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Peer reviewed
Download full textPetrow, Gregory A. – Higher Education Studies, 2022
Scholars studying scholastic achievement in higher education find that students have specific course grades in mind that satisfy their desires for academic performance. When students believe that they are on-track to achieve those grades, they divert resources to other endeavors. This paper tests a resulting hypothesis: Students balance higher…
Descriptors: Grades (Scholastic), Student Satisfaction, Time on Task, Anxiety
Direct linkNwosu, Chiamaka – British Educational Research Journal, 2022
The numbers of UK students choosing to study abroad for a period has increased steadily over the years, with many students citing academic, professional, linguistic and cultural reasons as their key motivations. However, while there is an abundance of literature on the advantage of study abroad (SA) for linguistic learning, there is less known…
Descriptors: Study Abroad, Academic Achievement, Foreign Countries, College Students
FORUM: for promoting 3-19 comprehensive education, 2022
The COVID-19 pandemic severely disrupted education at all levels. One consequence was that alternative arrangements had to be made for the 2021 summer public examinations. Exam boards asked staff at schools and colleges to generate, for each subject, teacher-assessed grades for their students. The submitted grades had to reflect 'a fair,…
Descriptors: Teacher Attitudes, Grading, Student Evaluation, Summative Evaluation
Deva Stevens – ProQuest LLC, 2022
The purpose of grading is to measure progress and assess learning. As students' progress through school, a record of their progress and learning serves as a demonstration of knowledge gained. Educators, students, parents, and other stakeholders agree that grading, or assessment of some sort is necessary. The most prevalent grading system is the…
Descriptors: Teacher Attitudes, Grading, Academic Standards, Educational Policy
Wesley Beccaro; Miguel Arjona Ramirez; William Liaw; Heitor Rodrigues Guimaraes – IEEE Transactions on Education, 2024
Contribution: During the lockdown period of the COVID-19 pandemic, online oral exams have become a necessary reality. Considering the possibility of carrying out and recording the oral exam sessions, analyses were conducted to assess how the speaking time ratio and emotional states are affected during the exams. Background: Although many studies…
Descriptors: Oral Language, Emotional Response, Psychological Patterns, Speech Communication
Sarah D. Castle; W. Carson Byrd; Benjamin P. Koester; Meaghan I. Pearson; Emily Bonem; Natalia Caporale; Sonja Cwik; Kameryn Denaro; Stefano Fiorini; Yangqiuting Li; Chris Mead; Heather Rypkema; Ryan D. Sweeder; Montserrat B. Valdivia Medinaceli; Kyle M. Whitcomb; Sara E. Brownell; Chantal Levesque-Bristol; Marco Molinaro; Chandralekha Singh; Timothy A. McKay; Rebecca L. Matz – International Journal of STEM Education, 2024
Background: Large introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such…
Descriptors: College Students, STEM Education, Research Universities, Grades (Scholastic)
Rebecca A. Bull Schaefer; Lily K. Copeland – Active Learning in Higher Education, 2024
This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning…
Descriptors: Feedback (Response), Performance, Academic Achievement, Grades (Scholastic)
Juan Antonio Martinez-Carrascal; Jorge Munoz-Gama; Teresa Sancho-Vinuesa – IEEE Transactions on Learning Technologies, 2024
Academic institutions dedicate a substantial effort to ensure the academic success of their students. At the course level, teachers recommend learning paths (RLPs) for students to guarantee the achievement of their learning outcomes. In terms of performance, these kinds of approaches are deemed more effective than others based uniquely on…
Descriptors: Online Courses, Mathematics Instruction, Undergraduate Students, Mathematics Achievement
Amanda B. Lees; Rosemary Godbold; Simon Walters – Research Ethics, 2024
While the need to protect vulnerable research participants is universal, conceptual challenges with the notion of vulnerability may result in the under or over-protection of participants. Ethics review bodies making assumptions about who is vulnerable and in what circumstance can be viewed as paternalistic if they do not consider participant…
Descriptors: Educational Research, Scholarship, Instruction, Learning
Siobhan Lynam; Moira Cachia; Rosemary Stock – Educational Review, 2024
Grades are frequently used by academics as a measure of academic success. The literature has largely neglected to ascertain how students define this important concept. This study aimed to give voice to how university students define academic success and what they perceive as the contributing factors. This qualitative study used three focus groups…
Descriptors: Academic Achievement, Learner Engagement, Student Attitudes, Grades (Scholastic)
Clarissa Sorensen-Unruh – CBE - Life Sciences Education, 2024
Ungrading is an emancipatory pedagogy that focuses on evaluative assessment of learning. Self-regulated learning (SRL) has consistently been referred to as the learning theory that undergirds ungrading, but SRL--with its deficit frame in the literature and in practice--fails to uphold ungrading's emancipatory aims. An asset-framed learning…
Descriptors: Grading, Alternative Assessment, Learning Theories, Evaluation Methods
Minh Hùng Ð?c Ðinh; Hà Th? Vi?t Nguy?n – European Journal of Psychology and Educational Research, 2024
The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students' learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to…
Descriptors: Foreign Countries, Undergraduate Students, Learning Strategies, Well Being
Anh Thu Le; Teresa Ober; Ying Cheng – Grantee Submission, 2024
Procrastination in academic contexts is thought to have a negative effect on students' learning and performance. This research sought to provide a comprehensive multi-method and multimodal validation of a self-report measure of procrastination, revealing its intricate associations with behavioral indicators of procrastination, engagement, and…
Descriptors: Time Management, Measures (Individuals), Test Validity, High School Students
Sean P. Yee; N. Papalia; J. Deshler; K. C. Rogers; A. Lamarche; R. Petrulis – PRIMUS, 2024
To aid departments in growing and supporting the potential of novice instructors, this paper shares a peer-mentoring program that has been implemented at three universities over the last five years for graduate student instructors (GSIs, master, and doctoral) within mathematics departments. This paper provides frameworks, curricular topics,…
Descriptors: Peer Teaching, Mentors, Graduate Students, Beginning Teachers
Martin Neugebauer; Oliver Klein; Marita Jacob – International Studies in Sociology of Education, 2024
The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no…
Descriptors: Foreign Workers, Immigrants, Minority Group Teachers, Grade 9
