Teaching Methods and Students' Academic

Performance
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Ganyaupfu Elvis Munyaradzi

 Maxima Research Analytics

Abstract
The objective of this study was to investigate the differential effectiveness of teaching methods on students' academic performance. A
sample of 109 undergraduate students from the College's Department of Economic and Business Sciences was used for the study.
Using the inferential statistics course, students' assessment test scores were derived from the internal class test prepared by the
lecturer. The differential effectiveness of the three teaching methods on student academic performance was analysed using the
General Linear Model based univariate ANOVA technique. The F(2, 106) statistic (= 10.125; p < 0.05) and the Tukey HSD post-hoc
results indicate significant differences on the effectiveness of the three teaching methods. The mean scores results demonstrate that
teacher-student interactive method was the most effective teaching method, followed by student-centered method while the teacher-
centered approach was the least effective teaching method.

International Journal of Humanities and Social Science Invention ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 9ǁ September. 2013ǁ PP.29-35 www.ijhssi.org 29 | P a g e Teaching Methods and
Students’ Academic Performance Elvis Munyaradzi Ganyaupfu Department of Economic and Business Sciences; PC
Training & Business College; South Africa

ABSTRACT: The objective of this study was to investigate the differential effectiveness of teaching methods on
students’ academic performance. A sample of 109 undergraduate students from the College’s Department of Economic
and Business Sciences was used for the study. Using the inferential statistics course, students’ assessment test scores
were derived from the internal class test prepared by the lecturer. The differential effectiveness of the three teaching
methods on student academic performance was analysed using the General Linear Model based univariate ANOVA
technique. The F(2, 106) statistic (= 10.125; p < 0.05) and the Tukey HSD post-hoc results indicate significant differences
on the effectiveness of the three teaching methods. The mean scores results demonstrate that teacher-student
interactive method was the most effective teaching method, followed by student-centered method while the teacher-
centered approach was the least effective teaching method.

Institutional factors as predictors of students’ academic achievement in colleges of education

in South western Nigeria
ADEYEMI, Abisola Moradeyo , ADEYEMI, Semiu Babatunde

ABSTRACT
The enhancement of the academic achievement of the Nigerian students has continued to engage the attention of
educational practitioners and policy makers. This paper investigated institutional factors as predictors of students’
academic performance in Colleges of Education in South-Western Nigeria. The study employed the ex post facto
design using a survey design and a multiple regression model. The samples used for the study consisted of 1,100
(200 and 300 levels) National Certificate of Education (NCE) students in Federal, State and Private NCE-awarding
institutions in South Western Nigeria, using stratified sampling techniques. The validated research instruments used
for the study had the following psychometric properties: Cronbach alpha (α) [0.79 (students) and 0.73 (lecturers);
Guttman split-half 0.78 (students) and 0.71 (lecturers; and Spearman-Brown equal length results were 0.69
(students) and 0.70 lecturers)]. The study found that a number of institutional factors: student-teacher-ratio,
lecturers’ interest and commitment, school calendar stability and to a lesser extent, teaching method, were
significant predictors of students’ academic achievement in the colleges of education sampled. On the other hand,
school leadership, school plant and library facilities were not found to be significant predictors of academic
achievement. The study proffered a number of recommendations to improve the quality of educational policy
outcomes geared towards improving students' educational performance and hence enhance the achievement of
national economics goals.

2018 Impact of Information and Communication Technology on Academic Achievement for Exceptional Student
Education Inclusion Students Patricia Marcino Walden University

Abstract Students with disabilities are less likely to graduate from high school and tend to score lower on standardized
tests than their general education peers. Although use of Information and Communication Technology (ICT) can improve
these outcomes for traditional students, it has been unclear whether its use positively affects learning gains for the
inclusion student. The purpose of this study was to determine if the academic test performance of 5th grade ESE
inclusion students was enhanced by implementing ICT as a curriculum resource in their classrooms. Two frameworks
provided structure for this study: the theory of social constructivism and the capability approach. The study population
consisted of all 5th grade ESE inclusion students in 74 school districts in one southern state. Data sources were the
state’s annual assessment scores for English language arts (ELA) and mathematics. Data were analyzed using 2 Mann
Whitney U tests to compare ESE inclusion students’ assessment scores in the 2nd year of testing as compared to the 1st
year of testing (2015-2016 as compared to 2014-2015). The findings of the study revealed no significant difference
between the ESE inclusion students’ scores in the 1st and 2nd years for ELA and math scores even with ICT used as a
resource. This outcome impacts social change by answering a question about whether ICT made a difference as used,
and indicates that other studies must be done to better understand why ICT was not successful or how it can be used to
significantly improve inclusion student outcomes.

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational
Psychology John Dunlosky1 , Katherine A. Rawson1 , Elizabeth J. Marsh2 , Mitchell J. Nathan3 , and Daniel T. Willingham

Many students are being left behind by an educational system that some people believe is in crisis. Improving
educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a
solution involves helping students to better regulate their learning through the use of effective learning techniques.
Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning
techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques
in detail and offer recommendations about their relative utility. We selected techniques that were expected to be
relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and
rereading) were selected because students report relying heavily on them, which makes it especially important to
examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization,
highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing,
distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques,
we evaluated whether their benefits generalize across four categories of variables: learning conditions, student
characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which
the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include
variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical
problems to complicated science texts. Criterion tasks include different outcome measures that are relevant to student
achievement, such as those tapping memory, problem solving, and comprehension. We attempted to provide thorough
reviews for each technique, so this monograph is rather lengthy. However, we also wrote the monograph in a modular
fashion, so it is easy to use. In particular, each review is divided into the following sections:

Improving Student Achievement

The review for each technique can be read independently of the others, and particular variables of interest can be easily
compared across techniques. To foreshadow our final recommendations, the techniques vary widely with respect to
their generalizability and promise for improving student learning. Practice testing and distributed practice received high
utility assessments because they benefit learners of different ages and abilities and have been shown to boost students’
performance across many criterion tasks and even in educational contexts. Elaborative interrogation, self-explanation,
and interleaved practice received moderate utility assessments. The benefits of these techniques do generalize across
some variables, yet despite their promise, they fell short of a high utility assessment because the evidence for their
efficacy is limited. For instance, elaborative interrogation and selfexplanation have not been adequately evaluated in
educational contexts, and the benefits of interleaving have just begun to be systematically explored, so the ultimate
effectiveness of these techniques is currently unknown. Nevertheless, the techniques that received moderate-utility
ratings show enough promise for us to recommend their use in appropriate situations, which we describe in detail
within the review of each technique. Five techniques received a low utility assessment: summarization, highlighting, the
keyword mnemonic, imagery use for text learning, and rereading. These techniques were rated as low utility for
numerous reasons. Summarization and imagery use for text learning have been shown to help some students on some
criterion tasks, yet the conditions under which these techniques produce benefits are limited, and much research is still
needed to fully explore their overall effectiveness. The keyword mnemonic is difficult to implement in some contexts,
and it appears to benefit students for a limited number of materials and for short retention intervals. Most students
report rereading and highlighting, yet these techniques do not consistently boost students’ performance, so other
techniques should be used in their place (e.g., practice testing instead of rereading). Our hope is that this monograph
will foster improvements in student learning, not only by showcasing which learning techniques are likely to have the
most generalizable effects but also by encouraging researchers to continue investigating the most promising techniques.
Accordingly, in our closing remarks, we discuss some issues for how these techniques could be implemented by teachers
and students, and we highlight directions for future research.

Return to academic standards: a critique of student evaluations of teaching

effectiveness

Author(s):

Charles R. Emery (Charles R. Emery is Assistant Professor of Management,

Lander University, Greenwood, South Carolina, USA.)

...Show all authors

Abstract:
A student evaluation of teaching effectiveness (SETE) is often the most influential
information in promotion and tenure decision at colleges and universities focused on
teaching. Unfortunately, this instrument often fails to capture the lecturer’s ability to foster
the creation of learning and to serve as a tool for improving instruction. In fact, it often
serves as a disincentive to introducing rigour. This paper performs a qualitative (e.g. case
 studies) and quantitative (e.g. empirical research) literature review of student evaluations
as a measure of teaching effectiveness. Problems are highlighted and suggestions offered
to improve SETEs and to refocus teaching effectiveness on outcome‐based academic
standards.

Learning by doing, vintage, and selection: Three pieces of the puzzle

relating teaching experience and teaching performance☆
Author links open overlay panelRichard J.Murnanea∗Barbara R.Phillips

Abstract
This article points out that the puzzling nature of the evidence concerning the relationship between
teaching experience and teaching performance is due at least in part to the research methodology
used to study this relationship, in particular to the use of cross-sectional data on teachers. With cross-
sectional data, the variable of interest—years of teaching experience—reflects three different
phenomena: learning by doing, vintage and selection. These phenomena are explained and their
influence on the relationship between experience and performance observed in a cross section of
teachers is discussed. It is then shown that the impact of learning by doing on teaching performance
is significantly increased when the impact is estimated in a model that explicitly accounts for vintage
effects.

the link between teacher classroom practices and student academic

performance
Harold Wenglinsky

Abstract

Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of
the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study
explores the link between classroom practices and student academic performance by applying multilevel modeling to the
1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices,
when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that
teachers can contribute as much to student learning as the students themselves.

Motivational and self-regulated learning components of classroom academic

performance.
By Pintrich, Paul R.,de Groot, Elisabeth V.

Journal of Educational Psychology, Vol 82(1), Mar 1990, 33-40

Abstract
A correlational study examined relationships between motivational orientation, self-regulated learning, and
classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-
report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies
was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and
intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that,
depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of
performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-
regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual
differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed.
(PsycINFO Database Record (c) 2016 APA, all rights reserved)

Perception of teachers’ knowledge, attitude and teaching skills as predictor of academic

performance in Nigerian secondary schools
A. A Adediwura and Bada Tayo

Department of Educational Foundations and Counselling, Faculty of Education Obafemi Awolowo University, Ile-
Ife, Nigeria. Department of Educational Technology, Faculty of Education, Obafemi Awolowo University, Ile-Ife,
Nigeria.

Abstract

The study investigated the relationship/effect of students’ perception of teachers’ knowledge of subject matter, attitude to
work and teaching skills on students’ academic performance. The population consisted of senior secondary three (SS.III)
students in the South West Nigeria senior secondary schools. The study sample consisted of 1600 purposively selected SSS
III students from 15 selected secondary schools. A questionnaire with four sections was developed and administered on the
subjects. It is a test battery with section A containing the demographic data and the remaining three sections containing
twenty items each. The instrument has a test-retest reliability of 0.64 over a period of two weeks (n = 40, r = 0.64, ρ = <
.05) an internal consistency (K - R20) reliability of 0.72 (ρ < .05) and a Cronbach coefficient alpha 0.70. The collected data
were analyzed using simple percentages, Pearson Product Moment Correlation and chi-square statistics to test the three
hypotheses generated in the study. The result show that students’ perception of teachers’ knowledge of subject matter,
attitude to work and teaching skills has a significant relationship on students’ academic performance.

Does Teacher Empowerment Affect the Classroom? The Implications of

Teacher Empowerment for Instructional Practice and Student Academic
Performance
Helen M. Marks, Karen Seashore Louis,

Abstract

Findings from recent research about the relationship of teacher empowerment to other school reform
objectives of interest, such as classroom practices or student academic performance, are mixed. This
study investigates teacher empowerment in schools that have at least four years of experience with
some form of decentralized or school-based management. Based on the assumption that
participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately,
student achievement, we hypothesize a positive relationship between empowerment and student
performance through the linkages of school organization for instruction and pedagogical quality. The
data we use to examine empowerment are drawn from a sample of 24 restructuring elementary,
middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing
16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical
quality, assessments of student academic performance, and case studies based on interviews and
observations; the primary method of analysis is hierarchical linear modeling (HLM). The results
suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of
obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects
of empowerment on classroom practice vary depending on the domain in which teacher influence is
focused; (3) Teacher empowerment affects pedagogical quality and student academic performance
indirectly through school organization for instruction.

Why do high school students lack motivation in the classroom?

Toward an understanding of academic amotivation and the role of
social support.
By Legault, Lisa,Green-Demers, Isabelle,Pelletier, Luc
Journal of Educational Psychology, Vol 98(3), Aug 2006, 567-582
Abstract
The present series of studies sought to develop and conceptually validate a taxonomy of reasons that give rise to
academic amotivation and to investigate its social antecedents and academic consequences. In Study 1 (N = 351),
an exploratory factor analysis offered preliminary support for an academic amotivation taxonomy comprising four
dimensions: ability beliefs, effort beliefs, characteristics of the task, and value placed on the task. In Study 2 (N =
349), the proposed taxonomy was further corroborated through 1st- and 2nd-order confirmatory factor analyses, and
its discriminant validity and construct validity were documented. Study 3 (N = 741) offered evidence for a model of
the relationships among social support (from parents, teachers, and friends), amotivation, and academic outcomes
(e.g., achievement, academic self-esteem, intention to drop out). Results are considered in terms of an increased
conceptual understanding of academic amotivation, and implications for curricula and interventions are discussed.
(PsycINFO Database Record (c) 2016 APA, all rights reserved)

Academic Press, Sense of Community, and Student Achievement

ByRoger Shouse (book)
Pages27
You currently do not h

Much of our discussion about "output-drivenness" has concerned various particular organizational
arrangements of schools. The concept can also be used, however, to characterize a school's normative
agenda. That is, we can describe as output-driven those schools in which daily activities, practices,
experiences, and understandings complement and reinforce the importance of academic achievement.
While nearly every principal will claim student achievement to be an important goal, it seems reasonable
to expect variation in the degree to which their school organizational cultures are actually driven by
academically oriented beliefs, values, and norms. Some school cultures, for example, may be oriented
more toward other kinds of outcomes, such as student self-esteem, sense of belonging, or the
establishment of positive and caring social relationships.
Underpinning excellence in higher education – an investigation into the leadership,
governance and management behaviours of high-performing academic departments

Seng Kiat Kok &Claire McDonald

Abstract
The changes in government funding alongside external pressures of increased international
and national competition have meant that higher education institutions need to excel in a
turbulent environment. The leadership, governance and management (LGM) of academic
departments are key concerns. This study investigates the correlation between behaviours,
attitudes and competencies at a department level and overall departmental performance in
terms of hard data measures. The research question this paper seeks to address is: what are
the LGM behaviours that are associated with high-performance in academic departments?
More than 600 people across 50 academic departments in 5 UK universities were surveyed
through the use of three research phases consisting of open-ended questionnaires, critical
case sampled semi-structured interviews and a fixed-response survey. Synthesising the data
and findings of the study revealed a thematic framework of eight broad themes that contribute
to excellence in academic departments. These were in the areas of change management,
research and teaching, communication, strategy and shared values, leadership, departmental
culture, rewards and staffing. The behaviours associated with each of these themes were
used to construct the Underpinning Excellence model.

Gender practices in the construction of academic excellence: Sheep with five

legs
Marieke van den Brink, Yvonne Benschop,

Abstract

Academic excellence is allegedly a universal and gender neutral standard of merit. This article
examines exactly what is constructed as academic excellence at the micro-level, how evaluators
operationalize this construct in the criteria they apply in academic evaluation, and how gender
inequalities are imbued in the construction and evaluation of excellence. We challenge the view that
the academic world is governed by the normative principle of meritocracy in its allocation of rewards
and resources. Based on an empirical study of professorial appointments in the Netherlands, we
argue that academic excellence is an evasive social construct that is inherently gendered. We show
how gender is practiced in the evaluation of professorial candidates, resulting in disadvantages for
women and privileges for men that accumulate to produce substantial inequalities in the construction
of excellence.
JOURNAL ARTICLE

Factors Contributing to the Academic Excellence of American Jewish and Asian

Students
Naomi Fejgin

Sociology of Education

Abstract
The study reported in this article examined factors that contribute to the academic excellence of Jewish and Asian
students in the United States. Two potential explanations of the achievement edge were considered: the
socioeconomic and the cultural. In a four-step model, the relative contribution of each group of variables to
standardized mathematics and English scores was estimated. The study found that traditional socioeconomic
measures explain a portion of the advantage of these groups over other racial-ethnic groups and cancel the
advantage of Jewish over Asian students. Parents' and students' attitudes and actions related to schoolwork
mediate the effects of parents' education and income and further explain the Jewish advantage in mathematics
scores. Private school attendance explains the rest of Jewish students' mathematics advantage, but not that of
Asian students.

Book Review: A Culture for Academic Excellence:

Implementing the Quality Principles in Higher
Education
Dudley B. Woodard Jr. &Tom L. Duncan

Abstract
This book is a welcome addition to the growing literature in higher education that is concerned
with the pursuit and achievement of quality. The authors cast their project within the new and
seemingly intractable environment of higher education: increased competition for enrollments,
revenues, and the public's confidence and support. In this context, colleges and universities
search for ways to generate revenue and differentiate themselves from competitors in their
appeals to students and parents. Many institutions have tried approaches such as
management by objectives, strategic planning, value-added, assessment, and reengineering
to address the challenges posed by the rapidly changing higher education landscape.

Leading Schools of Excellence and Equity: Documenting Effective

Strategies in Closing Achievement Gaps
Brown, Kathleen M.; Benkovitz, Jen; Muttillo, A. J.; Urban, Thad

Background/Context: In the Fall 2006 issue of AERJ, Hoy, Tarter, and Woolfolk Hoy identified the new
construct of academic optimism as a general latent concept related to student achievement even after
controlling for SES, previous performance, and other demographic variables. Through structural equation
modeling, they found that the collective properties of academic emphasis, collective efficacy, and faculty trust
work together in a unified fashion to create positive academic environments. To build a comprehensive theory
of academic optimism, Hoy and his colleagues recommended more research in a variety of school settings and
more qualitative research to explore roles, experiences, expectations, conditions, and differences of academic
optimism in schools. Purpose/Objective/Research Question/Focus of Study: The purpose of this empirical
inquiry of state-recognized "Honor Schools of Excellence" was to explore how these schools of distinction are
(or are not) promoting and supporting both academic excellence and systemic equity for all students. Research
Design: In Phase One, quantitative data were collected through equity audits to scan for and then document
systemic patterns of equity and inequity across multiple domains of student learning and activities within 24
schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then
separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n
= 16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent
leaders (n = 80), qualitative data were then collected to document best practices and effective strategies that
principals use to confront and change past practices anchored in open and residual racism and class
discrimination. The data were analyzed through the theoretical framework of academic optimism.
Findings/Results: Three differences between the SG schools and the LG schools were found: encouraging
academic achievement, offering instructional feedback, and expecting excellence.
Conclusions/Recommendations: To truly honor excellence, we need to embrace equity. As such, the outcomes
of interest are better in schools where principals support, model, and monitor a teamwork approach, a
balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are
served well and that all are encouraged to perform at their highest level.

Why study time does not predict grade point average across college
students: Implications of deliberate practice for academic
performance
Author links open overlay panelE. AshbyPlantK. AndersEricssonLenHillKiaAsberg

Abstract
The current work draws upon the theoretical framework of deliberate practice in order to clarify why
the amount of study by college students is a poor predictor of academic performance. A model was
proposed where performance in college, both cumulatively and for a current semester, was jointly
determined by previous knowledge and skills as well as factors indicating quality (e.g., study
environment) and quantity of study. The findings support the proposed model and indicate that the
amount of study only emerged as a significant predictor of cumulative GPA when the quality of study
and previously attained performance were taken into consideration. The findings are discussed in
terms of the insights provided by applying the framework of deliberate practice to academic
performance in a university setting.
Teaching Transformed
Achieving Excellence, Fairness, Inclusion, And Harmony
ByRoland Tharp
Edition1st Edition First Published11 January 2000 eBook Published12 February 2018

Pub. locationNew York ImprintRoutledgePages288 pages,eBook ISBN9780429965494 SubjectsEducation

ABOUT THIS BOOK

The social organization of teaching and learning, particularly in classrooms, has not yet been recognized as a
foundational element of education. However, social constructionist views of human development, cognition,
and schooling, as well as the increasing challenges of cultural and linguistic diversity, make it a vital concern
for teachers, researchers, and policymakers. This book introduces the concept of educational social
organization, assembles the pertinent theory and evidence, and suggests future directions for training and
policy. }The four goals of school reform--academic excellence, fairness, inclusion and harmony--can be
achieved simultaneously, by transforming the final common pathway of all school reform--instructional
activity. Teaching Transformed is a new vision for classrooms, based on consensus research findings and
unified practice prescriptions, explained and justified by new developments in sociocultural theory, and
clarified by an explicit five-phase developmental guide for achieving that transformation. Teaching
Transformed is both visionary and practical, both theoretical and data-driven, and determined to create effective
education for all students. Professional educators, parents, and any reader concerned with saving our schools
will find this book necessary to understand our current plight, and to envision a realistic means of
transformation.

ByJames Coleman
Back to book
Chapter 4
Academic Press, Sense of Community, and Student Achievement
ByRoger Shouse

Much of our discussion about "output-drivenness" has concerned various particular organizational
arrangements of schools. The concept can also be used, however, to characterize a school's normative
agenda. That is, we can describe as output-driven those schools in which daily activities, practices,
experiences, and understandings complement and reinforce the importance of academic achievement.
While nearly every principal will claim student achievement to be an important goal, it seems reasonable
to expect variation in the degree to which their school organizational cultures are actually driven by
academically oriented beliefs, values, and norms. Some school cultures, for example, may be oriented
more toward other kinds of outcomes, such as student self-esteem, sense of belonging, or the
establishment of positive and caring social relationships.
 THE DIMENSIONS OF ORGANIZATIONAL EXCELLENCE IN THE PALESTINIAN
HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF THE
STUDENTS
Mazen J. Al Shobaki & Samy S. Abu Naser

This paper aims to study the organizational excellence and the extent of its clarity in the Palestinian
universities from the perspective of students. Researchers have used the descriptive and analytical approach
and used the questionnaire for data collection and distributed to students in universities. The researchers
used a sample stratified random method by the university. The total number of students was (381) and (235)
were distributed to identify the study population. (166) questionnaires were recovered with rate of (96.3%).
We used statistical analysis (SPSS) program for data entry, processing and analysis. The study reached the
following conclusions: that (62.8%) of the study population believe that the availability of "faculty staff"
Abstract somewhat weak, showed that the number of Academic staff is appropriate to the number of students. The
results confirmed that (66.4%) of the study population believe that the suitability "admission policies" is
average, showed that the admission policies declared for the students, it is also transparent, the university
administration provides orientation programs for newley admitted students. The results showed that (55.4%)
of the study population believe that the "Student support" is low in the universities, and (52.8%) of the study
population believe that "student activities" in the universities is low. The study found a set of
recommendations, including: the establishment of university centers for gifted and talented students, follow
their growth and their creations after graduating from college and while working in the sectors of production,
and provide college library modern references in all disciplines.

The Student City

Strategic Planning for Student Communities in EU Cities

ByLeo van den Berg, Antonio Russo

Edition1st Edition First Published28 September 2004 eBook Published15 May 2017 Pub. locationLondon

ImprintRoutledge Pages345 pages eBook ISBN9781351881487 SubjectsBuilt Environment, Economics,

Finance, Business & Industry, Geography, Politics & International Relations

Student communities are without doubt a strategic resource for urban development and students are the
citizens and the high-skilled working class of tomorrow. They are seen as an 'invisible population' with little
say in local policy and decision-making. Co-operation between educational institutions and city planners is
often missing and cities tend to neglect the universities' foreign relations. This volume argues that the
importance of human capital in the competitiveness of cities demands pro-active, integral city policies
targeting this community. Bringing together nine case studies of European cities (Rotterdam, Utrecht,
Eindhoven, Munich, Lyon, Lille, Venice, Birmingham and Helsinki), it puts forward a comprehensive
strategic plan of action, aiming at the integration of student communities in urban development. The book
analyses the essential characteristics of the relationship between students and their host communities, as
well as the role of higher education institutions and other actors in building the 'student friendly' city.
What makes an excellent lecturer? Academics’ perspectives on the discourse of ‘teaching
excellence’ in higher education

Margaret Wood &Feng Su

ABSTRACT
In the context of the Teaching Excellence Framework (TEF), we examine academics’
perspectives on the discourse of ‘teaching excellence’ based on an empirical study with 16
participants from five post-1992 universities. The article reports the findings on academics’
views of the term and concept of ‘teaching excellence’, examples of what ‘teaching
excellence’ may look like in practice, whether a distinction between ‘good’, ‘good enough’ and
‘excellent teaching’ can be made, and the measurability of ‘teaching excellence’. The
research findings suggest we need a more nuanced inclusive interpretation of ‘teaching
excellence’ which recognises the conjoined nature of teaching and research in higher
education, and also rebalances a focus on outcome-related measures with understandings of
purposes and development of the processes of learning.

Local
Academic Achievement as Influenced by Sports Participation in Selected
Universities in the Philippines

Rona C. Montecalbo-Ignacio1, Rodolfo A. Ignacio III2, Merites M. Buot1

1
Department of Human Kinetics, College of Arts and Sciences, University of the Philippines Los Baños,
Philippines
2
Department of Physical Education, College of Arts and Sciences, Laguna State Polytechnic University, Los
Baños Campus, Philippines
Abstract
Issues and deliberations concerning sports participation and academic achievement have been heard for
decades. Sports enthusiasts were claiming that participation in any sports help the student-athletes to
have “a sound mind and a sound body” individual. However, some people in the academe believed that
sports participation hindered students’ ability to excel in their academic courses because most of their
times were allotted into sports commitments such as training and competitions than studying alone. Some
critics further believed that there was no possibility that the student-athletes achieve excellence in sports
as well as in academics at the same time. The present study examined the relationship between sports
participation and academic achievement of thirty-six (36) randomly selected collegiate athletes who
participated in the National State Colleges and Universities Athletic Association Competition. They were
taking up different academic courses. While in the university academic achievement was measured based
on their general weighted average (GWA). Secondary data on 1st and 2ndsemesters of AY 2014-2016 GWA
were used in the analysis. The results of the study revealed that there was a significant relationship
between sports participation and academic success of the student-athletes. Sports participation improved
athletes’ perceptions on academic excellence, mental processes and becoming more logical and patient. A
significant improvement regarding class attendance of the student-athletes was also noticed.
REMEDIAL READING PROGRAM OF AUF-CED: BEST PRACTICES AND IMPACT Elvira S. Balinas, Ph. D., Angeles
University Foundation Angeles City, Philippines Janette R. Rodriguez Ph.D, Angeles University Foundation
Angeles City, Philippines Jennifer P. Santillan, MAEd, Angeles University Foundation Angeles City, Philippines
Yolanda C. Valencia, MAEd Angeles University Foundation Angeles City, Philippines

Abstract—The educational systems, commissioned by the Constitution, shall reach out to nearby communities by
participating in local and national societies‘ civic programs. The Angeles University Foundation-College of Education
(AUF-CED), a Center of Excellence (COE)-recognized institution, realizes that literacy education should be delivered and
integrated through community extension to enhance personnel‘s capacity building by extending expertise to the partner
community. In effect, using Qualitative Reading Inventory (QRI-5) by Leslie and Caldwell (2011), this study described the
best practices of AUF-CED‘s remedial reading program implementing procedure and evaluated its impact among267
pupil-respondents‘ reading performance categorized under frustration level as indicated by difficulty in decoding, word
recognition, miscues, slow reading speed, and poor comprehension. Findings revealed the program‘s favorable impact
on participants‘ reading performance as evidenced by the significant differences in the pretest and posttest results. Lack
of significant difference in the miscues committed and the reading speed could be attributed to program‘s short span
and tutees‘ absenteeism. Recommendations include project‘s sustainability and improvement and provision of well-
planned and implemented trainings to have greater impact on the clienteles and the community.

Factors Affecting the Academic Performance of the Student Nurses of

BSU

Sunshine B. Alos, Lawrence C. Caranto, Juan Jose T. David

College of Nursing, Benguet State University, La Trinidad, Benguet, Philippines
Correspondence to: Sunshine B. Alos, College of Nursing, Benguet State University, La Trinidad, Benguet,
Philippines.
Abstract
This study aimed to determine the factors affecting the academic performance of fourth year student
nurses. The factors affecting a student’s academic performance arise from several reasons. In line with
this, this research was conducted to determine the factors that affect the academic performance of the
nursing students which may consequently help in the improvement of the students and teachers alike.
This study may benefit the students by allowing them to understand better the factors that can affect their
academic performance. They may be able to improve their academic performance with the findings that
are established by this study. A quantitative-descriptive design was utilized. Self-reporting questionnaire
was the main method used for data gathering. Average weighted mean was used to determine the level of
impact of the different factors affecting the respondents’ academic performance. The first two (2) items in
the personal conditions category are found to be of high impact. Meanwhile, the last three (3) items in the
same subset fell in the low range. On the other hand, all indicators included in the category of study
habits were considered highly impactful except for the last item which was ranked rather lower. Student
nurses have been discovered to have rated home-related factors as low in impact. In school-related
aspects, the first six (6) items are of high impact; conversely, the 7 th indicator was rated low. Among the
teacher-related-factors, only item 1 was established to be of very high impact and the rest posed to be
highly impactful. In the subset of personal factors, feeling sleepy in class in class was rated to be of
highest impact. The indicator ‘I study only when there is a quiz’ was determined to have the highest
impact among study habits. Meanwhile, among the home-related aspects, ‘I live far from school’ was
found to be the most impactful. The indicator ‘the time schedule is followed’ was determined to have the
greatest effect among the school-related items. Highest of impact among the five domains were the
teacher-related factors. Based from the findings, it was concluded that several factors pose a high impact
on the academic performance of student nurses, with teacher-related factors topping the list. Among the
five (5) domains, study habits and school-related factors fall behind the teacher-related factors.
Nonetheless, both categories are still deemed to be highly impactful. Conversely, personal conditions and
home-related factors pose little effect on student nurses’ academic performance.
 Teachers' Perceptions on Senior High School Readiness of Higher
Education Institutions in the Philippines

Imee C. Acosta 1,*, Alexander S. Acosta 2

ABSTRACT
The focused of this study is on the readiness of higher education institutions in the Philippines to the implementation
of the Senior High School program of the new K-12 curriculum. Data were collected through a survey questionnaire.
The findings reveal five predisposing factors, namely: eligibility, staffing guidelines, course streamlining, workforce
surplus management, and alternative programs to be determinants of senior high school readiness among college
teachers and higher education institutions that will ensure sustainability and the promotion and protection of the
welfare of the affected faculty and other employees in the higher education sector.
Proposed Institutional Development Plan (IDP) of Mindanao State University (MSU)
Main Campus: Guide towards Academic Excellence
Prof. Rasid M. Paca, Anabelie V. Valdez

Abstract

Institutional development plan is one of the frameworks in operating academic institutions particularly among higher
institutions. This will serve as guide in achieving the vision, goal and objectives of the institutions. Mindanao State University
(MSU) is located at Marawi City, province of Lanao del Sur, Mindanao Island, Philippines. Its strategic location is about 31 km
away from Iligan City, situated at the top of hill overlooking the largest fresh water lake in the Philippines, the Lake
Lanao.MSU is a government university created by virtue of Republic Act No.1387. The twofold mission of MSU is: to provide
education through instruction, research and extension for the people of MINSUPALA region, i.e., Mindanao, Sulu and
Palawan, and to serve as an avenue towards the understanding of the diverse cultures of the people in the region and a
catalyst in attaining harmony and integration of their distinct socio-cultural interests. Challenges for building and sustaining a
university towards academic excellence is a determining factor in the development of the institutional development plan of
MSU – Main Campus in Marawi City especially the university at present has branch-out into an educational system with 11
campuses located across different regions in Mindanao, four (4) laboratory high schools and 15 community high schools. The
PIDP of MSU is guided the goal to “PERSIST”. Promote and strengthen academic excellence in all levels of education.
Enhance the visibility of the University through production of high-impact researches and innovations. Respond to
globalization trends through partnerships and collaborative relationships with national and international universities, research
institutions, and industries. Secure and preserving the University resources and facilities. Integrate peace education
programs in the University curricula. Strengthen and sustaining extension services. Transform the University through
investments in human resource development, infrastructures, and equipment.

Impact of Learning-Style Instructional Strategies on Students' Achievement and

Attitudes: Perceptions of Educators in Diverse Institutions

Rita Dunn,Andrea Honigsfeld,Laura Shea Doolan,Lena Bostrom,Karen Russo,Marjorie

S. Schiering,

Abstract
Educators from various institutions responded to key questions concerning learning style as it
was implemented in their institutions and communities. Among those items explored were the
impact of learning styles on teaching practices, syllabi, and values and whether the construct
improved instruction or student outcomes, how it improved students' perceptions of their
learning outcomes, and how it contributed to the profession of education.
 Teachers' Perceptions on Senior High School Readiness of Higher
Education Institutions in the Philippines
Imee C. Acosta 1,*, Alexander S. Acosta 2

ABSTRACT
The focused of this study is on the readiness of higher education institutions in the Philippines to the implementation
of the Senior High School program of the new K-12 curriculum. Data were collected through a survey questionnaire.
The findings reveal five predisposing factors, namely: eligibility, staffing guidelines, course streamlining, workforce
surplus management, and alternative programs to be determinants of senior high school readiness among college
teachers and higher education institutions that will ensure sustainability and the promotion and protection of the
welfare of the affected faculty and other employees in the higher education sector.

International
Academic excellence: the dynamic relationship between approaches to
studying and learning gain.
Rogaten, Jekaterina and Moneta, Giovanni B. (2016). Academic excellence: the dynamic relationship between
approaches to studying and learning gain. In: 8th European Conference of Positive Psychology, 28 Jun - 1 Jul 2016,
Angers, France.

Abstract
Academic performance is universally recognised as the most appropriate measure of learning (e.g., Bowman, 2010;
Gonyea, 2005). However, a recent review by McGrath and colleagues (2015) highlighted that students’ academic
excellence can better be defined as progress or distance travelled in their knowledge, skills and personal development.
According to the self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) humans naturally strive for
progress and therefore progress in studying is conceptually more accurate reppresentation of learning than
achievement per se. While there are some studies in the US aiming to examine predictors of students’ learning gains
(e.g., Beck & Blumer, 2012; Cahill et al., 2014), there is little research done on academic progress in Europe. The
current study aims to examine whether approaches to studying that showed to correlate with academic achievements
(e.g., Diseth, Pallesen, Brunborg, & Larsen, 2010; Rogaten, Moneta & Spada, 2013) can equally well predict learning
progress, and whether any particular approach to studying facilitates better progress at different stages of a degree
and at different baseline levels of academic performance.

A sample of 504 undergraduate students from a London University took part in this research. Coursework grades from
prior semester and end-of-semester were retrieved from the university database, and each student completed the
Approaches and Study Skills Inventory for Students (ASSIST). Associations between approaches to studying and end-
of-semester grades, and their interactions with degree level and prior semester grades, were tested using Model 3 of
the PROCESS Macro (Hayes, n.d.).

Models were estimated separately for deep, strategic and surface approaches to studying. The deep approach
predicted academic progress of weaker students in the beginning of their degree and undermined academic progress
towards the end of a degree. The strategic approach to studying predicted academic progress for academically strong
students towards the end of their degree. Importantly, there was no association between surface approach to
studying and coursework attainments. As such, results support the importance of adaptive approaches to studying for
academic success.

The findings from this study have important theoretical implications and practical applications. Firstly, developing
students’ deep and strategic approaches to studying is more important for academic success than merely preventing
the surface approach, but in doing so one needs to consider students’ ability and level of education they are currently
at. Secondly, understanding the moderating effect of a degree level on the relationship between approaches to
studying and learning gains will enable teachers to design curricula and educational environment that facilitates
learning gains for students with different starting abilities.
Stakeholder involvement in Schools in 21st Century for Academic Excellence By Gladys
Wairimu Gichohi
Abstract

Results of academic performance may depend on Stakeholder involvement in Schools and the ability of the leaders to
influence the stakeholders. High performance may also depend on their ability to utilize both the human and material
resources available. However, it has been observed in Nakuru Municipality that performance in public primary schools is
deteriorating in spite of the government’s effort of providing funds through Free Primary Education (FPE).This may
possibly be as a result of lack of participation by some of the stakeholders. This study sought to establish Stakeholder
involvement in Schools in the declining performance in public primary schools in Nakuru Municipality. Nakuru
Municipality has a population of 60 public primary schools. The study adopted ex-post facto research design which
defies manipulation of variables since the KCPE results used had already taken place. The study sampled 52 schools
using a random sampling technique. The findings established that most schools embraced Stakeholder involvement thus
school management committees were actively participating in the decision making process in respect to the school
management; there is need to sensitize parents to take up roles in their children’s class meetings; that more funding is
required for the enhancement of participatory activities that improve the learning environment and that participatory
management in most schools contributed positively to academic achievement to a large extent