The Effect of UNH Undergraduate Student Exercise on Academic Achievement

A number of existing studies focus on the effect exercise and dietary habits have on social relationships; however, few studies examine the relationship between exercise and academic performance on college students. In this study, surveys were administered to 202 students at the University of New Hampshire. Although the data presented no statistically significant findings to prove a correlation between exercise and academic performance, students who never exercised were shown to be more likely to do poorly rather than excel academically. Future research should consist of a larger sample using a random sampling method for better reliability and validity in determining a relationship between student exercise and academic performance

NCAA Academic Performance Program (APP): Future Directions

This paper represents the first major effort to conduct a comprehensive review of the National Collegiate Athletic Association (NCAA) Academic Performance Program (APP) and to recommend to the NCAA Board of Directors those modifications that will lead to further improvement in graduation performance. They fall into four categories: (a) new initial eligibility standards; (b) new requirements for 2-year college transfers; (c) new requirements for eligibility for postseason competition; and (d) new penalty structure and penalty thresholds. Conclusions and recommendations are offered

Preschool Nutrition and Subsequent Schooling Attainment: Longitudinal Evidence from Tanzania

This study analyses how childhood health determines future academic performance in Kagera region in Tanzania. Academic outcomes considered are years of education and delay in enrollment, while the measure of childhood health is (relative to the median) height. The repercussions of malnutrition in childhood on subsequent learning and school performance are analyzed by using a unique longitudinal dataset. Result indicate the degree to which malnutrition leads to reduced lifetime earning capacity due to both delays in schooling and declines in total schooling

Evaluation of facilities performance on students’ satisfaction in Northern Nigerian Universities

Performance evaluation of academic facilities of HEIs is very critical to educational effectiveness. Presently, there is limited or no research/data in Nigeria to assess how extensively the use of or lack of academic facilities benchmarking practices. The aim of this research was to develop a facilities performance framework for HEIs academic facilities in order to serve as a reference model for policy makers while designing HEIs facilities standard targeted towards improving facilities performance for enhanced student satisfaction. Quantitative research approach using survey design was adopted. Data was collected using closed-ended questionnaires distributed to a sample of 1000 student randomly selected from three universities in the northern Nigeria out of which 735 were considered valid for the analysis. Research questions were answered by testing the proposed research hypothesis which were developed for the research. The descriptive analyses were conducted using the Statistical Package for Social Science Software (SPSS version 23) while the inferential statistics were analyzed using a Partial Least Squares Structural Equation Modelling software (SmartPLS version 3.0). Overall, the result found that facilities performance significantly influenced student satisfaction. The R-square value indicated that performance of the HEIs component facilities explained 63 percent of the variance in students’ satisfaction. Furthermore, it was found that 66.7 percent of the performance of HEIs components facilities was explained by the performance of both physical and non-physical facilities that constitutes the HEIs academic facilities. The implication of this results points to the importance of including students’ feedback in the facilities management aspect of HEIs. This is for the fact that students’satisfaction was shown to be significantly related to the condition of the university facilities. It is recommended that future research should focus on identifying students satisfaction with academic facilities in the HEIs using experience as a measure of facilities performance to promote the concept of best practices benchmarking for the institutions to esterblished quality facilities in their institutions

Self-concept in learning disabled children : relationship to perceived competence, social support and task performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University

Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with academic self-concept, non-academic self-concept, and perceived social support. Self-concept was additionally examined for any relationships with task performance indicators. Data were collected from 41 students aged between 7 and 15 years using a multitrait-multimethod assessment methodology. Self-concept was assessed by the Self-Perception Profile for Children (Harter, 1985a), and perceived social support was assessed by the Social Support Scale for Children (Harter, 1985b). Task performance was assessed by a battery of academic and motor skill measures. Findings indicated that most LD children in this sample reported low levels of academically based self-concept. However, most also reported high levels of global self-worth. The study found students with high global self-concept perceived they were more competent/adequate in some non-academic domains (e.g., physical appearance and behavioural conduct), and perceived being socially supported, particularly by teachers. Perceptions of academic self-concept were not found to be as related to perceptions of global self-concept as non-academic domains. In regression analyses, perceptions of physical appearance followed by perceptions of athletic competence were found to be predictors of global self-worth. No predictors were found to be significant for academic self-concept. Classmate support predicted aspects of social self-concept (i.e., social acceptance). No pattern of significant relationships were found between task performance indicators and various domains of self-concept. Discussion includes using data to dispel myths some may have about the global self-worth of LD children as well as in intervention programmes. This study replicated and extended research in this area. Caveats and recommendations for future research are discussed

La relación de confianza entre profesor y alumno, ¿mejora la motivación y los resultados?

Nuestro trabajo analiza el efecto que sobre la motivación de los estudiantes tiene la relación de confianza tanto personal como académica entre el profesor y el estudiante así como la percepción que éste tiene de su desempeño. Para ello hemos utilizado una encuesta on line en la que pedimos a los estudiantes universitarios que evalúen a sus profesores como un todo usando una escala de Likert. Las variables independientes fueron la confianza académica y la confianza personal, mientras que las variables dependientes fueron la motivación y el desempeño percibido. Los resultados mostraron una correlación positiva entre la confianza tanto académica como personal en relación con la motivación y el rendimiento percibido. Las ramificaciones de nuestro estudio sobre investigaciones futuras impulsan la idea de que la confianza debe ser vista desde diferentes perspectivas y que es una parte implícita de las habilidades de enseñanza.Our study takes into account the way in which both academic and personal trust has an effect on the motivation of students and their perceived performance. To do this we sent an online survey in which we asked higher education students to evaluate their professors as a whole using a Likert scale. The independent variables were academic trust and personal trust, whilst the dependent variables were motivation and perceived performance. The results showed a positive correlation between academic trust and motivation, as well as with perceived performance. The same result was achieved when studying personal trust in regards to motivation and perceived performance. This implies that there is an important positive relationship between trust and the general performance of students in class. The ramifications of our study on future research push for the idea that trust must be seen from differing perspectives, and that it is an implicit part of teaching skills

A Review of Theory and Practice in Scientometrics

Scientometrics is the study of the quantitative aspects of the process of science as a communication system. It is centrally, but not only, concerned with the analysis of citations in the academic literature. In recent years it has come to play a major role in the measurement and evaluation of research performance. In this review we consider: the historical development of scientometrics, sources of citation data, citation metrics and the “laws" of scientometrics, normalisation, journal impact factors and other journal metrics, visualising and mapping science, evaluation and policy, and future developments