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Home > Books > E-Learning and Digital Education in the Twenty-First Century

The Impact of Online Learning Strategies on Students’ Academic Performance

Submitted: 01 September 2020 Reviewed: 11 October 2020 Published: 18 May 2022

DOI: 10.5772/intechopen.94425

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Higher education institutions have shifted from traditional face to face to online teaching due to Corona virus pandemic which has forced both teachers and students to be put in a compulsory lockdown. However the online teaching/learning constitutes a serious challenge that both university teachers and students have to face, as it necessarily requires the adoption of different new teaching/learning strategies to attain effective academic outcomes, imposing a virtual learning world which involves from the students’ part an online access to lectures and information, and on the teacher’s side the adoption of a new teaching approach to deliver the curriculum content, new means of evaluation of students’ personal skills and learning experience. This chapter explores and assesses the online teaching and learning impact on students’ academic achievement, encompassing the passing in review the adoption of students’ research strategies, the focus of the students’ main source of information viz. library online consultation and the collaboration with their peers. To reach this end, descriptive and parametric analyses are conducted in order to identify the impact of these new factors on students’ academic performance. The findings of the study shows that to what extent the students’ online learning has or has not led to any remarkable improvements in the students’ academic achievements and, whether or not, to any substantial changes in their e-learning competence. This study was carried out on a sample of University College (UAEU) students selected in Spring 2019 and Fall 2020.

• online learning environment
• content-based research
• process-based research
• success factors assessment

Author Information

Khaled hamdan *.

• UAEU-University College, UAE

Abid Amorri

*Address all correspondence to: [email protected]

1. Introduction

With the advent of COVID-19 pandemic and the shutdown of universities worldwide for fear of contamination due to the spread of the coronavirus, higher educational institutions have deemed necessary to adopt new teaching strategies, exclusively online, to deliver their curriculum content and keep from the Corona virus widespread at bay [ 1 ]. Technology was called upon to play this pivotal teaching/learning online role, as it has influenced people’s task accomplishment in various ways. It has become a part of our ever changing lives. It is an important part of e-learning to create relationship-involving technology, course content and pedagogy in learning/teaching environment. Therefore, e-learning is becoming unavoidable in a virtual teaching environment where students can take control of their learning and optimize it in a virtual classroom and elsewhere. So, learning today has shifted from the conventional face to face learning to online learning and to a direct access to information through technologies available as e-learning has proven to be more beneficial to students in terms of knowledge or information acquisition. Online teaching promotes learning by encouraging the students’ use of various learning strategies at hand and increases the level of their commitment to studying their majors. Virtual world represents an effective learning environment, providing users with an experience-based information acquisition. Instructors set up the course outcomes by creating tasks involving problem or challenge-based learning situations and offering the learner a full control of exploratory learning experiences. However, there are some challenges for instructors such as the selection of the most appropriate educational strategies and how best to design learning tasks and activities to meet learners’ needs and expectations. Various approaches can lead towards strong students’ behavioral changes especially when combined with ethical principles. However, with careful selection of the learning environment, pedagogical strategies lining up with the concrete specifics of the educational context, the building of learners’ self-confidence and their empowerment during the learning process becomes within reach. Another benefit of using online teaching/learning is that here is a need to explore new teaching strategies and principles that positively influence distance education, as traditional teaching/learning methods are becoming less effective at engaging students in the learning process. Finally, e-learning can solve many of the students’ learning issues in a conventional learning environment, as it helps them to attend classes for various reasons, as it has made the communication/interaction between them and their instructors much easier and the access to lectures much more at hand. Students can attend online university courses and at the same time meet other social obligations. Therefore, the circumstances in a learner’s life, and whatever problems or distraction he/she may have such as family problems or illnesses, may no longer be an impediment to his education. Learners can practice in virtual situations and face challenges in a safe environment, which leads to a more engaged learning experience that facilitates better knowledge acquisition.

The work presents the educational processes as a modern strategy for teaching/learning. e-learning tends to persuade the users to be virtually available to act naturally. There are a few factors affecting the outcomes such as learning aims and objectives, and different pedagogical choices. Instructors use various factors to measure the learning quality like Competence, Attitude, Content Delivery, Reliability, and Globalization [ 2 , 3 , 4 ]. In this work, we are going to pass in review positive and negative impacts of online learning followed by recommendations to increase awareness regarding online learning and the use of this new strategic technology. Modern teaching methods like brainstorming, problem solving, indirect-consultancy, and inquiry-based method have a significant effect in the educational progress [ 5 ].

The aim of this research is to examine the effect of using modern teaching methods, such as teacher-student interactive and student-centered methods, on students’ academic performance. Factors that may affect students’ performance and success- the technology used, students’ collaboration/teamwork, time management and communication skills are taken into consideration [ 6 ]. It also attempts to identify and to show to what extent online learning environment, when well integrated and adapted in course planning and objectives, can cater for students’ needs and wants. Does online teaching make a significant improvement in students’ academic performance and their personal skills such as organizations, communications, responsibilities, problem-solving tasks, engagement, learning interest, self-evolution, and abilities to reach their potential? Is students’ struggle is not purely academic, but rather related to the lack of personal skills?

2. Online learning experience

There are many motives behind the implementation of the online learning experience. The online learning is mandatory nowadays to all audience due to COVID −19 pandemic, which forced the higher educational authorities to start the online teaching [ 1 ]. We believe that we reached a tipping point where making changes to the current learning process is inevitable for many reasons. Today learners have instant access to information through technology and the web, can manage their own acquisition of knowledge through online learning. As a result, traditional teaching and learning methods are becoming less effective at engaging students, who no longer rely exclusively on the teacher as the only source of knowledge. Indeed, 90% of the respondents use internet as their major source of information. So the teacher is new role is to be a learning facilitator, a guide for his students. He should not only help his students locate information, but more importantly question it and reflect upon it and formulate an opinion about it. Another reason for the adoption of the online learning is that higher institution did not hesitate one moment to integrate it as a primary tool of education. So, it transformed the conventional course and current learning process into e-learning concept. The integration of the online teaching into the curriculum resulted in several issues to instructors, curriculum designer and administrators, starting from the infrastructure to online teaching and assessment. Does the current IT infrastructure support this integration? What course content should the instructor teach and how it should be delivered? What effective pedagogy needs to be adopted? How learning should be assessed? What is the direct effect of the online learning on students’ performance? [ 7 ].

With reference to the survey findings, the majority of students were among the staunch supporters of online learning taking into consideration the imposed COVID-19 lockdown circumstances, as they expressed their full support and confidence in computer skills to share digital content, using online learning and collaboration platforms with their peers, and expressed their satisfaction with the support of the online teaching and learning [ 8 ].

However, a small percentage of the survey respondents, expressed their below average satisfaction when higher educational institutions have invested in digital literacy and infrastructure, as they believe they should provide more flexible delivery methods, digital platforms and modernized user-friendly curricula to both students and teachers [ 9 ]. On the same lines, the higher education authorities regard the quick and unexpected development of the UAE’s higher education landscape, ICT infrastructure, and advanced online learning/teaching methods, imposed by COVID-19, have had a tremendous adverse impact on the students’ culture, thus leading to students’ social seclusion from their peers, imposing new social norms and behavior regarding plagiarism, affecting students’ cultural ethics and learning and collaboration with their peers, when adopting the digital culture [ 10 ].

A current study emphasized the need for adoption of technology in education as a way to lessen the effects of Coronavirus pandemic lockdown in education to palliate the loss of face- to- face teaching/learning which has more beneficial aspects of learning for students than online learning as it offers more interactive learning opportunities.

We recommend that all these questions should be taken into consideration when designing a new course i.e. the e-learning strategies, the learners’ and instructor’s new roles, course content and pedagogy and students’ performance/achievement assessment ( Figure 1 ). In this experience, we focus only on the implementation of new learning academic objectives- how they are infused into the curriculum and how they are assessed. The ultimate objective of implementing a new learning process is to design a curriculum conveyed by a creative pedagogy and oriented towards the cultivation of a creative person yearning for the exploration of new ideas [ 11 ]. The afore-mentioned objectives lead to design a comprehensive learning experience with new learning outcomes where instructors infuse new practical skills - Critical thinking and Problem-Solving Tasks, Creativity and Innovation, Communication and Collaboration. Other skills are implicitly infused into the curriculum such as, self-independent learning, interdependence, lifelong learning, flexibility, adaptability, and assuming academic learning responsibilities. Online learning is defined as virtual learning using mobile and wireless computing technologies in a way to promote learners’ learning abilities [ 12 ]. In ( Figure 2 ), each component of the e-learning process is defined clearly below [ 13 ].

E-learning approach.

E-learning process.

2.1 Active instructor

His role is to facilitate learning process in the virtual classroom, to engage students in the learning process, to allow them to participate in designing their own course content and to contribute to design learning assessment parameters.

2.2 Active learner

He can access course content anytime and from anywhere, engage with his peers in a collaborative environment, formulate his opinions continuously, interact with other learning communities, communicate effectively, share and publish their findings with others in online environment.

2.3 Creative pedagogy

Both instructors and learners decide on what to learn online and how it should be learned. This experience is designed to promote an inquiry and challenge-based learning models where teachers and students work together to learn about compelling issues, propose solutions to real problems and take actions [ 11 ]. The approach involves students to reflect on their learning, on the impact of their actions and to publish their solutions to a worldwide audience [ 14 ].

2.4 Flexible curriculum

A core curriculum is designed, but the facilitator has the freedom to innovate and customize course content accordingly up to the aspiration of the learners; this means that the learner’s knowledge of the material will mainly come from his own online research (formal and informal content), and from his own creativity and collaboration with his peers (teamwork).

2.5 Communities outreach

This allows a group of students to formulate real-world context research question, connect with local learning and global communities to find creative solutions to their problems, create opportunities to connect themselves with international communities. These opportunities will foster students’ social and leadership skills [ 15 ].

According to students’ observation, more than 70% of instructors found that the online learning using Blackboard ultra-collaboration boosts students’ learning interest, engagement and motivation. 84% of teachers use required to use interactive tools in order to engage students in presenting and sharing a five minutes presentation to their classmates, write a reflective essay on their experience, be involved in a collaborative project (interest- based learning project). 97% of students contributed to self and peer assessments, and 97% interacted using online management systems. Students were also encouraged to interact with their peers using blackboard group collaborate. Thanks to the online teaching strategy, 70% of students were able to deliver on time their work.

For the study purpose, several assessments components incorporate both individual and group work. For the individual work, each student was required to make an individual presentation on any subject of his own interest, write a reflective essay, self -assessment, class peer assessment, midterm and final exams. For the collaborative work, students were assigned teams and each student should contribute to the project delivered every two weeks in the form of a final presentation and a final project. Rubrics were designed and all students were well instructed to use them. Teachers were trained to monitor and facilitate the experience and the internal learning management systems such as Blackboard.

The subsequent ( Figure 3 ) shows the feedback loop of content mapping of factors and their relationships in relation to students’ performance and intake. The first feedback loop begins at the node called “Students”. The second one begins at the node entitled “Teacher”. There are two major positive feedback loops. For instance, a good team improves co-operation and creativity which increase the team’s learning experience. Setting clear goals and interactive strategies will enhance online learning and performance results. The E-learning process and the project outcomes are influenced by technology use [ 13 ].

Conceptual model of students’ E-learning environment parameters.

3. Research methodology

We studied the impact of online learning using technology in virtual classrooms and the effect of performance factors on students’ learning behavior and achievement. The study focused on a sample of 6045 students, collected from the enrolment of University College students in spring 2020, at United Arab Emirates University has used online teaching strategy in comparison to fall 2019 teaching/learning experience, which used conventional teaching strategy involving 7369 students (See Table 1 ). The study shows the learning outcomes are similar for both virtual and conventional learning, although the assessment methods are different. They include students’ learning outcomes assessment, testing (assessing prior and post knowledge acquisition) and quantitative versus conventional research. The findings of the survey are discussed below. Descriptive statistics were obtained to summarize the sample characteristics and performance variables. Pearson Correlation was used to evaluate the association between the learning outcomes dimensions. Independent Samples t-test was used to compare the mean overall performance of the online learning. Linear Regression was used to determine the impact of the learning characteristics (Critical thinking, Creativity, Communication and Collaboration) on the overall performance score. Factor Analysis was used to study the inter-relationships among the learning characteristics and compare the online methods.

Students’ population.

The objectives of the learning process consist of providing a diversified learning environment. The positive impact of this diversity is reflected in the students’ performance. Students in various represented colleges have similar passing grades as high (80–98%) for both Online Approach (OLA) and Conventional learning -Face-to-Face (FoF). The University College is the largest college in the University with more than 4000 students. Most of UAEU students start their study in UC; they take English, Arabic, IT and Math ( Figure 4 ).

University college percentage passing rate.

This study was limited to GEIL101 foundation students. Surveys were sent out to all information literacy sections at the end of the first semester 2019/2020, but there were only 87 respondents. The survey had 2 parts, one part is about students’ achievement/performance, and the second part use is about online learning in a virtual classroom. All sessions were conducted online by trained instructors in tandem with the University library delivered by professional librarians. In this report, fall 2019 students’ data are used as the sample for the study ( Table 2 ).

GEIL students.

Overall, the results indicate the online learning was beneficial for students as it shown in their academic achievements and in tables below. A significant number of students reported high comfort levels of attending online courses in virtual classroom instead of conventional learning. Results indicated students have a positive reception to online approach rather than traditional classrooms. Additionally, qualitative data identified a clearconsiderations for the integration of new technology into the new teaching and learning experience.

4. E-learning results and analyses

Table 3 shows the IL students’ pre and post tests performance. The analysis on the pre and post-tests, using the means comparison and one sample test, shows an increase of students’ performance by 84%, the mean of the pre-test is around 7.5 and the post test is 13.85, a significant difference of 6.35. 65% of students score above 60% (passing rate for the course) in the post-test, only 2.4% of students scored above 60% in the pre-test. This means that 97.6% of students did not have basic information literacy knowledge, but after going through intensive 12 week learning under e-learning conditions, 65% achieved the course outcomes with higher scores.

Students’ academic performance.

The following tables ( Tables 3 and 4 ) shows the students’ performance by each learning activity:

Students’ learning activity.

The scores in the post-test ranged between 11 and 20, whereas it ranged between 6 to 9 in the pre-test ( Figure 5 ).

Pre and post-tests comparison distribution.

The above results show that OLA students scored higher than the FoF in the majority of the learning activities. There is an important performance of online students in the midterm and final exams though both approaches where offered the similar assessments criteria under the same test conditions. In the next section, the online learning process validity, the learning activities, and the learning outcome achievements, will be discussed in greater details. Several statistical models, qualitative and quantitative analysis have been applied for this purpose.

5. Impact analysis of the learning activities

It is important for an educator to evaluate which type of learning activity that has an important impact on students’ performance. It will help the curriculum designers to adjust and improve the syllabus content accordingly. Two types of analyses are conducted quantitatively and qualitatively; the first analysis relies on the learning activities grades and course final scores. The second one relies on students’ feedback through reflective essays and teachers’ perception towards their students’ learning progress.

5.1 Quantitative analysis

5.1.1 impact of the learning activities on students’ performance.

To analyze the significance of each learning activity on students’ performance, a regression linear model was used to analyze the impact of each learning skill on students’ performance. According to the output report, the model is significant at 95% (p < 0.000), and there is a strong correlation between 95.8% of the learning skills and students’ performance (r2 = 0.919).

Overall, all learning skills strategies have a significant impact on students’ performance. Each student’s learning skills and their impact will be analyzed. The following graph shows that individual contribution has less impact on the student’s performance, but the course component is very important where students demonstrate their interaction with the course content. The quality of the students’ online participation, their assiduity and interaction with others and their contribution in the projects are different from class participation. Therefore, statistically speaking, it has a lower impact. So, it is highly recommended to review how this component is graded.

5.1.2 Impact of each learning skill on students’ achievement

The following table describes the impact of each individual learning skill on students’ performance. To do this analysis, we used Pearson Correlation Coefficient to measure the strength of the linear relationship between the learning skills. The following figure shows the relationship between the learning skills.

From the table below, the test 1 (Midterm Exam) and test 2 (Final Exam) have the strongest impact (754 and 758) respectively on the final grades, even though students scored lower in these activities compared to other assessed learning activities. They are still the most efficient assessment methods to evaluate students’ achievement. The projects, individual presentation and reflective essays have also a significant impact on students’ performance. The only learning activity with the lowest impact is the individual participation and engagement in the class, which is an important learning activity, and it needs a review on how to assess it in an effective way.

6. Teachers’ observations

Students’ e-learning performance data is processed and presented. The six characteristic attributes are identified. Each characteristic is divided into further sub-items that are rated from 1 to 5 by the respondents. Then, for each of the six main characteristics, the average of the sub-items rating is calculated. The box plot (see Figure 6 ) shows a detailed distribution of each response. This is made up of the results, comparing the responses given to the different factors affecting learning. The result shows that the teachers rating of the effect of online learning in the following table. Example: 50% of teachers think that 70% of students improved their creativity skills.

Using e-learning in the virtual classroom.

Descriptive statistics for the learning variables are shown below in Table 5 . In general, the mean and median of all the characteristics are quite high-around 3.5 ( Table 6 ). Regarding correlations between learning parameters, the results show that almost all characteristics are highly inter-correlated (p < 0.001) (See Table 7 ).

Regression model on learning skill of students’ performance.

Dependent Variable: FinalGrades.

Correlation between the learning skills on students’ academic performance.

. Correlation is significant at the 0.01 level (2-tailed).

E-learning characteristics.

Correlation is significant at the 0.05 level (2-tailed).

7. Students’ results and analysis

The survey was to collect feedback from students after they started using online learning courses. The effects of this methods on students’ learning and understanding A scale of 1–5 range from strongly agree (5) to strongly disagree (1). Different dimensions of online approach are analyzed and Eighty-seven UAE College Students coming from different Universities were asked to give their perception on different aspects of online learning methods.

For the question (1), “Do you like online learning technology?” 84 respondents representing 97.6% of the students said they do. As for the question (2), “Do you feel ready to use online environment?”, 61 students representing 71.2% said they do.

While 7 students or 8% said, they do not. Only 19 student or 21.8% were neutral (see Table 8 ).

Ready for online transformation.

As for question (3), “whether students have all the required technology tools for online learning”, 71 of the respondents representing 83.53% agreed but only 4 students disagreed (See Table 9 ).

Do students have the required tools for online learning?

Regarding the question (4), as to “whether students have reliable internet connection for online learning, 56 of the respondents representing 64% said that they agreed, while 7 students said that they disagree (See Table 10 ).

Do students have the reliable internet connection for online learning?

For question (5), “Did Online learning help your study when you have flexible schedule?” 53 students representing 63% of the respondents said it helped them because of time restriction. On the other hand, 31 students representing 37% said that time was not visible (See Table 11 ).

Did you have a flexible schedule when online learning was used?

For question (6), “Did online learning help you to be more productive?” 38 students representing 45% of the respondents said that online class helped them to be more organized and productive. On the other hand, 19 students representing 23% said that it was not productive for them (See Table 12 ).

Did online learning help you be more productive?

For question (7), “How do rate your experience with your team online” 58 students representing 60% of the respondents said that online learning class is like normal class. On the other hand, 9 students representing 10% said that they were not satisfied with online learning (See Table 13 ).

How do you rate your online experience with your team?

For question (7), “How do rate your internet connectivity and how often problems occurred?” 37 students representing 43% of the respondents said that online class runs into technical issues which lead to reduce their productivity and confidence. On the other hand, 42 students representing 48% said that there were no issues with their internet connections (See Table 14 ).

How often do you face technical problems?

For question (8), “Did you develop any health issues since the start of online learning? 41 students representing 48% of the respondents said that online class causes health issues which lead to reduce their productivity and confidence. On the other hand, 25 students representing 29% said that there were no health issues using online learning (See Table 15 ).

Did you develop any health issues since the start of online learning?

For question (9), “Rate the distractions you have had online”, 31 students representing 37% of the respondents said that online class did not face distractions. On the other hand, 23 students representing 27% said that there were not issues concerning online distraction (See Table 16 ).

Rate the distractions you have had at home.

8. Conclusion

The ultimate purpose of this investigation was to explore the impact of online learning on students’ academic achievement as the demand has increased in recent times for online courses among institutions and college students who solely rely on flexible and comfortable education. We tried to measure in quantifiable terms the students’ final academic performance after their exposure to online learning during this pandemic lockdown. The final results obtained in this study were quite self-eloquent, as they unequivocally show the tremendous impact of e- learning on students’ academic performance and achievements, as it can benefit students in many ways, including enhancing and maximizing their learning independence and classroom participation. It is a good experience for students’ transitional preparation to pursue college education and seek employment. Students were more engaged in the learning process than in conventional teaching, and online learning experience has revealed that didactic teaching style is no longer effective. They no longer regard teachers as the only source of information, but as learning facilitator and online learning from different internet sources as their main source of information. They have proved that they can assume their responsibilities, contribute to course design assessment and learning process personalization. Online learning also helped overcome time and space constraints imposed by the convention learning process and helped students to effectively communicate their findings and share their ideas with their peers locally and globally. The introduction of a new technology such as the online learning will undoubtedly have more impact on the learning outcomes only if we reconsider the delivery mode, content redesign, new assessment system. A suitable pedagogy and an appropriate content are the most important sources of students’ learning motivation. Finally, e-learning has a bright future, tremendous learning potentialities and excellent organizational culture. Universities will incontrovertibly use many of the lessons learned during this pandemic lockdown period of this forced online teaching to adjust curriculum contents, teaching methods/lesson delivery, and assessment tools.

E-learning is here to stay and can make a much stronger contribution to higher education in the years to come. However, there are some negative effects of online class as it does not offer real a face to face contact and interaction with instructors and imposes time commitment and less accountability on students. There are also many online struggles that students face such as the impossibility to stay motivated all the time, as they sometimes feel that they are completely isolated. In addition, instructors feel impotent to control students’ cheating, impose classroom discipline. In addition to that, poor students struggle to get the necessary electronic equipment to access this new mode of learning to interact in due time with their instructor, make necessary comments and raise questions to clear ambiguities and any equivocal statements and get appropriate feedback from their instructor.

There are other academic issues that need to be investigated deeply such as the perspectives of higher education quality focusing on the study of cultural, emotional, technological, ethical, health, financial or academic achievements. Furthermore, more academic research should be done about e-learning theories/distance learning to truly improvise a new and adequate teaching/learning approach.

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Determinants of students &apos; performance have been the subject of ongoing debate among educators, academics, and policy makers. There have been many studies that sought to examine this issue and their findings point out to hard work, previous schooling, parents ’ education, family income and self motivation as factors that have a significant effect on the students GPA. Most of those studies have focused on students &apos; performance in the U.S. and Europe. However, since cultural differences may play a role in shaping the factors that affect students&apos; performance, it is very important to examine those relevant factors to the UAE society. The aim of this study is to investigate the socio-economic characteristics of students of the College of Business and Economics-UAEU in relation to these students &apos; performance and taking into account variables pertaining to the UAE Society. Using a sample of 864 CBE student and

Eumi Cuntapay

Ahmad Thawabieh

Aims: This study aimed to investigate the factors that affect students' achievement. Study Design: Quantitative descriptive & qualitative designs were employed in this study. Place and Duration of Study: The study was conducted in Tafila Technical University (TTU), Jordan, during Feb – May 2015. Methodology: The sample of the study consisted of 488 students (219 males and 269 females). The researcher used two methods to collect data; a questionnaire was developed to collect quantitative data, it consisted of 5 sections; the first section includes items for demographic information (gender, academic year, college and students' accumulated average). The other 4 sections were the questionnaire domains; each domain represents the achievement problems from students perspectives related to that domain; domain1 represents achievement problems related to students (10 items), domain 2: problems related to the faculties (7 items), domain 3: Problems related to courses (9 items), domain 4 problems related to test administration (13 items). In order to collect a qualitative data about factors affecting students' achievement, the researcher used focus group discussion (FGD). Results: The results indicated that the following factors affect students' achievement: courses, test administration, students, and faculties. The results indicated also statistical significant differences 2 (P = .05) attributed to gender on the achievement problems associated with test administration, courses and faculties; female students had higher mean in problems associated with courses and test administration, while male students were suffering more from problems associated with faculties. Finally, there are statistically significant differences (P = .05) attributed to colleges on the achievement problems associated with students and faculties; humanity college students have more problems related to students domain, while scientific colleges students have more problems associated with faculty domain. Conclusion: This study is aimed to determine the key factors that influencing students' achievement, the study showed that students' achievement was affected by the factors identified by the researcher; faculties, courses, students and test administration. Students vary in the degree of the effect of these factors according to their gender and the college they study in. The student performance would be improved if the academic institution leaders minimize the influence of the proposed factors and taking care of the psychological factors that influence students' achievement by increasing the role of counseling centers at the universities, providing better environment for assessing students' achievement, faculties must be more fair in assessing their students, Faculties Development Centers at Jordanian universities may need to focus on developing the methods of assessment that used by faculties, and faculties and administrators should advise the students about the factors that affect their achievement and how to overcome these factors. The academic achievement of the students depends on many factors; only 4 of them have been identified by this study. There may be other factors which may have a direct effect on students' achievement, such as; the influence of socioeconomic factors, teacher-student ratio, students attendance in the class, and mother and father education. Based on the findings of this study and in order to generalize the results, the researcher suggests that research should be extended to all Jordanian universities.

azwar samitra

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85 Academic Performance Essay Topic Ideas & Examples

🏆 best academic performance topic ideas & essay examples, 💡 interesting topics to write about academic performance, 👍 good essay topics on academic performance.

• Birth Order and Academic Performance If a child is in the middle, they may have a hard time finding their place in the world. Birth order has also been suggested to have a substantial impact on cognitive development because of […]
• Cultural Influences on Students Academic Performance Indeed as the definition is rightly put, practicing our culture is akin to cultivating our lives, with the help of tools and symbols that the society has bestowed on us. Others are of the opinion […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• School Uniform: Correlation Between Wearing Uniforms and Academic Performance The combination of colors for example, may affect the students’ comfort as well as the public view and perception of the institution The issue of cost should also be put in to check.
• Lifestyle Impacting Student’s Academic Performance For example, these authors determined the links between the grade and physical activity the higher the grade, the greater the abandonment of physical activity.
• Personality’s Influence on Academic Performance In such a case, an approach to success is to analyze the output of my traits and be receptive to the viewpoints of other individuals.
• Texting Effects on Students Academic Performance The use of abbreviation and manipulation of the phonological sounds of words improves the imagination and creativity of students. One of the benefits of texting is that it improves academic performance by promoting the spelling […]
• The Impacts of E-Learning and Academic Performance of Learners Research Question To assess the impact of e-sources on the academic and learning environment Aim of Research Assess the effect of e-resources on support, improving, and implementation of new forms of learning Objectives To offer […]
• The Effect of Students Emotional Intelligence on Academic Performance The findings of the study will be used to assist students to see the importance of controlling their emotions and teachers to realize the need of integrating the components of EI into the curriculum and […]
• Intelligence Among Students: Impact on the Academic Performance Thus, intelligence has additional values represented by social and operational skills, especially when it comes to evaluating students; they are described in the New York Times article and in the theories of the above-mentioned scholars.
• How Sleep Deprivation Affects College Students’ Academic Performance The study seeks to confirm the position of the hypothesis that sleep deprivation leads to poor academic performance in college students.
• The Effect of Internet Addiction on Students’ Emotional and Academic Performance The participants will be told the goals and objectives of the study, and their experience of Internet addiction will be clarified.
• Academic Performance of College Students: Influence of Time Spent Studying and Working There is a general tendency among students who work and study at the same time consisting in the fact that students tend to spend more time at work instead of devoting their time to studies.
• Nutrition & Students Academic Performance It is therefore imperative to evaluate how students’ compatibility with healthy eating is impacted by the cost of food and, ultimately, how this association affects their academic performance.
• Academic Performance at St. Martin de Porres High School At the same time, one of the most important missions of a teacher is to form the skills and abilities of an educational and cognitive nature.
• Homework and Poor Academic Performance It is widely believed that giving homework to students is one of the ethical behaviors of a professional teacher. Homework is seen as a way of enhancing independent learning as well as the utilization of […]
• Social Media Impact on the Students Academic Performance The growing popularity of social networking and online communication has raised an issue of the influence of these activities on the daily performance of the individuals.
• Differences in Academic Performance Outcomes Between Children With and Without Siblings However, the research problem addressed in this paper is related to the ambiguity of the implications of the relationship between having no siblings and academic performance.
• Academic Performance Under Impact of Outside Pressure Secondly, social expectations and perceptions can cause stress for students because many of them want to be accepted and admired since low grades are stigmatized. In summary, college students experience pressure from their families and […]
• Income Level and Academic Performance The sphere of education has many significant issues, and one of them is the school performance of students from low-income families. Therefore, my proposal is to analyze the relationship between the academic performance of students […]
• Teacher Expectations and Student Academic Performance The most common cause of failed academic achievements is attributable to the formulation of expectations that are above par with the students’ level of understanding.
• Breakfast Taking and Academic Performance Among Students According to many experts, eating breakfast in the morning is likely to have a major impact on how students perform in schools and this is the reason why parents have been encouraged to ensure that […]
• Classes With Mixed Academic Performance Moreover, it can help ELL students to become more proficient in English, and even overcome the cultural shock, which may be a cause of lagging behind.
• Test Anxiety and Academic Performance The purpose of the study in question was to investigate the relationship between academic performance and test anxiety. The study was designed to determine causality between the level of test anxiety and average grades of […]
• Child Neglect and Academic Performance The impact of child neglect in low income elementary school age children. The author presents numerous concepts to support the importance of powerful policies in meeting the needs of the targeted children.
• Cell Phones Influence on Academic Performance The main focus of this study is made on the influence of cell phones on the level of American students’ academic performance.
• Students’ Library Habits and Academic Performance For instance, it would be prudent to review the effects of different schoolwork habits on academic performance and general productivity in the competitive college learning environment.
• The Satisfaction With the Overall Academic Performance The primary goal of the questionnaire is to measure the satisfaction with the overall academic performance and determine the fundamental influences on it.
• Students’ Academic Performance in Mathematics The process of collecting the data involved guiding students in their studies in order to monitor and to record their performance immediately.
• Sleep Patterns’ Impact on Academic Performance Because some university classes begin as early as 7 o’clock in the morning and finish in the evening, the only option for such students is to reduce the length of night-time sleep in order to […]
• Computer Gaming Influence on the Academic Performance The purpose of this study is to evaluate the influence of the computer and video gaming on the academic success of the school children.
• Students Academic Performance: Closing the Gap While neither category is directly related to the academic performance of the group, it would be reasonable to expect that the improvements in both would indirectly influence the efficiency of education in other words, the […]
• American Students’ Academic Performance Studies conducted to compare the academic abilities of American students and students from other countries revealed that American students lag behind, especially in science, writing proficiency, and mathematics.
• Academic Performance and Parental Influence This paper will explicate the idea that the approaches, used by Chinese mothers to foster the performance of their children in academics, are effective.
• Students With Asperger Syndrome: Social Skills and Academic Performance Future studies could find out the variants of adaptive behavior and the differences amid cognitive ability and adaptive behavior to clarify the general characteristics of AS and interventions strategies that would specifically target AS students. […]
• The Impact of Paid Employment on Academic Performance of Students They further argue that the school time devoted to work offers the student less time to articulate the learning concepts and therefore negatively affect the academic performance.
• Academic Performance and Part-Time Employment Among High School Seniors
• The Effect of Single-Sex Schooling on Students’ Academic Performance
• Student Academic Performance Linked With the Social and Economic Development of a Country
• Early Birds vs. Just-in-Timers: Academic Performance and Procrastination
• Academic Performance and Self-Efficacy in Online Learning
• Social Media and Academic Performance: Does the Intensity of Facebook Activity Relate to Good Grades?
• How ADHD in Children Impacts Academic Performance
• Class Absenteeism: Reasons for Non-Attendance and the Effect on Academic Performance
• Motivational Factors Affecting the Academic Performance of the Students
• The Influence of Peers Network Attributes on Academic Performance
• Associations Between Alcohol Consumption and Poor Academic Performance in University Students
• The Effects of Dyslexia on Student Academic Performance
• Internet Use and Academic Performance: An Interval Approach
• How Technological Dependence Enhances Students Academic Performance
• Benefits Physical Activity Has on Academic Performance
• Improving Academic Performance and Social Support by Facilitating Adaptation in the University
• Sleep Deprivation in Teens: Its Affect on Academic Performance
• Online Games: Academic Performance and Student Behavior
• Rise and Shine: The Effect of School Start Times on Academic Performance
• Emotional Intelligence and Academic Performance in Students
• Impact of Fear of COVID-19 on Students’ Academic Performance
• Risk Factors of Academic Performance: Experiences of School Violence
• Does Bullying Affect a Student’s Academic Performance?
• Predicting Student Academic Performance: Role of Knowledge Sharing and Outcome Expectations
• Factors Affecting the Academic Performance of Students at Risk With Learning Disabilities
• Games & Active Learning: Improving Academic Performance in Mathematics
• Can Personality Traits Predict One’s Academic Performance?
• Aggressive Behavior Effect on Academic Performance in Elementary Students
• Correlation Between Sitting Preference in Class and Academic Performance
• The Influence of Eating Habits on the Academic Performance of University Students
• Demographic and Socioeconomic Factors Associated With Academic Performance
• Relevance of Extracurricular Activities for Academic Performance
• The Link Between Academic Performance and Learning Styles
• School-Year Employment and Academic Performance of Young Adolescents
• Family Stress and Its Relation to Academic Performance
• Risk Attitude, Academic Performance, and the Likelihood of Drop-Outs
• Associations Between Dietary Intake and Academic Performance in College Students
• Does School Uniform Improve Academic Performance?
• The Relationship Between Extracurricular Activities and Adolescents’ Academic Performance & Self-Concept
• Poor Health Impact on Academic Performance in Students
• Teenage Pregnancy and Its Effect on Female Students’ Academic Performance
• Smartphone Use and Academic Performance: Correlation or Causal Relationship
• How Teacher Behavioral Attitude Affects Student Academic Performance
• Parental Involvement and Its Perceived Impact on Academic Performance in Children
• Academic Performance Based on Demography, Motivation, and Learning Styles
• Student Academic Performance and Negative Effects of Large Class Sizes
• Examining Gender Differences in Academic Performance
• The Younger, the Better: Age-Related Differences in Academic Performance at University
• Impact of Drug Abuse on Academic Performance and Physical Health
• Academic Performance Stratification: Inequality in the Knowledge Production
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Students Showcase Research at 3MT Competition

KENNESAW, Ga. | Apr 12, 2024

By Tracy Gaudlip

On Thursday, April 4, 2024, the Graduate College held its 9th annual 3-Minute Thesis competition (3MT), tasking master’s and doctoral students with presenting their research to a non-specialist audience within a strict three-minute timeframe.

William Reed, a master’s in exercise science student, clinched the top spot with his presentation titled “Kinetic and Kinematic Effects of Unilateral Flag Carrying on Referee Sprinting and Agility Performance.” Yongshuai Wu, currently pursuing a master’s in information technology, secured both the Runner-Up position and the People’s Choice award for his presentation titled “Autonomous Robots for Inventory Tasks in Unstructured Environments via Zero-Shot Imitation Learning.”

Reed’s presentation centered on the differences between normal sprinting motions and that of “flag-carrying” soccer referees. From his own experience he explained, “We referees have a distinct lack of research around us in comparison to the players we officiate, so finding a way to add to that limited research base was the goal. Referees receive very little assistance when it comes to specialized training, so working to analyze the intricacies of our own performance expectations led us to this premise of running with only one moving arm, as the flag must be carried in the other.” He added that while there is some research on the effects of restricting both arms in track athletes, none have looked at the effects of running with only one arm moving.

In addition to the 1080Sprint machine, he used tests standardized by soccer governing bodies to determine what kind of change flag-carrying has on running. He tracked kinetic data for each test and compared the tests within individuals. 

Now that the competition is over, Reed said he “feels a sense of calm” and is looking forward to the next challenge. 

Wu’s research delves into robotic reasoning, which involves training robots to mimic human behavior. To evaluate their methods, he explained that they chose robot radio-frequency identification (RFID) because it’s a challenging task for robots. This technology uses radio waves to identify and track tags attached to objects and is used in applications such as inventory management.

“The concept of RFID inventory is that each product will have an RFID tag, which can be scanned by a reader within a short distance. This is why we need to train the robot to approach those places where the products are located.”

Wu explained that grasping robotic reasoning can be daunting for those unfamiliar with robotics. “Summarizing this into a 3-minute presentation is tough,” he said. He opted to focus on key milestones rather than narrate the entire journey, and it turned out to be effective.

Reed was awarded $1,000 for his first-place presentation, while Wu earned $750 for second place and an additional $350 for winning the people’s choice award.

Dr. Amy Buddie, the Director of Undergraduate Research, along with Dr. Karin Scarpinato, the Vice President of Research, and Dr. Jessica Rudd, an alumna of KSU’s Ph.D. program, and a past 3MT champion who currently serves as Senior Data Engineer and Technical Lead at Intuit Mailchimp, were the judges for the competition.  

2024 3-Minute Thesis (3MT) Participants

• Kimberly Green, Ed.D. in Teacher Leadership , Faculty advisor: Dr. Nicholas Clegorne, Perceptions of the Differing Prepatory Needs of Teacher Leaders and Educational Leaders

• Lacey Harper, Master of Science in Exercise Science , Faculty advisor: Dr. Garrett Hester, The Power of the Mind to Enhance Strength Training Adaptations in Older Women

• Anthoanette Kommeh, Ph.D. in International Conflict Management , Faculty advisor: Dr. Christopher Pallas, The Impact of NGO Sensitivity to Local Gender Dynamics on Project Outcomes and Social Relations in Northern Ghana

• Srivastsa Mallapragada, Ph.D. Analytics and Data Science , Faculty advisor: Dr. Ying Xie, Multi-Modality Transformer for E-Commerce: Inferring User Purchase Intention to Bridge the Query-Product Gap

• William Reed, Master of Science in Exercise Science , Faculty advisor: Dr. Jacob Grazer, Kinetic and Kinematic Effects of Unilateral Flag Carrying on Referee Sprinting and Agility Performance

• Kimberly Wang, Master of Science in Information Technology , Faculty advisor: Dr. Chloe Yixin Xie, How Tiny Interactions in GPR56 Control Your Health?

• Yongshuai Wu, Master of Science in Information Technology , Faculty advisor: Dr. Shaoen Wu, Autonomous Robots for Inventory Tasks in Unstructured Environments via Zero-Shot Imitation Learning

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‘A really amazing thing’: The 2024 Senior Thesis Exhibition has arrived

By Bates News — Published on April 12, 2024

A week ago, much of the artwork destined for the 2024 Senior Thesis Exhibition in the Bates College Museum of Art could be found in various studio spaces in the Olin Arts Center.

For the eight senior artists, moving their artwork from studio spaces into the museum for a professional exhibition is like having their name up in lights. A visitor approaching the double glass doors of the museum sees the names of all eight seniors displayed in big block letters on the gallery wall facing the doors.

“This moment validates what is possible. And that’s a really amazing thing.” Michel Droge

Whether an artist’s name is in lights on a Broadway marquee or on a Bates museum wall, the effect is the same, says Michel Droge, one of the Bates faculty members helping the seniors display their work in the popular annual exhibition.

“Seeing your name in big letters when you first walk in, or on a poster or postcard, really solidifies the idea that ‘I can do this. I can do this for a living.’ Sometimes people are like, ‘Oh, being an artist is too hard of a life,’ or whatever. This moment validates what is possible. And that’s a really amazing thing.”

This year’s Senior Thesis Exhibition, on display through May 25 , features seniors working in paint, mixed media, digital animation, and installation/performance. 

In moving just a few hundred feet from those studios into the museum’s galleries, the artwork, has traveled into a new dimension. It’s now in community — alive and almost begging for conversation.

“Since they moved their work into the museum, we’ve been talking about how everybody’s work is sort of bouncing off each other’s,” says Droge, a visiting assistant professor of art and visual culture. “They saw that when they were working in the studios, but you can really see the conversation happening now.”

Droge pointed to a piece of driftwood on a pedestal, which accents a presentation of oil paintings by George Peck ’24 of Philadelphia that recall a camping trip along the Down East coast. Nearby are oils by Amelia Hawkins ’24 of Sun Valley, Idaho, that capture the phenomenon of forest fires in Idaho. 

In some of Hawkins’ oils, “the way the [tree branches] are painted and drawn relates to the driftwood,” says Droge. “Then you look at the driftwood and then look at Emma’s work.” That’s Emma Upton ’24 of Amherst, N.H., who used drawn self-portraits to create mixed-media abstractions. “There’s all sorts of back and forth. And all of the work is transformative.”

Droge has supported this week’s installation of the show in the museum. The students’ advisors are Associate Professor of Art and Visual Culture Carolina Gonzalez Valencia (fall semester) and Senior Lecturer in Art and Visual Culture Elke Morris (winter semester).

— Jay Burns

Amelia Hawkins

The oil paintings of Amelia Hawkins ’24 of Sun Valley, Idaho, capture the phenomenon of forest fires in Idaho.

Fires have occurred for eons and can be part of a healthy forest ecosystem, but are now more frequent in the era of climate change. Hawkins recalls how in her childhood summer activities were canceled due to unhealthy air quality. 

“Once August rolls around, smoke from forest fires rolls in,” Hawkins says. “I remember asking my mom, ‘Where are all these ashes coming from?” 

Now such memories provide subject matter for her artwork. “I portray the various stages of forest fires. From the fiery inception to the tranquil regrowth, I’m captivated by the juxtaposition of chaos and serenity.”

The senior thesis by Yuri Kim ’24 of East Brunswick, N.J., drew from a daydream and parallels her research into the colonial origins of Easter that has roots both in Europe and Pennsylvania. It was made through digital animation and compositing.

“I found repeated violences in the colonization of pagan traditions, the colonization of children’s innocence, and the colonization of the land. I hope you consider these parallels in the viewing of this work,” Kim says.

In the work, Kim considers how  children interpret events in fascinating ways. “These interpretations are often rebutted, degraded, and dismissed by those around them. Sometimes, this is because the way children interpret things is not seen as particularly appropriate for the occasion.”

She explores “silliness, weirdness, discomfort, and inconsistencies” in her artwork.

“This work embraces these maligned apostles with its arms wide open. It sees the valuable things that lay inside children’s daydreams – eggs, waiting to be hatched,” Kim says.

Avery Mathias

Turning a common household object into art worth considering, Avery Mathias ’24 of Needham Heights, Mass., features the chicken egg in her recent oil paintings to illustrate how one can find “intrigue and beauty in the mundane.”

And as one who has fond childhood memories of making breakfast with her father on the weekends, Mathias wants to celebrate in her art how “a shared meal brings people together.”

Food and people’s relationships can inspire a range of emotions, Mathias points out. A single fried egg can evoke thoughts about health, life, routine, cooking, science, and sexuality, she says. Through the simplicity of her subject, Mathias endeavors to encourage viewers to bring their own associations.

As a biology major, she further wants to emulate the scientific perspective. So the eggs are painted larger than life to present the perspective of looking through a microscope. “To look at an object from a drastically different point of view made it infinitely more intriguing,” Mathias says.

Miguel Ángel Pacheco

Using mixed media that includes wood, cardboard, sticks, and a suitcase, Miguel Ángel Pacheco ’24 of Caracas, Venezuela, says he consciously and subconsciously changed, rearranged, and transgressed these materials to create a work that serves as a way to summarize his years at Bates.

“I stand in the missing place in between. In the place of forgetting an expression in my mother tongue, or thinking twice about how my accent sounds nowadays. Or the doorway of my grandma’s house in Los Teques, the positioning of the door, or the plant next to it. The crossroad between where I am, what I remember and what I’m trying not to forget,” Pacheco says.

The body of Pacheco’s work combines gestures and found materials in the act of “approaching memory as an active verb… like the skeleton of a house, without walls, see through.” 

“These are different scenes that I set for myself to remember or forget. Where actions occurred, materials and memories were boxed, carried and moved. They’re about movement, actions that I propose to myself, trying to understand the distance between here and there. The still remaining distance… deshilachandola,” Pacheco adds, using the Spanish word for “unraveled.”

George Peck

The oil paintings by George Peck ‘24 of Philadelphia are based on his memories of a camping trip last fall to the Cutler Coast Public Land along the Maine Down East coast.

He took no photographs during the trip. “I am just building this world from the way that I remember it,” he says, using themes of driftwood and fire as metaphors for how the vivid moments that we experience become memories that shift, change, and sometimes fade away.

“After you’ve lived a moment and have a memory in your head, it’s subject to change. It’s impermanent — kind of loose and vague.”

Peck began collecting natural objects to create sculptures last fall. Driftwood becomes a focus for its beauty and the myriad of metaphors within it, such as the growth rings in a tree, which mark time.

He says the driftwood and dead weathered trees symbolize how a moment in space and time “dies” when the moment has passed. But, like a tree, an experience doesn’t ever truly disappear, “but rather lives on as its own subject.” Both memory and driftwood, Peck says, change shape over time.

Olivia Rabin

Olivia Rabin ’24 of Montclair, N.J., wants to explore the emotions and sensations of the world around her and the experience of “being captivated by nature and the fantastical,” as illustrated in her mixed-media work using watercolor, wax, and graphite. 

She is interested in illustrative and abstract work “rooted in reality while distorting it or finding new meanings.” She recalls watching the documentary series Blue Planet , narrated by David Attenborough, as a child. This and other works by people who are inspired by nature provide material for her art. 

“While I am interested in many different things, I am always working to visualize them to help me understand how I connect them internally. In my work, I am trying to synthesize my own process into something tangible and observable. I am exploring the connections between my headspace, the act of expression, and the physical world,” Rabin says.

Joseph Vineyard

Joseph Vineyard ’24 of Danville, Vt., created a digitally drawn animation sequence that seeks to convey the overwhelming physical and emotional intensity of a panic attack.

While it’s not possible to convey the universal experience of a panic attack, Vineyard hopes to help those who have never experienced one get a sense of what it is like and to offer affirmation for those who have experienced one.

Vineyard explains it can make one feel as if “their bodies feel suffocated and out of control as if something else has taken over.”

“Art to me is a gateway into an alternate world, a place for the viewer to get lost in and find an experience that reflects or is unlike their own,” Vineyard says.

Emma Upton ’24 of Amherst, N.H. processed emotions from the Oct. 25 shootings in Lewiston through her mixed-media artwork to express “the sorrow, fear, and mourning” she witnessed in her community following the tragedy. It also is a personal expression of her experience during the lockdown.

“In the days that followed, I found myself in a state of numb disbelief within the surreal limbo of lockdown. In an attempt to process my emotions, I turned to art. I created a series of 50 continuous line self-portraits that seek to illustrate my internal state of sorrow and uncertainty. These portraits became the foundation of my work which involved abstracting the original self-portraits using a variety of techniques and mediums,” Upton says.

She found abstract forms within the interconnected lines of her self portraits to create a series of new abstract portraits that she then layered with pages from magazines that she later trimmed to reveal areas of light. Stained glass that is also used in the work, she says, creates a “transparent effect and enables the use of lighting that is a uniting element within this series,” while the use of mirrors incorporate the viewers into the artwork.

“The material is fundamentally connected to the initial experience during the lockdown, because it incorporates the same fractured mirrors that I looked into while creating the 50 original self-portraits,” Upton said. 

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Embark on a creative journey as Qi Shen delves into the realms of space, sound, and light in the ongoing project A Whale’s World . This innovative endeavor aims to forge meaningful connections with the human experience within the embrace of nature. Through a fusion of audiovisual interactive installations and performance art, attendees will engage in a multi-sensory exploration of the natural world. The project integrates cutting-edge motion tracking technology, incorporating both acoustic and inertial tracking technologies for an immersive and interactive design experience. Join us for an unforgettable evening of artistry and exploration.

Producer: Qi Shen Advisor: Michael Gurevich, Sile O’Modhrain, Stephen Rush Technical Support: Kiera Saltz, Greg Laman Poster Designer: Salem Loucks Photographer: Sin-Yu Deng Supporting Contributors: Eloysa Zelada, Adam Schmidt, David Minnix

This thesis performance is presented in partial fulfillment of the requirements for the degree Master of Arts in Media Arts.

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Student Opinion

Should Colleges and Universities Get Rid of Legacy Admissions?

Is the practice of giving preferential treatment to applicants with family ties to alumni unfair?

By Jeremy Engle

Legacy admissions have been under renewed scrutiny after the Supreme Court struck down affirmative action across colleges and universities last June, banning considerations of race in applications.

Many selective colleges give a boost to the children or grandchildren of alumni during the admissions process, making them more likely to gain admission.

Is the practice of giving preferential treatment to applicants with family ties to alumni unfair? Or should it be preserved?

In “ Virginia Bans Legacy Admissions in Public Universities and Colleges ,” Colbi Edmonds writes about a law passed in March aimed at ending a century-old practice that some believe perpetuates privilege:

Virginia will end legacy admissions at public universities after Gov. Glenn Youngkin signed a bill on Friday banning the practice that gives applicants with family ties to alumni a boost. Under House Bill 48 , public universities in the state will be barred from giving preferential treatment to applicants based on their connections to not only alumni but to donors as well. That means universities can also no longer give an advantage to applicants whose relatives make donations to the school. Critics of such preferences have said for years that the century-old practice perpetuates privilege. The ban will notably affect the University of Virginia and William & Mary, which are among the country’s more selective public universities. Virginia Tech, another prestigious public university, already announced last year that it would no longer take an applicant’s legacy status into account in the admissions process. The law, which passed unanimously in the Virginia House of Delegates and the State Senate this year, will take effect July 1, after admissions decisions have been made for this fall. Mr. Youngkin, a Republican, said in a statement in January that he believed “admission to Virginia’s universities and colleges should be based on merit.” Virginia is the second state to ban legacy admissions, after Colorado, and similar legislation is being considered in New York and Connecticut, among others. State Senator Schuyler T. VanValkenburg, a Democrat who sponsored the bill, said he was pleasantly surprised by the bipartisan support for the ban. He said he hoped Virginia’s decision will lead other states to follow suit, which he said would help promote diversity in college admissions. “It’s kind of an indefensible policy, especially in light of affirmative action being declared unconstitutional by the Supreme Court,” Mr. VanValkenburg said in an interview. “There’s a lot of ways you can measure merit, but we know that legacy admissions is really not about merit at all.”

While there is growing bipartisan support for ending legacy admissions, the article notes that some are in favor of preserving the practice and oppose the Virginia bill:

But critics of such measures argue that there are adverse effects to banning legacy considerations and that minority students could actually benefit from having familial connections in higher education. There are also concerns about the impact on alumni donor relations if legacy admissions are no longer allowed. This year, an organization of conservative Virginia alumni known as the Jefferson Council expressed being split on the Virginia legislation. “We are of two minds,” James A. Bacon, the group’s executive director, wrote in an email. On one hand, he said, intergenerational families tend to be more loyal and generous to the university. “On the other, we support merit-based admissions based on character and academic achievement.” The group did not immediately respond to a request to comment on Sunday.

Students, read the entire article and then tell us:

Should colleges and universities get rid of legacy admissions? Is it unfair to give preferential treatment to applicants with family ties to alumni?

What’s your reaction to the Virginia bill ending legacy admissions at public colleges and universities in the state? The article notes that Virginia is the second state to ban legacy admissions, after Colorado, and that similar legislation is being considered in New York and Connecticut, among others. Should other states follow suit? Do you think many will?

Critics of legacy preferences argue that the century-old practice “perpetuates privilege” and that ending it will “help promote diversity in college admissions.” Which arguments from the article against legacy admissions are most convincing?

Others, however, warn that banning legacy considerations will have adverse effects, arguing that “minority students could actually benefit from having familial connections in higher education” and that “intergenerational families tend to be more loyal and generous to the university.” How persuasive is the case for preserving legacy admissions?

Gov. Glenn Youngkin, who signed the bill, said that “admission to Virginia’s universities and colleges should be based on merit.” Do you agree? What factors do you think colleges and universities should take into account when considering whom to admit?

Do you plan to apply to college one day? How might the end of legacy admissions affect you?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

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Aggies Invent: Advancing Technologies in Para Performance

April 9, 2024 By Abriana Ciabattari

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Hosted by the Meloy Engineering Innovation and Entrepreneurship Program, Aggies Invent: Para Athlete was held simultaneously with the World Cup 2024 Olympic Qualifying Para-Cycling event hosted by the city of Bryan and Texas A&M University. 

In just 48 hours, 48 engineering students developed adaptive technologies, prosthetics and equipment to allow future para-athletes to more effectively compete and further demonstrate human perseverance in sports. 

Many students took the initiative to conduct first-person interviews, gaining valuable personal accounts of the diverse needs of parathletes. 

Reid Miles, a biomedical engineering student and member of the first-place team Victory L.A.P., recognizes the significance of engaging in open conversation with the communities their engineering innovations aim to support.

“We had the opportunity to gain insight from para-cyclists to better understand their struggles with the current technology,” said Miles. “Because of this, we were able to focus on solving a significant problem that impacts many para-athletes today.”

Team Victory L.A.P. (Leading Adaptive Prosthetics) received first place with their novel prosthetic leg sleeve design to enhance performance for para-cyclists, winning a $5,000 prize and para-cycling merchandise to commemorate the event. 

“From our interviews, we identified that sweat is a major issue in the prosthetic socket, causing discomfort and impacting performance in many ways,” Miles explained. 

“Our team developed a sleeve design that funnels air into an open layer in the sleeve during the cyclist's motion. This layer contains heat pins and a thermally conductive fabric to dissipate heat from the socket, cooling the skin and ultimately reducing sweating,” said Miles.

The second-place team, ParaMount, devised an innovative bicycle technology for adaptive athletes featuring separate gears for each leg, addressing common struggles in strength imbalances and weight distribution. The design enables para-cyclists to leverage their weaker leg when necessary and allow it to remain idle when not in use.

While the team was able to confidently display their working prototype, they stressed that the success they found was not without challenges.

“We had to completely scrap our idea in the middle of the day prior to presentations, so it was very difficult to try and catch up with the rest of the teams and complete the design process,” said Kaitlyn Hawkins, a sophomore in mechanical engineering. 

“It's a great feeling to know that we definitely got there in the end. It was just very engaging to sit and bounce ideas off of each other, all working together towards a common goal,” Hawkins said.

Team Too Cool earned third place for developing a wearable thermoelectric device that would serve to cool the wrists and ankles of a para-athlete. Their research found that regulating body temperature during training and competition enhances comfort, prevents injuries and optimizes performance outcomes. 

At the core of each Aggies Invent is the opportunity for students to reflect on the process of researching, designing, and presenting on their work. 

Aerospace engineering student Ansh Panchal discovered that navigating the collaborative decision-making process amidst a plethora of ideas proved to be both the most challenging and the most engaging aspect of the experience.

“Normally, for engineers, we find solutions immediately and find data to back up our claims,” explained Panchal. “It was a much more challenging experience to find different alternatives than what you thought of initially to come to a successful prototype. Overall, our team worked really well together.”

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