lectures compared to the lower achievers. This was in line with the previous published studies, which showed that significant differences were observed between the two groups regarding the attendance of lectures, tutorials, practical sessions, and clinical teachings [ 31 , 32 ]. The present study found that most students prefer to study alone, regardless of their level of academic achievement (82.1%). This finding is consistent with the study by Khalid A Bin Abdulrahman et al., which also showed that most students, regardless of their GPA, favored studying alone [ 20 ].

The present study findings suggest that a small number of students (29.8%) prefer to walk or stand while studying rather than sit, with most being high achievers (OR = 1.57, P  = 0.15). A study reported that 40.3% of students with high GPAs seemed to favor a certain posture or body position, such as sitting or lying on the floor [ 15 ]. These contradictory findings might indicate that which position to adopt while studying should come down to personal preference and what feels most comfortable to each student. The present study also found that high achievers are more likely to prefer studying early in the morning (OR = 1.3, P  = 0.28). The authors did not find similar studies investigating this same association in the literature. However, mornings might allow for more focused studying with fewer distractions, which has been shown to be associated with higher achievement in medical students [ 3 , 15 , 33 ].

Our study also found that 39.5% of the academically successful students reviewed pre-work or went through the material before they were taught it (OR = 1.08, p  = 0.75), and 25% were neutral. Similar findings were reported in other studies, showing that academically successful students prepared themselves by doing their pre-work, watching videos, and revising slides [ 3 , 9 , 34 ]. Our study showed that 75% of high-achieving students tend to listen attentively to the lecturer (OR = 1.2, p  = 0.48). Al Shawa et al. found no significant differences between the high achievers and low achievers when talking about attending lectures [ 15 ]. This could be due to the quality of teachers and the environment of the college or university.

Regarding the relationship between memorizing and revising with high and low GPA students, the present study found that students who study lectures daily are more likely to score higher than those who do not (OR = 1.4, p  = 0.16). This finding is consistent with other studies [ 3 , 19 , 35 ]. For skimming lectures beforehand, an appreciable agreement was noted by high GPA students (62.1%), while only (42%) of low GPA students agreed to it. Similarly, previous published studies also found that highlighting and reading the content before memorization were both common among high-achieving students [ 15 , 36 ]. Furthermore, the present study has found recalling what has just been memorized to be statistically significantly associated with high GPA students (OR = 1.83, p  = 0.05). Interestingly, we could not find any study that investigated this as an important factor, which could be justified by the high specificity of this question. Besides, when it comes to writing down/speaking out what has just been memorized, our study has found no recognizable differences between high-achieving students (75%) and low-achieving students (69%), as both categories had remarkably high percentages of reading and writing while studying.

The present study has found no statistical significance between regularly revising the lectures and high GPA ( p  > 0.05), unlike the study conducted by Deborah A. Sleight et al. [ 37 ]. The difference in findings between our study and Deborah A. Sleight et al. might be due to a limitation of our study, namely the similar backgrounds of our participants. Another explanation could be related to curricular differences between the institutions where the two studies were conducted. Moreover, a statistically significant correlation between not preferring the data being presented in a written form instead of a graphical form and high GPA scores have been found in their study ( p  < 0.05). However, a study conducted by Deborah A. Sleight et al. indicated that 66% of high achievers used notes prepared by other classmates compared to 84% of low achievers. Moreover, their study showed that only 59% of high achievers used tables and graphs prepared by others compared to 92% of low achievers. About 63% and 61% of the students in their study reported using self-made study aids for revision and memory aids, respectively [ 37 ].

The present study also examined the effects of smoking and chronic and mental illness, but found no statistical significance; the majority of both groups responded by denying these factors’ presence in their life. A similar finding by Al Shawwa et al. showed no statistical significance of smoking and caffeine consumption between low GPA and high GPA students [ 15 ]. We hypothesize that our findings occurred due to the study’s broad approach to examining such factors rather than delving deeper into them.

High-achieving students’ habits and factors contributing to their academic achievement were explored in the present study. High-achieving students were found to be more motivated and socially supported than their peers. Moreover, students who attended lectures, concentrated during lectures, studied early in the morning, prepared their weekly schedule, and studied more when exams approached were more likely to have high GPA scores. Studying techniques, including skimming before memorizing, writing what was memorized, active recall, and consistent revision, were adopted by high-achievers. To gain deeper insight into students’ strategies, it is recommended that qualitative semi-structured interviews be conducted to understand what distinguishes high-achieving students from their peers. Future studies should also explore differences between public and private university students. Additionally, further research is needed to confirm this study’s findings and provide guidance to all students. Future studies should collect a larger sample size from a variety of universities in order to increase generalizability.

Limitations and recommendations

The present study has some limitations. All the study’s findings indicated possible associations rather than causation; hence, the reader should approach the results of this study with caution. We recommend in-depth longitudinal studies to provide more insight into the different study habits and their impact on academic performance. Another limitation is that the research team created a self-reported questionnaire to address the study objectives, which carries a potential risk of bias. Hence, we recommend conducting interviews and having personal encounters with the study’s participants to reduce the risk of bias and better understand how different factors affect their academic achievement. A third limitation is that the research team only used the GPA scores as indicators of academic achievement. We recommend conducting other studies and investigating factors that cannot be solely reflected by the GPA, such as the student’s clinical performance and skills. Lastly, all participants included in the study share one background and live in the same environment. Therefore, the study’s findings do not necessarily apply to students who do not belong to such a geographic area and point in time. We recommend that future studies consider the sociodemographic and socioeconomic variations that exist among the universities in Saudi Arabia.

Availability of data materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Grade Point Average

King Saud University

Institutional review board

Statistical package for the social sciences

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Aljaffer, M.A., Almadani, A.H., AlDughaither, A.S. et al. The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Med Educ 24 , 888 (2024). https://doi.org/10.1186/s12909-024-05889-y

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Title: The effect of absenteeism on student's academic performance in grade 10 emerald in Malanday National High School Background of the Study

Absence nowadays cannot be separated from the individual who was called a student. This absence of phenomena, it is easy to see even likened it has become a necessity in the nature of students. So it is not surprising if this habit continues to fall proceeds among school students as examples of primary, secondary and even at university level, the problem still persists. Other than that, the sector is also facing the field of employment in the same problems that their employer impasse in the absence of these phenomena solution. University Selangor (UNISEL) at Shah Alam, Faculty of Business also facing the same thing, the absence of student in class getting worse. They are a few among of student sometimes attend a class a few time in a week, other than that the attendances of student in class based on the subject that they like. These scenarios actually should not be happened, because as a student they already know and thinks to differentiate between the good thing and the worse. Besides that, they also well know the impact and affect while they absent from a class. According to the (Marburger, 2001) states that the difficulty inferring the effect of absenteeism on performance because, once a student is absent in a class

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85 Academic Performance Essay Topic Ideas & Examples

🏆 best academic performance topic ideas & essay examples, 💡 interesting topics to write about academic performance, 👍 good essay topics on academic performance.

• Birth Order and Academic Performance If a child is in the middle, they may have a hard time finding their place in the world. Birth order has also been suggested to have a substantial impact on cognitive development because of […]
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• Texting Effects on Students Academic Performance The use of abbreviation and manipulation of the phonological sounds of words improves the imagination and creativity of students. One of the benefits of texting is that it improves academic performance by promoting the spelling […]
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• Income Level and Academic Performance The sphere of education has many significant issues, and one of them is the school performance of students from low-income families. Therefore, my proposal is to analyze the relationship between the academic performance of students […]
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• The Satisfaction With the Overall Academic Performance The primary goal of the questionnaire is to measure the satisfaction with the overall academic performance and determine the fundamental influences on it.
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• Students Academic Performance: Closing the Gap While neither category is directly related to the academic performance of the group, it would be reasonable to expect that the improvements in both would indirectly influence the efficiency of education in other words, the […]
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• Demographic and Socioeconomic Factors Associated With Academic Performance
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• The Link Between Academic Performance and Learning Styles
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• Associations Between Dietary Intake and Academic Performance in College Students
• Does School Uniform Improve Academic Performance?
• The Relationship Between Extracurricular Activities and Adolescents’ Academic Performance & Self-Concept
• Poor Health Impact on Academic Performance in Students
• Teenage Pregnancy and Its Effect on Female Students’ Academic Performance
• Smartphone Use and Academic Performance: Correlation or Causal Relationship
• How Teacher Behavioral Attitude Affects Student Academic Performance
• Parental Involvement and Its Perceived Impact on Academic Performance in Children
• Academic Performance Based on Demography, Motivation, and Learning Styles
• Student Academic Performance and Negative Effects of Large Class Sizes
• Examining Gender Differences in Academic Performance
• The Younger, the Better: Age-Related Differences in Academic Performance at University
• Impact of Drug Abuse on Academic Performance and Physical Health
• Academic Performance Stratification: Inequality in the Knowledge Production
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IvyPanda. (2024, February 20). 85 Academic Performance Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/academic-performance-essay-topics/

"85 Academic Performance Essay Topic Ideas & Examples." IvyPanda , 20 Feb. 2024, ivypanda.com/essays/topic/academic-performance-essay-topics/.

IvyPanda . (2024) '85 Academic Performance Essay Topic Ideas & Examples'. 20 February.

IvyPanda . 2024. "85 Academic Performance Essay Topic Ideas & Examples." February 20, 2024. https://ivypanda.com/essays/topic/academic-performance-essay-topics/.

1. IvyPanda . "85 Academic Performance Essay Topic Ideas & Examples." February 20, 2024. https://ivypanda.com/essays/topic/academic-performance-essay-topics/.

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IvyPanda . "85 Academic Performance Essay Topic Ideas & Examples." February 20, 2024. https://ivypanda.com/essays/topic/academic-performance-essay-topics/.

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Top-Cited Study: Students’ Attitudes Toward Creativity in School

Drs. zorana ivcevic pringle & jessica hoffmann recognized for their top cited paper in 2022-2023 for the journal of creative behavior, dr. zorana ivcevic pringle and dr. jessica hoffmann.

A paper authored by Dr. Zorana Ivcevic Pringle, Senior Research Scientist, and Dr. Jessica Hoffmann, Assistant Professor at the Child Study Center, has been recognized as one of the top 10 most-cited articles in the Journal of Creative Behavior for 2022 and 2023.

The article, "The Creativity Dare: Attitudes Toward Creativity and Prediction of Creative Behavior in School," examines how high school students' attitudes toward creativity impact what students are able to do in their classrooms. Drs. Ivcevic and Hoffmann conducted two studies in which they measured thoughts and feelings students have as they decide whether to share their creative ideas and whether to pursue creative challenges. They identified three key attitudes: valuing creativity, anxious risk aversion, and anticipating negative social consequences. The research showed that students who valued creativity – considered it important to their identity – were more likely to view creative challenges as beneficial to their goals and more likely to be creative in their schoolwork. By contrast, those who were anxious about taking risks were less likely to share their creative ideas in class and those who anticipated negative social consequences ended up less interested in creative challenges and put less effort in working on these challenges.

This study is significant both practically and theoretically. Dr. Ivcevic states,

“The World Economic Forum lists several creativity-related skills in their top 10 list of skills for the changing economy. This research provides insight into concerns on students’ minds as they approach creative work. Will sharing ideas be met with disapproval? Could it be safer not to share ideas? How valuable and personally important is creativity for students? When educators acknowledge these concerns and take them into account in their classrooms, their students will be better able and more willing to engage creatively at school. We are deeply honored that this line of research has received so much recognition.”

Drs. Ivcevic and Hoffmann plan to extend this work to examine how a supportive school climate can help students develop positive attitudes toward creativity. They are also working to validate a way to measure these attitudes in Spanish-speaking students.

Featured in this article

• Jessica D Hoffmann, PhD Assistant Professor in the Child Study Center
• Zorana Ivcevic Pringle Senior Research Scientist

Related Links

• The Creativity Dare: Attitudes Toward Creativity and Prediction of Creative Behavior in School

Police identified 14-year-old Colt Gray, a student at Apalachee High School, as the gunmen who killed two students and two teachers.

• LATEST DETAILS

Schools struggling to find solutions to chronic absenteeism problem

by CORY SMITH | The National Desk

(TND) — Schools are having limited success in reducing chronic absenteeism, according to a new RAND report .

And more students are missing school than they were before the pandemic.

School leaders seem to believe that the pandemic shifted perspectives to the detriment of students.

“Yeah, it seems like parents are viewing school as more optional,” Heather Schwartz, an education policy expert and researcher at RAND, said Tuesday of the feedback she’s heard from school district leaders.

RAND’s report, released last week and based on a survey and interviews conducted late last school year, determined that 19% of students were chronically absent.

That’s down from the peak of 28% during the 2021-22 school year but remains elevated from the 13% and 15% absenteeism rates from 2016 to 2019.

And about 10% of districts had 30% or more of their students chronically absent last school year.

Chronic absenteeism is defined as a student missing at least 10% of their school days. A typical school year is 180 days, so a chronically absent student would be out of class for at least 18 days.

The American Federation of Teachers says chronic absenteeism predicts both low academic success and potentially which students may eventually drop out of school.

RAND found a quarter of districts didn’t find their approaches to reducing chronic absenteeism particularly effective.

Common approaches have been the adoption of an early warning system to flag students who are at risk of being chronically absent, home visits, having teachers call students’ homes when they miss school, and hiring staff focused on reducing absenteeism.

“It was disheartening to see the lack of any clear approach, any clear winner among the approaches,” Schwartz said.

Why are more students missing school?

There were common themes RAND heard from district leaders.

Some families, it seems, might be more apathetic towards school since the pandemic.

Some parents seem to have more zealous concerns about sending their children to school when they have minor illnesses, like colds.

There seems to be a growing sense among parents that doing class assignments online is a “good enough” replacement for attending school in person.

And then there’s an increased desire to ease anxiety or mental health concerns children might have about going to school.

“I would say those are the four buckets we hear,” Schwartz said.

Those sentiments seem to be more prevalent now than they were before the pandemic.

“To be fair, we didn't ask them (to) look in the crystal ball and be like, ‘Do you think this is forever?’ So, I don't know if they see it as like a receding tide that's still hanging around, or if it's ... the new normal,” Schwartz said of their survey of school leaders.

How can we fix this?

Schwartz said it’s clear there’s no one-size-fits-all solution to chronic absenteeism.

The same approach in two different places is going to yield different results, she said.

“The culture of a community, the size of the district, the types of students they serve, the needs of the family, the availability of transportation, on and on, are all highly dependent on the local context,” Schwartz said.

Beyond that, she said schools need to tailor their messages to the needs and challenges of different families.

A student who misses a lot of class time in one concentrated chunk is different than a student who misses a lot of days sprinkled throughout the school year.

A student who is missing time and struggling to keep up is different from a student who is missing time but managing to stay on track.

Schwartz said schools need to invest in testing different messages for different student populations.

“The problem is important enough that it's worth investing to find a solution,” she said. “Solutions, plural, because there isn't going to be just any one solution.”

And any approach needs to include “carrots, not just sticks,” she said.

Schools can’t just send truancy officers to homes and solve chronic absenteeism, she said.

“To fundamentally fix this issue, I don't think you can merely hang a bunch of threats over families. ... Make school compelling enough that kids actually feel that they in some sense want to come,” Schwartz said.

And relationship-building is key to making students want to go to school, she said.

“There is an adult who knows you, who notices when you're not there, cares about you, and who wants to see you there at school,” Schwartz said.

APA Style for beginners

Then check out some frequently asked questions:

What is APA Style?

Why use apa style in high school, how do i get started with apa style, what apa style products are available, your help wanted.

APA Style is the most common writing style used in college and career. Its purpose is to promote excellence in communication by helping writers create clear, precise, and inclusive sentences with a straightforward scholarly tone. It addresses areas of writing such as how to

• format a paper so it looks professional;
• credit other people’s words and ideas via citations and references to avoid plagiarism; and
• describe other people with dignity and respect using inclusive, bias-free language.

APA Style is primarily used in the behavioral sciences, which are subjects related to people, such as psychology, education, and nursing. It is also used by students in business, engineering, communications, and other classes. Students use it to write academic essays and research papers in high school and college, and professionals use it to conduct, report, and publish scientific research .

High school students need to learn how to write concisely, precisely, and inclusively so that they are best prepared for college and career. Here are some of the reasons educators have chosen APA Style:

• APA Style is the style of choice for the AP Capstone program, the fastest growing AP course, which requires students to conduct and report independent research.
• APA Style helps students craft written responses on standardized tests such as the SAT and ACT because it teaches students to use a direct and professional tone while avoiding redundancy and flowery language.
• Most college students choose majors that require APA Style or allow APA Style as an option. It can be overwhelming to learn APA Style all at once during the first years of college; starting APA Style instruction in high school sets students up for success.

High school students may also be interested in the TOPSS Competition for High School Psychology Students , an annual competition from the APA Teachers of Psychology in Secondary Schools for high school students to create a short video demonstrating how a psychological topic has the potential to benefit their school and/or local community and improve people’s lives.

Most people are first introduced to APA Style by reading works written in APA Style. The following guides will help with that:

Many people also write research papers or academic essays in APA Style. The following resources will help with that:

Instructors will also benefit from using the following APA Style resources:

In addition to all the free resources on this website, APA publishes several products that provide comprehensive information about APA Style:

The APA Style team is interested in developing additional resources appropriate for a beginner audience. If you have resources you would like to share, or feedback on this topic, please contact the APA Style team . 

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• university of new orleans
• campus news
• two new uno students named reginald f. lewis scholars

CAMPUS NEWS: SEPTEMBER 4, 2024

Lewis scholars, two new uno students named reginald f. lewis scholars.

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(from left) Kyson Small and Jonathan Reed Jr. have been selected as UNO’s 4th cohort of Reginald F. Lewis Scholars.

University of New Orleans students Jonathan Reed Jr. of New Orleans and Kyson Small of New Iberia, LA have been selected to represent UNO’s fourth cohort for the University of Louisiana System’s Reginald F. Lewis Scholars program. Each year, two sophomores from each of the nine UL System institutions are chosen based on academic merit, financial need and demonstrated leadership skills.

The 3-year program, created in 2021, is designed to enhance the collegiate experience of Black male students enrolled in the UL System’s nine universities. The students are provided educational programming, opportunities to conduct research, mentorship and co-curricular experiences, including a chance to study abroad in France during their junior year in college. Celyn Boykin, director of Career Services, is the UNO facilitator for the program.

Reed, a graduate of Warren Easton Charter High School, is majoring in accounting with aspirations to join a Big Four accounting firm. Reed said that the Lewis Scholars program is a crucial step in reaching his career goals. He believes that the program will provide him with valuable resources that are often not available to Black male college students, helping him to stand out in a competitive field.

Small, a graduate of New Iberia Senior High School, is majoring in computer science with a goal of working for NASA. Small said that he is excited about the opportunities offered by the Lewis Scholars program and he has felt immediate support since becoming a scholar.

Reed and Small join current UNO Lewis Scholars Brandon Everett, an international studies major; Eian Bailey, a planning and urban studies major; and Joshua Joubert, a film and theatre major. The program is named for Reginald F. Lewis (1942-1993), who was the first Black American businessman to build a billion-dollar company, TLC Beatrice International Holdings, Inc.

$100,000 Gift from Alumnus Will Support Scholarship and College of Engineering

2024 Cohort of Wind Scholars Announced

Making Old New Again: Researchers at UNO and DOE Lab Work to Upcycle Spent Rechargeable Batteries