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PubMed1987

Premorbid prevalence of poor academic performance in severe head injury.

A study of 80 head injured patients revealed poor premorbid academic performance in up to 50% of the sample. Poor academic performance, as defined by diagnosis of learning disability, multiple failed academic subjects, or school dropout during secondary education, is not a previously cited risk factor for head injury. These findings have important implications in the identification of a high risk population and in the subsequent ability to reduce the incidence of head injury.

Achievement↗

PubMed2005

Problem-based learning improves the academic performance of medical students in South Africa.

OBJECTIVES: To compare the academic performance of students on the previous, classical, discipline- and lecture-based, traditional curriculum with that of subsequent students who followed an innovative, problem- and community-based curriculum. METHODS: This was a retrospective study that analysed the records of students who enrolled on the doctor training programme between 1985 and 1995, and the records of students who graduated from the programme between 1989 and 2002. OUTCOMES: The educational outcomes assessed were the attrition and graduation rates on the traditional curriculum and those on the innovative curriculum. RESULTS: A total of 149 students on the traditional curriculum and 145 students on the innovative curriculum were studied. Overall, 23% of the traditional cohort as opposed to 10.3% of the innovative cohort dropped out of the course (P = 0.0041) and 55% of the traditional cohort as opposed to 67% of the innovative cohort graduated within the minimum period of 6 years (P < 0.001). The mean throughput period was 6.71 (0.09) years in the traditional cohort and 6.44 (0.07) years in the innovative cohort (P = 0.014) CONCLUSION: The introduction of the problem-based learning/community-based education (PBL/CBE) curriculum coincided with improved academic performance. The PBL/CBE approach to medical education may have contributed to this improvement.

Curriculum↗

PubMed2004

Sleep quality, sleep propensity and academic performance.

We examined associations between measures of sleep propensity on the Epworth Sleepiness Scale, sleep quality on the Pittsburgh Sleep Quality Index and academic performance by GPA and grades in introductory psychology for 414 students. In the total sample, neither sleep propensity nor sleep quality correlated with GPA or introductory psychology grades. However, among students carrying a full course load, those reporting poor sleep quality performed less well on academic measures than those reporting a better quality of sleep. Further research is needed to assess the moderating influence of overall demands of daytime functioning on the association between sleep quality and academic performance.

Achievement↗

PubMed2001

Predictive validity of the medical college admission criteria for academic performance: results from the four MBBS batches of Karachi Medical and Dental College.

OBJECTIVE: To assess the predictive validity of the secondary school certificate (SSC), higher secondary certificate (HSC) and IBA admission test for academic performance of MBBS students at KMDC. METHODOLOGY: Data based study using the results of first four batches of KMDC, which graduated in 1997, 1998, 1999 and 2000. Data was entered on SPSS-8, ANOVA, correlation and step-wise linear regression analysis was done using effect models. A total of 166 students record were used for analysis. RESULTS: The average IBA score was 65 for all the batches with a significant difference (p = 0.000) amongst the four batches of KMDC. Similarly the scores of all the four batches varied significantly for HSC (p = 0.002), first professional (p = 0.002), third professional (p = 0.000) and the final professional (p = 0.001) exams. The IBA scores had significantly positive weak correlation with second (p = 0.009) and third (p = 0.003) professional marks of the medical students. When the scores of HSC were combined with the IBA test scores, the predictive ability increased for first (p = 0.031) second (p = 0.032) and third (p = 0.011) professional academic performance of medical students. The results of SSC had no effect on the academic performance of medical students. CONCLUSION: IBA scores combined with HSC marks can predict academic achievement of medical students for the first three to four years. It however does not predict the performance in the final year, which is where the exit competencies are acquired by the graduates necessary for practicing medicine. The admission criteria lacks the testing of non-cognitive attributes and learning abilities necessary for a medical graduate to practice skillfully. Hence a valid instrument for testing the positive attributes, which could predict good performance of medical doctors, should be designed.

Adult↗

PubMed1995

[Academic performance in the 1st year and its relationship with admission variables in medical schools. Comparative study].

Chilean universities employ a common admission scoring system for students, based on high school grades, mathematic and verbal academic aptitude tests, and specific biology and social sciences tests. Aiming to know the predictive values of these tests, the standardized scores obtained in the selection tests and academic performance of 1094 first year medical students, admitted in 1989 and 1990 to six universities, were analyzed. These students obtained high admission scores and their academic performance during the first year was low (mean grades ranged from 4.6 +/- 0.6 to 5.28 +/- 0.5 in different universities for a scale from 1 to 7). In all, except one university there was a correlation between admission scores and academic performance. Multiple regression analysis showed that admission scores explained a 13% of performance and that the parameters with better predictive value were high school grades, biology test and mathematics academic aptitude test. Verbal academic aptitude test did not have a predictive value.

Achievement↗

PubMed2003

Correlation among academic performance, recurrent abdominal pain and other factors in Year-6 urban primary-school children in Malaysia.

OBJECTIVE: The present study aimed to investigate the extent to which recurrent abdominal pain and other factors were associated with academic achievement among Year-6 (12 years of age) schoolchildren. METHODS: The present study was a cross-sectional survey conducted from September to November 2001. Schoolchildren were recruited from primary schools that were selected randomly from a list of all primary schools in Petaling Jaya, Malaysia, using random sampling numbers. Information concerning recurrent abdominal pain, socio-economic status, life events, demographic and other details was obtained using a combination of questionnaires and interviews. Academic achievement was assessed using a score based on the Malaysian Primary School Achievement Examination. An overall score at or above the mean was taken to indicate high academic achievement while a score below the mean indicated poor academic achievement. RESULTS: A total of 1971 children were studied (958 boys and 1013 girls: 1047 Malays, 513 Chinese and 411 Indians). Of these children, 456 (23.1%) fulfilled the criteria for recurrent abdominal pain. Using the method of binary logistic regression analysis, the following factors were found to be independently associated with poor academic performance: a low socio-economic status (odds ratio (OR) 1.30; 95% confidence interval (CI) 1.25-1.35); male sex (OR 1.61; 95% CI 1.26-2.05); the death of a close relative (OR 2.22; 95% CI 1.73-2.85); the divorce or separation of parents (OR 3.05; 95% CI 1.73-5.40); the commencement of work by the mother (OR 1.34; 95% CI 1.02-1.76); hospitalization of the child in the 12 months prior to the study (OR 1.83; 95% CI 1.12-3.01); lack of health-care consultation (OR 1.80; 95% CI 1.36-2.36); missing breakfast (OR 1.47; 95% CI 1.07-2.02); and lack of kindergarten education (OR 1.35; 95% CI 1.04-1.75). CONCLUSIONS: Many factors, such as socio-economic status and recent life events, were associated with poor academic performance. Recurrent abdominal pain did not correlate directly to academic performance. Stress may be a means by which various factors cause children to struggle academically.

Abdominal Pain↗

PubMed1981

Academic performance and job satisfaction.

This paper investigates the possible relationship between job satisfaction and academic performance of occupational therapists who have graduated from the University of Western Ontario in the years 1975 to 1978. Fifty-four percent of the graduates of this time period filled out questionnaires eliciting information on their satisfaction with their jobs as occupational therapists and with the profession of occupational therapy. This information was analyzed with the therapists' academic performance of Grade XIII and their four years in the Occupational Therapy Program. The results indicated that although job satisfaction related significantly to three individual academic courses it did not relate to overall performance as measured by grade average.

Humans↗

PubMed1993

Longitudinal comparison of the academic performances of Asian-American and white medical students.

PURPOSE: To compare the academic performances of Asian-American medical students--before, during, and after medical school--with those of white students. METHOD: The 140 Asian-American graduates and 2,269 white graduates from the classes of 1981-1992 at Jefferson Medical College were studied prospectively: data on academic performance, indebtedness, and delayed graduation were analyzed and compared for all the graduates. F-tests, chi-square tests, and regression models were used. RESULTS: The Asian-Americans had statistically significantly higher scores on the SAT (Scholastic Aptitude Test) quantitative subtest and on the MCAT (Medical College Admission Test) chemistry, physics, and science problems subtests; the whites had significantly higher scores on the MCAT reading subtest; third-year grade-point averages for required clerkships; and scores on National Board of Medical Examiners Part I, II, and III examinations (NBME I, II, and III). No significant difference was found in the other performance measures, including ratings in the first year of residency. Regression analysis showed that the MCAT reading score was the major predictor of Asian-Americans' performances on the NBME I and II. CONCLUSION: Because the MCAT reading score is the major predictor of later performance for Asian-American students, schools should consider employing different criteria in predicting and monitoring these students' performances.

Achievement↗

PubMed1997

Effects of brain injury on college academic performance.

Brain injury, a leading cause of mortality, morbidity and disability in the United States, has serious consequences and substantial costs. Although previous studies have assessed a variety of outcomes subsequent to brain injury, documentation of performance prior to brain injury using a case-control approach has not been included; preinjury performance differences may confound the estimate of the effects of brain injury on performance. The primary objective of this study was to compare academic performance before and after brain injury in a population of university undergraduate students to determine the extent to which the academic career of the brain-injured person was altered from what would have been expected in the absence of such an injury. Cases included all undergraduate students in a major university, between the ages of 17 and 27, who incurred a brain injury requiring hospitalization between 1980 and 1984 (n = 99). Two comparison groups were used to determine whether changes in academic performance were specifically related to brain injuries or injuries in general: (1) injured controls, i.e. 121 students between the ages of 17 and 27 years, hospitalized for injuries other than to the central nervous system, and (2) uninjured academic controls, i.e. 198 students with out injuries requiring hospitalization during the study period, matched 2:1 to the brain-injured students by age, gender, and completed course credits categorized as < 90, > or = 90. Although there were no differences when the total groups, including both males and females, were compared, there was a significant pre- to postinjury decrease in the grade point average for female cases when compared to their uninjured academic controls (p < 0.02). This difference was related to the effects of brain injury, and not to the effects of injury in general. No such difference was observed for the males. There were also no differences when the total groups, including males and females, were compared relevant to return to school. However, a significantly higher proportion of the female cases, compared with their uninjured academic controls, did not return to school after their injury; similar findings were identified for the injured controls as well. Thus, these differences were not specific to brain injury but rather to injury in general. In spite of this observation, the difference between female cases who returned and those who did not return was associated with neurological deficits, especially upper left limb motor deficits, as the time of hospital discharge. The findings from this effort are suggestive of gender differences in the consequences of brain injury and serve as a basis for further studies to evaluate the magnitude of this problem.

Adolescent↗

PubMed1989

Assessing correlations between black and white students' perceptions of the medical school learning environment, their academic performances, and their well-being.

From 1982 to 1985, first-year students at a medical school were invited to participate in a longitudinal study that assessed the correlations between their perceptions of the learning environment, their academic performances, and their perceptions of their own well-being. Differences between black and white medical students' perceptions of the medical school's learning environment and the predictors of their academic success and mental and social well-being were determined at the end of their first year. Black and white students had similar perceptions of the learning environment's quality. Black students experienced more stress but found more support from faculty, class advisors, and administrators. Although black and white students shared some predictors of academic performance and well-being, there were important differences that should be considered when resources are developed to assist students with their academic performance and the maintenance of their social and mental well-being.

Black or African American↗

PubMed1985

Effects of a summer preview program of study skills and basic science topics on the academic performance of minority students.

A summer preview program was designed to enhance the academic performance of minority students in medical school. In the five-week program the students met from 8:00 AM to noon, five days a week. The two components of the program were study skills and selected basic science topics deemed critical for success in the first year.This paper is an analysis of three years (1980 to 1982 inclusive) of the program. Only three of the 14 participating minority students failed to complete the requirements of the first year of the curriculum. In contrast, nine of the 11 nonparticipating minority students did not complete the requirements for the first year. The conclusion is that the program can enhance the academic performance of minority students in the first year of the medical school curriculum.

Achievement↗

PubMed1998

Self-efficacy as a predictor of academic performance in science.

Nursing students have traditionally experienced difficulties with the science subjects in nursing curricula, and irrespective of the institution conducting a nursing programme, this trend appears to be continuing. A satisfactory means of predicting academic performance in these subjects will facilitate the development of educational strategies designed to assist students overcome their difficulties. In this study, an instrument called the Self-Efficacy for Science (SEFS) was developed and tested. The SEFS was designed to predict academic performance in the science areas of a first-year undergraduate nursing course. A cohort of first-year students enrolled in a bachelor of nursing course were surveyed by questionnaire. Students' academic scores for two first-year science subjects were obtained and used as the criterion measure for the study. Principal component factor analysis revealed the SEFS contained six instead of the hypothesized four factors. These six factors could explain 70% of students' self-efficacy for science. Cronbach alpha of the SEFS was 0.9. The SEFS could predict 24% of the cohort's academic performance in a physical science subject and 18.5% for a bioscience subject. Studying science in the final year at high school was not statistically significantly related to the SEFS. Implications for students and future research are discussed.

Australia↗

PubMed2005

Comparing standardized measures of diligence and achievement with dental student academic performance.

Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

Achievement↗

PubMed1990

Assessing learning-style inventories and how well they predict academic performance.

In the fall of 1988, 79 students at the University of Nevada School of Medicine were administered two learning-style inventories: the Lancaster Approaches to Studying Inventory (LASI) and the Inventory of Learning Processes (ILP). Students' scores on these scales were examined in terms of the theoretical distinction between deep and surface approaches to learning. The data provided strong support for this distinction, with the scores on learning-style measures correlating as expected. The relationships between the students' inventory scores and their scores on two measures of academic performance were also examined. Correlations between measures of learning style and academic performance yielded low, nonsignificant positive correlations and were found to be inadequate predictors of academic performance. Implications and possible explanations for these findings are discussed.

Achievement↗

PubMed1978

Do stimulant drugs improve the academic performance of hyperkinetic children? A review of outcome studies.

Stimulant drug studies based primarily on measures of teacher opinion have frequently concluded that these drugs improve the achievement of hyperkinetic children. However, a review of those studies using more objective measures of academic performance revealed few positive short-term or long-term drug effects on these measures. What few improvements have been noted can be readily attributed to better attention during testing. The major effect of the stimulants appears to be an improvement in classroom manageability rather than academic performance. It would seem that the stimulants are not able to influence those etiologic factors, other than overactivity and inattentiveness, which predispose hyperkinetic children toward school difficulties. Hence, since the goal of pediatric intervention with these children should be to enhance school performance as well as reducing hyperactive behavior, the two should be independently and objectively monitored. Since stimulant medications fail to improve the academic performance of most of these children, additional educational assistance must be provided.

Central Nervous System Stimulants↗

PubMed2004

Khat (Catha edulis Forsk) chewing, sociodemographic description and its effect on academic performance, Jimma University students 2002.

Khat (Catha edulis Forsk) chewing habit is being a hot issue of discussion nation wide. This habit is spreading at an alarming rate among the young generation, especially in high schools and higher institutions, where there are intensive academic activities. Students in colleges and universities commonly use khat, hoping that it improves their academic performance. The main aim of this study was to determine the prevalence and socio-demographic correlates of khat chewing and its impact on academic performance. A cross sectional study was conducted, in January 2002, on a representative sample of 500 students selected by systematic random sampling technique from a total of 2073 students who stayed in the university at least two years. Out of these, 76.91% were males, 59.53% were Orthodox believers, 70.98% were between 16 and 25 years old, and 49.15% were Amhara in their ethnic background. The current prevalence of khat chewing was estimated to be 24.79%. In this study, 27% of male students, 46.74% of Muslim students and 31.30% of Oromo students were found to be khat chewers. Khat chewing has a significant association with high income (p < 0.001), with smoking habit (p < 0.05) and with coffee drinking habit (p < 0.001). The presence of khat chewers in the family and among friends have also a positive association with khat chewing habit. The mean cummulative grade point average (CGPA) of non-chewers was found to be significantly higher (p < 0.001) than that of chewers. In conclusion, the present study depicts that gender, age, religion, ethnicity and income have a positive association with the habit of khat chewing. The t-test value showed a significant difference between the mean CGPA of Khat chewers and non chewers in favor of the later. This indicates that Khat chewing may not help to improve academic performance.

Adolescent↗

PubMed2005

Predicting academic performance and clinical competency for international dental students: seeking the most efficient and effective measures.

Measures used in the selection of international dental students to a U.S. D.D.S. program were examined to identify the grouping that most effectively and efficiently predicted academic performance and clinical competency. Archival records from the International Dental Program (IDP) at Loma Linda University provided data on 171 students who had trained in countries outside the United States. The students sought admission to the D.D.S. degree program, successful completion of which qualified them to sit for U.S. licensure. As with most dental schools, competition is high for admission to the D.D.S. program. The study's goal was to identify what measures contributed to a fair and accurate selection process for dental school applicants from other nations. Multiple regression analyses identified National Board Part II and dexterity measures as significant predictors of academic performance and clinical competency. National Board Part I, TOEFL, and faculty interviews added no significant additional help in predicting eventual academic performance and clinical competency.

Achievement↗

PubMed1998

Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance.

We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.

Achievement↗