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The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution.

ABSTRACT: This data article presents data of academic performances of undergraduate students in Science, Technology, Engineering and Mathematics (STEM) disciplines in Covenant University, Nigeria. The data shows academic performances of Male and Female students who graduated from 2010 to 2014. The total population of samples in the observation is 3046 undergraduates mined from Biochemistry (BCH), Building technology (BLD), Computer Engineering (CEN), Chemical Engineering (CHE), Industrial Chemistry (CHM), Computer Science (CIS), Civil Engineering (CVE), Electrical and Electronics Engineering (EEE), Information and Communication Engineering (ICE), Mathematics (MAT), Microbiology (MCB), Mechanical Engineering (MCE), Management and Information System (MIS), Petroleum Engineering (PET), Industrial Physics-Electronics and IT Applications (PHYE), Industrial Physics-Applied Geophysics (PHYG) and Industrial Physics-Renewable Energy (PHYR). The detailed dataset is made available in form of a Microsoft Excel spreadsheet in the supplementary material of this article.

SUBMITTER: John TM

PROVIDER: S-EPMC5996299 | biostudies-literature | 2018 Jun

REPOSITORIES: biostudies-literature

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The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution.

John Temitope M TM Badejo Joke A JA Popoola Segun I SI Omole David O DO Odukoya Jonathan A JA Ajayi Priscilla O PO Aboyade Mary M Atayero Aderemi A AA

Data in brief 20180317

This data article presents data of academic performances of undergraduate students in Science, Technology, Engineering and Mathematics (STEM) disciplines in Covenant University, Nigeria. The data shows academic performances of Male and Female students who graduated from 2010 to 2014. The total population of samples in the observation is 3046 undergraduates mined from Biochemistry (BCH), Building technology (BLD), Computer Engineering (CEN), Chemical Engineering (CHE), Industrial Chemistry (CHM), ...[more]

PMID: 29900196

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Project description:Aims: Aggression is defined as "any behavior intended to cause physical, emotional, or psychological harm to another." The aims of the current study were to (i) examine underlying factor structure of the Buss-Perry Aggression Questionnaire (BPAQ) and (ii) explore socio-demographic and clinical correlates (symptom severity, substance use and alcohol use) among patients with schizophrenia and related psychoses in a multi-ethnic Asian population. Methods: Data collected from 397 participants who were seeking outpatient treatment for schizophrenia and related psychoses at a tertiary psychiatric hospital were included in the analyses. BPAQ, a 29-item, four-factor instrument that measures physical aggression, verbal aggression, anger and hostility was used to assess aggression. Data on socio-demographic variables, age of onset of illness, drug use, alcohol use and symptom severity were also collected. Confirmatory factor analysis (CFA) was performed to establish the underlying factor structure of the BPAQ. Multiple regression analyses were utilized to examine socio-demographic and clinical correlates of the BPAQ factors. Results: The mean age of the participants was 36.2 years (SD = 10.9, range: 21-65). Factor structure obtained from the CFA indicated that a higher order four-factor solution had an acceptable fit to the observed data (WLSMV χ2 = 1,025.35, df = 320, RMSEA = 0.07, CFI = 0.94, TLI = 0.93, SRMR = 0.05). Females had lower physical aggression and hostility scores as compared to males. Those with lower education had higher physical aggression scores as compared to those with higher education. Participants who received a diagnosis after the age of 30 years had higher physical aggression and anger scores as compared to those who received a diagnosis at or before 20 years of age. Symptom severity was positively associated with higher BPAQ scores. Conclusion: The study findings demonstrated high internal consistency and applicable measurement factor structure of BPAQ in this study sample, making it an appropriate questionnaire for assessing aggressive behavior in this population. We also identified socio-demographic and clinical factors that were associated with aggression in patients with schizophrenia and related psychoses.

Project description:BACKGROUND:While the application of learning analytics in tertiary education has received increasing attention in recent years, a much smaller number have explored its use in health care-related educational studies. OBJECTIVE:This systematic review aims to examine the use of e-learning analytics data in health care studies with regards to how the analytics is reported and if there is a relationship between e-learning analytics and learning outcomes. METHODS:We performed comprehensive searches of papers from 4 electronic databases (MEDLINE, EBSCOhost, Web of Science, and ERIC) to identify relevant papers. Qualitative studies were excluded from this review. Papers were screened by 2 independent reviewers. We selected qualified studies for further investigation. RESULTS:A total of 537 papers were screened, and 19 papers were identified. With regards to analytics undertaken, 11 studies reported the number of connections and time spent on e-learning. Learning outcome measures were defined by summative final assessment marks or grades. In addition, significant statistical results of the relationships between e-learning usage and learning outcomes were reported in 12 of the identified papers. In general, students who engaged more in e-learning resources would get better academic attainments. However, 2 papers reported otherwise with better performing students consuming less e-learning videos. A total of 14 papers utilized satisfaction questionnaires for students, and all were positive in their attitude toward e-learning. Furthermore, 6 of 19 papers reported descriptive statistics only, with no statistical analysis. CONCLUSIONS:The nature of e-learning activities reported in this review was varied and not detailed well. In addition, there appeared to be inadequate reporting of learning analytics data observed in over half of the selected papers with regards to definitions and lack of detailed information of what the analytic was recording. Although learning analytics data capture is popular, a lack of detail is apparent with regards to the capturing of meaningful and comparable data. In particular, most analytics record access to a management system or particular e-learning materials, which may not necessarily detail meaningful learning time or interaction. Hence, learning analytics data should be designed to record the time spent on learning and focus on key learning activities. Finally, recommendations are made for future studies.

Project description:BACKGROUND:Physical activity (PA) has been shown to develop better fitness and body function in children. Various studies have shown that as the age of students increases, its correlation with school achievement decreases. Different hormonal changes during adolescence make it difficult to adjust in his/her environment, causing stress. To the best of our knowledge, no study has studied the correlation between stress-related hormones and school performance among adolescents. This study was conducted to evaluate physical activity and stress-related hormones, cortisol and serotonin, among school adolescents aged 12-18 years old and find their association with academic achievements. METHODS:A total of 300 students were invited to participate in this study. Physical activity of the participants was assessed in relation to the time spent performing various physical activities. End of the academic year grades were obtained from the school as a collective measure of academic achievement and executive function. The levels of cortisol and serotonin were measured using the competitive immunoassay techniques. RESULTS:There was a significant correlation between age, gender, BMI, cortisol, serotonin, physical activity score; and academic achievement, and executive functioning among participants. Academic achievement and executive functioning scores correlated positively with gender, serotonin, physical activity score, but negatively with age, BMI and salivary cortisol. Stepwise regression analysis showed that physical activity and demographic parameters and stress-related hormones, cortisol and serotonin, explained around 61.9-77.9% of academic performance and executive functioning variation in school adolescents, especially females. CONCLUSIONS:Optimal physical activity and release of stress-related hormones could be the determining factor for performance in school and other activities. These results should be taken into consideration while planning the school curriculum.

Dataset Information

The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution.

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The role of gender on academic performance in STEM-related disciplines: Data from a tertiary institution.

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