A learning analytics dashboard (LAD) is an application that illustrates the activity and progress of a user in a self-regulated, online learning environment. This tool mines source data to provide meaningful information that supports decision making and positively impacts learning behaviour. Research on this topic explores how learning activities and pedagogical goals are impacted by integrating LADs into learning and/or teaching environments. Currently, the majority of the research is centred around predicting student academic performance and identifying students that are at risk of failing. The popularity of integrating technology into educational practices has led to the adoption of LADs into learning management systems (LMS) or massive open online courses (MOOCs). The objective of this paper is to develop a concept for a standalone prototype LAD, for an Introductory Statistics course (STA 1000), to be potentially integrated into the University of Cape Town's (UCT) LMS, Vula. The dashboard aims to create and incorporate meaningful visualisations, that have the potential to primarily assist students as well as educators. Visualised information in the LAD aims to positively impact students to enhance and drive effective learning, which could consequentially aid educators. Additionally, the dashboard will aim to provide actionable feedback, derived from predictive modelling and course analytics, that positively impacts learning behaviour and identifies factors that the student could most effectively use to leverage their chances of passing and improve academic performance. Predictive analytics aim to identify academic factors, that a student has control over, such as course assessments and engagement variables, at certain time points in the academic semester and provide a useful course of action at those time points. Other than variables measured throughout the course, the predictive modelling takes certain prior academic information into consideration.

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The purpose of this dissertation study was to examine the impact of childhood obesity on levels of self-esteem, anxiety, social stress, interpersonal relationship satisfaction, and academic achievement on students in Grades 5, 6, and 7. Professional school counselors need to be aware of how childhood obesity impacts students and how they can help their students personally, socially, and academically. The present research study uses a comparative research design to determine the levels of self-esteem, anxiety, social stress, interpersonal relationship satisfaction, and academic performance among students in Grades in 5, 6, and 7 between two groups: (a) obese children and (b) non-obese children. Height and weight were obtained from each student and entered into a Body Mass Index (BMI) calculator. Students completed the Behavior Assessment System for Children, Second Edition and a demographic survey. Scores from the Mississippi Curriculum Test, Second Edition were obtained as well. Students were coded as obese or non-obese and scores from the two assessments were entered into SPSS. A multivariate analysis of variance found no statistically significant results for the overall model. However, self-esteem and interpersonal relationship satisfaction were statistically significant individually. Though there were no statistically significant differences between groups, the researcher found that the mean scores of dependent variables reflected differences between obese and non-obese groups. School counselors can use this information to utilize the American School Counselor National Model to build a program for these children. Responsive services such as individual counseling, group counseling, classroom guidance, and parent education workshops can all be applied throughout the schools. Research in the future should continue to focus on the mental health implications of childhood obesity. This study provided a new perspective for research on childhood obesity not only for school counselors, but all mental health professionals. By being aware of the possible risks associated with childhood obesity, school counselors can use early intervention and prevention strategies to make a difference not only with an obese child but also within the entire school.

Shyness is characterized by anxious and reluctant behaviors that may put children at risk for underperforming academically. Previous research has observed that active behavioral engagement in the classroom improves academic performance, however, shy children show deficits in this type of engagement. The current study examined whether behavior skills training (i.e., instruction, modeling, rehearsal and feedback) improved active engaged behavior in pre-K and kindergarten-age children using a multiple baseline across participants design. Four children between 3 to 5 years of age with varying shy behaviors as reported by their parents were asked to complete a series of math worksheets prior to and during intervention. Participants’ hand -raising and question asking were measured. Due to limitations, it is unclear whether the present study’s BST protocol was effective in increasing engagement. Future research should examine the use of BST, in-situ training, and application of skills in the natural setting.

The current study aims to validate and apply an instrument to assess the relationship between communication overload, social overload, technostress, exhaustion and academic performance. We performed a cross-sectional, analytical study of 2286 university medical students to assess the influence of technostress as a mediator of social media overload, communication overload and mental exhaustion and its detrimental effect on the academic performance of university students in Peru during the COVID-19 pandemic. The research model was validated using partial least square structural equation modeling (PLS-SEM) to establish the influence of variables on the model. Communication and social overload were found to positively influence technostress by correlations of 0.284 and 0.557, respectively. Technostress positively influenced exhaustion by 0.898, while exhaustion negatively influenced academic performance by-0.439. Bootstrapping demonstrated that the path coefficients of the research model were statistically significant. The research outcomes may help university managers understand students’ technostress and develop strategies to improve the balanced use of technology for their daily academic activities. / Revisión por pares

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Metacognitive awareness plays an important role in students’ learning as well as in teaching and tutoring. The goal of this thesis research is to investigate the relationship between academic tutors’ metacognitive awareness, their student athlete tutees metacognitive awareness and academic performance (by cumulative GPA). Metacognitive awareness in tutors may have a significant influence on tutoring methods and students’ success. The population of tutors and students in the study is represented by 40 pairs of academic tutors and athlete students at one southern U.S. university. Metacognitive Awareness Inventory (MAI) was utilized and adapted for this study. Simple regression analysis results revealed that metacognitive awareness in students can predict their academic performance. Yet, tutors’ metacognitive awareness did not predict students’ metacognitive awareness and their cumulative GPA scores. Additional research with larger samples and via alternative methods as well as implications about potential of tutors’ metacognitive strategies for learners are discussed.

This study aims at looking deeper into school-based leadership and teacher leadership in particular. The starting point of any line of thought is to be found in the claim that there is a positive correlation between teacher leadership and student academic performance.When searching the curriculum for the non-compulsory school system in Sweden, Lpf94,for its position on school-based leadership, the only item that is found on the subjectrefers to principal leadership. I therefore chose to perform interviews with a number ofhigh-school teachers, to attain a complementary image of how they perceive that they, as teachers, practice leadership on a daily basis. The results show that they all feel that their professional role entails a leader role, but the analysis shows that how they practice leadership can be recognized in slightly different ways.

In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were more likely to accept home school students than were private colleges. Also, public colleges had less stringent admission requirements for home school students than did private colleges. Further, home school admission policies in place in Florida's public colleges were more likely to comply with the NCHE's recommended admission policies for home school applicants. In addition to reviewing college admission policies for home school students, the standardized test scores and grade point averages of home school and public school students enrolled in a Florida, public community college were compared. The standardized test scores compared were the College Placement Test (CPT) and the Scholastic Achievement Test (SAT). The researcher found no difference in the mean grade point averages of home school and public school students enrolled in a Florida, public community college. Also, the researcher found no difference in the mean CPT algebra, CPT reading, or SAT mathematics scores of home school and public school students. There was, however, a significant difference in the CPT writing and SAT verbal scores for these two groups of students. Home school students scored significantly higher than public school students on the CPT writing and the SAT verbal tests.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.