Academic Acheivement

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

The purpose of this study is to evaluate the relationship between, on the one hand, smartphone and recreational internet use, and on the other hand, studentss academic success, life satisfaction and boredom in leisure time. The study sample contains 439 randomly selected high school students in Cankaya District, Ankara, Turkey. The questionnaire used to collect data is composed of five parts. These are the Personal

The present study was conducted to explore the relation between aggression and academic achievement among the higher secondary students. To achieve this goal, 250 students of class XI were selected as the sample from four higher secondary schools affiliated to the West Bengal Council of Higher Secondary Education (WBCHSE) in Dakshin Dinajpur District, West Bengal. The researchers adopted an Aggression Scale developed and standardized by Mathur and Bhatnagar (2004) and academic achievement scores has been collected from the result of Madhyamik Examination of the selected students. The Pearson Product Moment Method was applied to find out the relation between the variables. The study revealed that there is a negative and statistically significant correlation between aggression and academic achievement of the students.

The title of this research paper, Effect of concept maps on academic achievement in the subject biology among the higher secondary level school students. The objectives of this study is to study the effect of concept map strategy on academic achievement of XI Standard Biology students. For this study experimental research method is used. The sample selected from four Jr. Colleges from Gadhinglaj Taluka by random selection method. The conclusion is the concept map strategy used for teaching Biology was effective on higher secondary level school students. Biology literally means, " The study of life ". Human is the part of this biotic and a biotic world on the planet earth. The biotic world is totally depending upon the remaining a biotic world. The study of this biotic world is biology. Biology is such a broad field, covers the study of minute structures in the cell to concept of large ecosystem and global climate changes. All biotic factors from amoeba to large whale and from fungi to large tree are depended on each other and also attached with each other with particular food chains. We got the knowledge and understandings of that food chain with the study of biology. Human has always curiosity about the biotic world around him and their relation with a biotic world. His curiosity starts from his own bodily structure. Human got the key of healthy life through the study of bodily structures of his own and other organisms. Our day today life activities depend on our bodily organs. The personality of a person depends on how he uses his organs. The person should know all the information about it so to take care of it. Today's learners are tomorrow's decision makers. The willingness of engaging oneself with contemporary science and its associated issues are now more prominent. For this the science teachers need opportunities to keep update and to developed engaging classroom approaches. The aim at today's science education is to bring the real world in to the classroom. Today's science teachers are searching the ways in which new knowledge can be brought is to the classroom. It is important that we teach students to make connections between what they learn in the classroom what they see in everyday life. At the higher secondary level Biology is taught through lecture method, practical method, models and charts. A few experimental teachers follow self-study, group discussions or seminar methods. However, one can't say surely that students learn everything about Biology by these methods. The present research is undertaken to find out a new method that will be easily available both for teachers and students and will prove the prevailing methods are inappropriate. A few concept maps are included in the book of biology prescribed for higher secondary school. Both the teachers and students might be using these concept maps for the teaching-learning process but the method if concept map technique in studding is not practiced regularly.

Many studies have reported inconsistent results on the relationship between competitive sports participation and academic achievement. Attitude was not studied in previous research on competitive sport participation and in Saudi Arabia, the attitude towards sports participation is low among students due to the fear of negative influence of sport on academic achievement. This study examines whether attitude towards sports participation might play a role in mediating the relationship between sports participation and academic achievement. A total of 102 undergraduate student-athletes from three universities in Saudi Arabia were selected as the sample of this study. Results showed there is a significant relationship between competitive sports participation and academic performance, mediated by the attitude towards competitive sports participation. This study found that the higher the subjects’ participation in competitive sports, the higher their academic performance, especially when they exhibit positive attitude towards their participation in competitive sports

Thailand government noted that mathematics is one of the basic subjects needed in all sphere of endeavor. With this, it is necessary to investigate the relationship between students' attitude towards mathematics and their achievements. This study fulfills that by experimenting 100 students from Songkla province in Thailand using correlation analysis. It was found that there is positive relationship between students' attitude towards learning mathematics and their achievement. In addition to this, further analysis using t-test presents that there is no difference between gender attitude and their achievement in mathematics. The result of this study implies that both male and female students has almost the same achievement in statistics because there is no significant difference in their achievement grade

Mobile learning is a contemporary model that removes time and space limitations. It has been widely used to support traditional education or to provide distance education. In the past, the first mobile learning applications were realized with the widely used Personal Digital Assistances (PDA). Today, mobile learning activities are carried out on smart phones and tablet devices that are increasingly becoming popular. The aim of this study is to determine and evaluate the views of university students in various departments of Higher Education on mobile learning and its impact on students’ mood and academic achievement. We asked two open ended question to the participant students to obtain the data: What are the most important effects of Mobile Learning Environment on your mood?” and “In what extent does mobile learning environment contribute your academic achievement?” We used a qualitative research method to evaluate and compare the views of the students over the impacts of Mobile Learning Environment on academic achievement and the moods of the students. The research was carried out with the participation of twenty-five students in various departments of the Faculty of Education in Erzincan University and the Faculty of Science and Letters in Namık Kemal University. The views of the students obtained through face-to-face interviews show that mobile learning environment has a significant effect on student’s mood and academic achievement. We concluded from the study that mobile learning environments such as student hostel, private study room, private house, dormitory room and even desk in the canteen make the students feel comfortable, far away from stress of teacher, free movement, which contribute the students’ well-being and their mood in positive way, thus resulting in their academic achievements.

Metacognition is an individual’s knowledge of their own cognitive processes and their ability to control these processes by organizing, monitoring and modifying them as a function of learning. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Learning cognitive and metacognitive strategies offers students the tools to "drive their brains." Being metacognitive can be likened to being more conscious, reflective, and aware of one's progress along the learning path. The present study was undertaken to find out the relationship between metacognitive awareness and academic achievement of undergraduate students. The sample of the study comprised of 100 undergraduate students from various colleges of Chandigarh. Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) was used to measure the metacognitive awareness. The findings revealed a significant difference in academic achievement of undergraduate students with high and low scores in metacognitive awareness.

The present study was conducted to explore the relation between aggression and academic achievement among the higher secondary students. To achieve this goal, 250 students of class XI were selected as the sample from four higher secondary schools affiliated to the West Bengal Council of Higher Secondary Education (WBCHSE) in Dakshin Dinajpur District, West Bengal. The researchers adopted an Aggression Scale developed and standardized by Mathur and Bhatnagar (2004) and academic achievement scores has been collected from the result of Madhyamik Examination of the selected students. The Pearson Product Moment Method was applied to find out the relation between the variables. The study revealed that there is a negative and statistically significant correlation between aggression and academic achievement of the students.

This study explored the relationship between parents' education and their children academic achievement focusing on father and mother educational level for their children academic achivement. Tenth class students of government high schools at District Mardan constituted population of the study. The study employed systematic random sampling techniques to select students as sample of the study. Through a self-developed questionnaire the data were collected from the respondents of the study. The findings of the study revealed that high education of father and mother positively contributes to their children academic achievement. Large co-relation was found between parents' education and students' academic achievement. On the basis of the findings the study recommended to introdcue adult education programs, awareness compaigns and the use of socail media for community education.

The researchers intended to design a study to explore the differences in the Muslim girl students' self-esteem due to their locality and levels of academic achievement. In this connection, the researcher's adopted and applied the Self-Esteem Inventory developed by Sharma and Hossain (2015) to collect the data on self-esteem of the Muslim girl students of the Murshidabad District of West Bengal. The researchers followed the purposive sampling technique and collected 265 Muslim girl students of class IX as the sample of the study from eight secondary schools from Murshidabad District. Significant differences in self-esteem of the Muslim girl students of class IX were found in terms of the locality of the schools and levels of academic achievement of the students.

Editorial Note: This article is the third in a series of three articles by R. J. Multari on the subject of technology in advising. The first article, Technology in Higher Education Academic Advisement, was published in The Mentor on January 7, 2004. The second article, Integrating Technology into Advisement Services, was published in The Mentor on May 26, 2004. The administration and management of advisement services, as well as the larger organization of an enrollment division, are quite reactive when considered in light of changing student needs, institutional administrative and educational practices, and societal expectations for higher education. Every college and university stakeholder wants efficiency, accountability, and assurance of a return on an investment as tuition payers, donors, and taxpayers (Gose, 1996). Academic advisement administrators—including senior academic officers, unit heads, mid- and entry-level professionals, and faculty in higher education administration—are responsible for meeting these demands. https://doi.org/10.26209/mj661668

The article analyzes home-based parental involvement as a child-rearing strategy associated with the academic perfor- mance of adolescents. Through a systematic review of studies with empirical results in six databases, this article shows the multidimensional influence of parental involvement —expressed in monitoring, support, communication, instruc- tion, academic socialization, and availability of resources— at home. The reported findings suggest that parents’ beliefs, support, and communication are relevant in order to understand the effect of parental involvement on adolescents’ aca- demic performance. It is, nevertheless, important to interpret these effects with the mediation of different adolescents’ personal factors.

Reaction time is considered as an important measure that affects performance of an individual both in business and private life. Especially, reaction time, which can be defined as a period of time being required for giving appropriate responses to the perceived stimuli, is an important factor in terms of efficiency of organization and also health and safety at work. Moreover, reaction time is regarded as an important factor in product design. In this study, an experiment is designed to reveal the factors that affect simple reaction time and the effects of (discrete / continuous) variables such as age, height, weight, gender, sight defects, smoking and alcohol use, regular habits of sports and academic achievement on reaction time of individuals are investigated, and  the findings are interpreted.

Seeking the views of metropolitan, university educated Nigerians in Lagos and Abuja (the previous and current capital cities respectively), our study explores gendered perspectives on the issue of remarriage after divorce to gain a deeper understanding of how customary, Islamic and statutory laws intersect. We build on previous studies (e.g. Therborn, 2004) to highlight that from the 1930s onwards, marital aspects of modern customary laws may be more patriarchal than some pre-colonial ones due to the colonial codification of customary laws in Africa. The empirical basis of our study is interviews with 24 Nigerian men and women, including female divorcees. The results suggest that what Ibrahim (2015) calls “the sociocultural penalties of divorce” are borne more heavily by women and this is exacerbated because traditional or customary laws in modern Nigeria were reshaped by colonial Christian codification. We conclude that whilst Yoruba people seem to have thwarted some of the more ne...

The aim of this study is to examine the effect of smart board use on academic achievement. For this purpose, mixed method where quantitative and qualitative methods are combined is used. In the quantitative phase of the research, 47 experimental studies examining the effect of smart board use on academic achievement, which were accessed by the literature review and conformed to the inclusion criteria determined by the researcher, were analyzed according to random effects model using meta-analysis method. As a result of the analysis, it was found that the effect size of smart board use on academic achievement was positive, large, and significant (ES(d) = .94, p ˂ .05). The calculated effect size does not differ according to the type of publication, school level, and field of science (course), publication year, sample size and duration of experiment implementation. The data collected in the qualitative phase of the research were analyzed using descriptive and content analysis methods. The following results were obtained under the theme of the positive aspects of smart board use: "it provides permanent learning", "supports visual and auditory learning", "makes topics more concrete". The following results were obtained under the theme of the negative aspects of smart board use: "teachers' inability to use the smart board leads to a waste of time and disrupt the course", "teachers can be overshadowed by the smart board", "smart board makes the student and teacher lazy, and they get used to smart board doing everything". The following results were obtained under the theme of suggestions: "teachers should be trained on smart board use", "different functions should be used besides presentation (video, sound, educational game, animation etc.)", "smart boards should not be used all the time, only when necessary".

In this study, the factors affecting the achievements of the undergraduate students of Atatürk University Computer Programming Open Education Faculty has been examined on the basis of General Grade Point Average and the courses they have taken. Anova, Tukey and t-test has been used in analyzing the data belonging to 537 students registered at Open Education Faculties. According to the results of the analysis, it has been detected that the enrollees of the second university and the technical high school graduates are more succesfull; technical high school graduates have been found to be more unsuccessful. The gender factor did not make a significant difference in academic achievement.

This study aims to contribute to a line of research initiated at the beginning of the twentyfirst century that inquired into the conditions that favoured the academic success and school continuity of Spain’s Roma youth (Abajo and Carrasco 2004) and also investigated the sociocultural impact that successful academic trajectories might have on Roma individuals, families and communities. This chapter will comparatively explore the experiences and trajectories of academic success of two sets of Roma youth that have been identified as ‘preDecade generation’ and ‘Decadegeneration’, in relation to the changing policy contexts to which they have been exposed and in which they have been navigating through formal education: namely, before and in parallel with the development of the ambitious European agenda known as the Decade of Roma Inclusion (2005–2015) and corresponding national and local initiatives undertaken in Spain. Data of the first dataset were collected in 2002/2003, while those of the second set in 2015. For this analysis we have selected a total of 16 interviews. Data analysis will call for a wider framework including recent critical revisits of Ogbu’s cultural ecological theory in the context of urban schooling, but developing a success perspective that draws from literature on different forms of social and cultural capital, minority youth and education. We will firstly inquire into how social capital is operating in the family and ethnic community, in peer relations and with regards to institutional agents, including the case of ethnically targeted interventions. Secondly, we aim to identify what sociocultural changes are triggered by school success.

Objective: To investigate parent reports of childhood symptoms of inattention as a predictor of adolescent academic achievement, taking into account the impact of the child's intellectual functioning, in two diagnostically and culturally diverse samples. Method: Samples: (a) an all-female sample in the U.S. predominated by youth with ADHD (Berkeley Girls with ADHD Longitudinal Study [BGALS], N = 202), and (b) a mixed-sex sample recruited from a Norwegian population-based sample (the Bergen Child Study [BCS], N = 93). Inattention and intellectual function were assessed via the same measures in the two samples; academic achievement scores during and beyond high school and demographic covariates were country-specific. Results: Childhood inattention predicted subsequent academic achievement in both samples, with a somewhat stronger effect in the BGALS sample, which included a large subgroup of children with ADHD. Intellectual function was another strong predictor, but the effect of early inattention remained statistically significant in both samples when intellectual function was covaried. Conclusion: The effect of early indicators of inattention on future academic success was robust across the two samples. These results support the use of remediation procedures broadly applied. Future longitudinal multicenter studies with pre-planned common inclusion criteria should be performed to increase our understanding of the importance of inattention in primary school children for concurrent and prospective functioning.

The aim of the research is to compare the impacts of mentoring services, delivered face to face and video conference on advisees' academic achievements. Mentoring services, made up with two different instruments, were administered to a group of advisees, composed of 32 university students. In the research, the multiple-choice achievement test, which consisted of thirty, 5-point Likert items, was utilized in order to determine advisees' academic achievements.

Background
There is a dearth of research on the roles of non-declarative (implicit) learning linked to the striatum and declarative (explicit) learning associated with the medial temporal lobes as predictors of academic attainment.

Methods
Participants were 120 undergraduate students, studying Psychology or Engineering, who completed several long-term memory tests.

Results
There was a significant interaction between the groups (Psychology or Engineering) and task type (declarative or non-declarative): Engineers performed better at declarative and psychologists at non-declarative learning. Furthermore, non-declarative but not declarative learning scores were significant correlates of academic achievement (r = 0.326, p < .05). Moreover, competitive modulation (activation of non-declarative learning in conjunction with deactivation of declarative learning) was a significant predictor of future academic achievement in both psychology (r = 0.264, p < .05) and Engineering (r = 0.300, p < .05) groups.

Conclusions
The results confirm that these declarative and non-declarative systems interact competitively and that the extent of this competition may have implications for understanding educational attainment.

Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interac-tions' in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.

The purpose of this study is to examine the factors affecting the academic achievement of university students who are prospective teachers according to some demographic and socio-economic variables. While the students studying in the faculties of education of universities constituted the population of the study, the students studying in various departments of Fırat University Faculty of Education during the second semester of the 2016-2017 academic year constituted the sample. The sample was selected by simple random method. "Demographic Information Form" prepared by the researcher was used as data collection tool and applied via online questionnaire. 233 students participated in the application and all responses were considered valid, and the required analyses were performed. In statistical analyses, analysis of variance (ANOVA) was performed for the data that provided the assumption of being parametric, the variables that differed were examined by Post Hoc multiple comparisons, and Mann-Whitney U methods were applied for nonparametric data. As a result of the research, it was observed that the academic achievement levels of the university students who are prospective teachers differed according to the individual and socio-economic factors such as economic status, place of sheltering, computer ownership and intention to connect to the internet, and that these factors affected the academic achievement levels of the students. As a result, this study is important in terms of determining the individual factors affecting the academic achievements of the students who are studying in the universities and are prospective teachers. This study represents the students in the universities and departments where the questionnaire was carried out, and such studies to be carried out in other universities using different variables and data collection techniques should also be supported.

There are also about 700,000 people annually who will attempt to take one or all parts of a high school equivalency exam. I am not the first person to earn a GED and a PhD, but I believe that I may be one of the few who is an African American military veteran, GED and PhD graduate who has also held two different college presidencies. This writing is an attempt to chronicle my life up to this point. After occupying space on this planet for 57 years, I wanted to reflect on my journey from a high school dropout born in Brooklyn, New York, to two community college CEO positions and a distinguished graduate with a Ph.D. from The University of Texas at Austin.

About the author:

Background :Time management, test competence, academic competence, and study techniques are some of the factors that affect an individuals' academic performance (Sansgiry et al., 2006). The relationship between self achievement has been highlighted in the literature (Harris, 2009; Mohammad, 2010; Sadaat, Ghasemzadeh & Soleimani, 2012; Rosli, et al., 2011). However, no studies addressed how self-esteem and time management combine to predict academic success.Objective:This study examines the relationship between time management, self-esteem and academic performance of Iraqi graduate students studying in Universiti Putra Malaysia. Method:Data on time management and self from 169 subjects using instruments developed by Griffin & Van Fleet, (2013) and Blascovich & Tomaka (1991). Results:Results showed that majority of subjects (74.1%) had good time management skills and moderate level of self terms of the relationship between time management and GPA, the results report no significant relationship (r= -0.03, p= 0.698). Also there is no significant relationship between self- esteem and GPA (r= -0.096, p=0.221).Conclusion: there were no significant relationship between academic performance and time management skills and self-esteem of Iraqi students studying in Malaysia. The results also showed majority of students studying in Malaysia had very good and excellent results (GPA above 3.30). For the small number of Iraqis with poor academic results, there are many factors besides self-esteem and time management skills which could act as barriers to students attaining and maintaining a high GPA

Reaction time is considered as an important measure that affects performance of an individual both in business and private life. Especially, reaction time, which can be defined as a period of time being required for giving appropriate responses to the perceived stimuli, is an important factor in terms of efficiency of organization and also health and safety at work. Moreover, reaction time is regarded as an important factor in product design. In this study, an experiment is designed to reveal the factors that affect simple reaction time and the effects of (discrete / continuous) variables such as age, height, weight, gender, sight defects, smoking and alcohol use, regular habits of sports and academic achievement on reaction time of individuals are investigated, and the findings are interpreted. Ozet Insanlarda reaksiyon zamani hem ozel yasamda hem de is yasaminda performansi etkileyen onemli bir faktor olarak kabul edilmektedir. Ozellikle calisanlarin algiladiklari etkilere uygun t...

In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students&#39; learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students&#39; educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students&#39; educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students&#39; educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and co...

Family parenting patterns and child developmental outcomes have been examined in several studies in Western countries. Research shows mixed results on whether mothers and fathers under the same roof display congruent or incongruent parenting styles. Moreover, previous research shows that being raised by two authoritative parents is linked with the most positive outcomes. However, there is no study examining either family parenting patterns in non-Western cultures or whether such family parenting patterns would differ based on the child’s gender. Thus, the current study aimed to identify family parenting patterns for daughters and sons in Turkey, as well as how these family parenting patterns were linked to academic achievement and self-esteem. The sample included 195 Turkish undergraduate students (95 male and 100 female). The participants reported perceived maternal and paternal parenting styles using Buri’s Parental Authority Scale, their self-esteem using Rosenberg’s Self-esteem Scale, and academic achievement. Two-step cluster analysis revealed four different clusters; two clusters for females and two clusters for males. The clusters for females are congruent authoritative pattern and congruent authoritarian pattern while the clusters for males are congruent authoritative pattern and congruent permissive pattern. Two separate ANCOVAs showed that among same-gender groups, there was no significant difference either in college GPA or in self-esteem scores of participants. These findings suggest that authoritarian parenting might not be negatively associated with developmental outcome in Turkey. The current study’s strengths and limitations and the implications for future research are discussed.