ARTICLES PARAPHRASING

Author/ Type of Research Research Methodology Analysis & Results Conclusions

Date Research Objective(s) Question(s)/
Hypotheses

Ramli, A., ● Experimental ● To ● What kind of ● This study uses a ● To analyse the data, ● This study
Zain, R. M., Research. It investigate if university facilities survey-questionnaire distribution, emphasises the
Campus, C., use the the are given to to gather data. correlation, and influence of
Chepa, P., & scientific university students? ● The population for regression analyses university facilities
Bharu, K. method to facilities ● What is the effect of this study is from the were performed using on student academic
(2018). The establish the affect facilities towards the Academic SPSS version 24. achievement.
impact of causes-effect students academic Administration ● The strength and ● The most important
facilities on relationship academic achievement of Division of UMK. direction of the facilities for the
student's among a group achievement. students? ● The total population bivariate relationship academic
academics. of variables ● To examine ● H0: There is no for this study is 4000 are described using achievement of
Sci. Int. that make up a the relationship between students from the Pearson UMK City Campus
(Lahore), study. relationships facilities provided by Faculty of product-moment students are the
30(2), of the the university and a Entrepreneurship correlation coefficient teaching materials
299-311 learning student's and Business and the (r) analysis, which and hostel.
environment achievement. Faculty of also demonstrates ● The inability of
and ● H1: There is a Hospitality, Tourism potential interactions students to pay
academic relationship between and Wellness. between all eight sufficient attention
achievement facilities provided by ● This study uses a independent factors hinders their
of students. universities and random sampling and the dependent academic
● To learn student's method to select variable. achievement in
what kind of achievement. target respondents. ● All relationships in higher education.
university ● H0: There is no ● The sample for this the study had positive ● In conclusion,
facilities are relationship between study is 500 and statistically students are able to
given to the learning respondents however significant achieve academic
students. environment just 364 or 72.8% of correlations between achievement if the
affecting students' surveys were the independent and school pays
academic returned and utilised dependent variables, sufficient attention
 achievement. for the final analysis. according to statistical and provides the
● H1: There is a ● There are three analysis. same facilities as the
relationship between sections in this ● To test internal main campus.
the learning questionnaire. The consistency, ● Academic
environment content of Section A Cronbach's alpha institutions should be
affecting students' is about the coefficient (a) is used. mindful that the
academic demographic profile ● Cronbach's alpha importance and
achievement. of the respondents, coefficient values, significance of
Section B is with all values for the facilities to students
regarding the variables being above in teaching and
facilities and Section 0.70, indicate a very learning, as well as
C is about their good internal campus life, could
academic results. consistency reliability have an impact on
for the variable in this students' academic
study, except for achievement.
hostels, which had a
value of 0.647, which
is still acceptable.

Vayre, E., & ● Quasi-experi ● To examine ● What is the effect of ● This study uses a ● Statistical analysis ● Three findings can
Vonthron, A. mental the effects relationship factors questionnaire survey was conducted using be drawn from this
M. (2019). Research. of and intraindividual of adult students the SPSS and AMOS study. First, there
Relational relationship psychological factors enrolled in a 21 programmes. are study
and factors and affecting exam university online and ● In this study, contributions.
psychologica intraindivid participation in an distance learning confirmatory factor Second, practical
l factors ual online university department. analyses (to validate implications,
affecting psychologic course. ● The population for the structure of our followed by
exam al factors ● What is the this study is from measuring scale) and research limitations
participation on exam relationship between bachelor's degree path analysis were and future
and student participatio relational and programmes in the utilised extensively directions.
achievement n in an psychological factors humanities and social (to test the model). ● In order to forecast
in online online on an online sciences. ● Several indices are whether online
college university student's successful ● The online employed in this students will attend
courses. The course. completion of a questionnaire was work, including and pass the final
internet and ● To course? sent to students via relative chi-square test, the findings of
Higher investigate ● H0: There is no the educational goodness of fit this study contribute
Education, the relationship between platform three to four (CMIN/df in AMOS), to the development
43, 100671 relationship relationship factor months after the start the comparative fit of a model for the
s between and intra-individual of the lessons. index (CFI), interaction of
relational or psychological factors ● This research sample goodness-of-fit (GFI), various relational
psychologic affecting exam consists of 506 online adjusted and psychological
al factors participation in an students who goodness-of-fit Index aspects.
on online online university volunteered to (AGFI), and the root ● Initially, perceived
student's course. participate and mean square error of social support
successful ● H1: There is a complete this online approximation index influences
completion relationship between questionnaire. (RMSEA). self-efficacy beliefs
of a course. relationship factors ● In the first year of ● To test the theoretical and learning
and intra individual bachelor's degree model, we analysed engagement
psychological factors study, 235 students the potential effects of favorably. Second,
affecting exam were enrolled, socio-demographic academic
participation in an followed by 147 in and situational factors self-efficacy
online university the second year and on exam participation encouraged both
course. 124 in the third. and performance, as learner engagement
● H0: There is no ● 175 students were well as the effects of and course
relationship between studying languages, relational and completion.
relational and 153 students in psychological Additionally,
psychological factors history and 178 in aspects.. tenacity favourably
on an online letter, philosophy or improved the course
student's successful humanities. completion of
completion of a ● The majority of online students.
course. respondents were ● While studies on
● H1: There is a female students psychological
relationship between (71.70%). engagement in
relational and learning prompted
psychological factors us to study this
on an online characteristic from a
student's successful different
completion of a perspective, In other
course. words, the research
model that tried to
analyse the
significance of
psychological
connection elements
can also be utilised
to comprehend and
explain student
involvement and, as
a result, to increase
student well-being
and quality of life.
● This research
provides a glimpse
of what can be done
to prevent dropout
and failure in online
and distance
learning.
● And last, in terms of
limitations and
potential research
possibilities,
longitudinal
research would
allow us to better
comprehend how
 each of these
aspects influences
the growth of online
students and how
their study
programme should
be structured..

, W., & ● Quasi-experim ● To examine ● What is the ● This study's ● In order to assess the ● The findings
Yousufi, S. ental Research the fundamental role of conceptual measurement and demonstrated that
Q. (2020). fundamental academic adjustment framework is structural model students who are
The role of for the success of the depicted by a proposed by Hair et intrinsically
influence of academic students? research model that al., this work will be motivated to acquire
psychologica adjustment ● What is the influence investigates the analysed (2017). academic
l, for the of psychological, influence of SMART PLS-3 knowledge and who
motivational success of motivational and psychological, evaluates two are satisfied with
and student's. behavioural factors motivational, and components of the their choice are
behavioural ● To that affect the behavioural elements measurement model, typically able to
factors on investigate students academic on a student's convergent validity successfully
university the influence achievement? academic success and discriminant regulate their study
student's of ● H0: There is no through academic validity: convergent behaviour and have
achievement: psychologica relationship between adjustment. validity and improved academic
the l, the fundamental role ● Data Collection was discriminant validity. adjustment. The
mediating motivational of academic designed using a ● Cronbach's alpha, alternative term is
effect of and adjustment towards five-point Likert composite reliability, students who can
academic behavioural the success of the scale ranging from and average variance meet the academic
adjustment. factors that students. strongly disagree to extracted (AVE) are requirements of the
Journal of affect the ● H1: There is a strongly agree based used to examine institution's setting.
Applied student’s relationship between on a quantitative convergent validity in ● Other findings
Research in academic the fundamental role research approach order to confirm the support the student
Higher achievement. of academic employing a data's dependability attrition theory and
Education. adjustment towards survey-questionnaire and the survey item's student involvement
the success of the with a series of internal consistency. theory utilised in
 students. closed-ended Alpha value must be this study, which
● H0: There is no questions and larger than 0.55 or assert that
relationship between demographic sections 0.70 to meet the successful
the influence of to analyse the "Cronbach's alpha" interaction with the
psychological, characteristics of the acceptable standard, academic
motivational and respondents. indicating the environment and
behavioural factors ● The questionnaire questionnaire's participation in
that affect the contains eight reliability. academic activities
student’s academic variables and 44 ● For composite leads to academic
achievement. questions. reliability, the value achievement.
● H1: There is a ● This study's must be greater than ● Predicting positive
relationship between participants are 0.70, and "AVE" relationships
the influence of enrolled in a Business acceptance criteria between
psychological, degree programme at must be greater than behavioural
motivational and an academic 0.50. The composite ,motivational, and
behavioural factors institution. reliability score is psychological
that affect the ● This study's sample between 0.807 and variables is
student’s academic consists of 409 0.9, and the AVE is facilitated by
achievement. business students more than 0.5, academic
who volunteered to indicating that the adjustment to the
participate in a constructions are university setting,
survey. valid and dependable. according to the
● Statistical Package ● The degree to which a findings.
for the Social latent variable
Sciences was utilised separates itself from
in numerous of this other model variables
studies to compile a is its discriminant
summary of validity.
demographic data ● We assessed
(IBM SPSS 22). discriminant validity
● The method of SEM using cross-loadings
utilises the and average variance
SMARTPLS 3.2.3 extracted.
 programme Cross-loadings
(PLS-SEM) to assess criterion is minimal,
the path model, and variables should
which includes correlate more
reliability, convergent strongly with their
and discriminant respective construct
validity, confirmatory than with other
factor analysis, and variables.
route analysis.

Cadez S. , Correlational ● Productivity ● Is the research ● The hypotheses are ● Average number of ● In light of hypothesis
Dimovski V. Research. is related to productivity not tested using archival teaching quality 1, the researchers
, Groff Because to teaching related to teaching data. scores around 1.28, observed that
M.Z.(2017), conduct the quality quality? ● Using questionnaires and the mean for examination
Research, research that is with the measurement papers published is efficiency isn't
teaching and related to HYPOTHESES of 5-likert scales. 2.02 (27.5%). connected with
performance teaching quality ● H1: Research ● Contained data of 15 ● Average educating quality.
evaluation in and academics productivity is not variables for 1130 number of ● In view of
academia; academics. related to teaching academics questions courses taught hypotheses 2, the
the salience quality. for the year of 2010 are from 1.71 researchers observed
of quality, ● H2: Research until 2011. for law courses, that the exploration
Studies in quality is positively ● Research until 7.77 for quality is
Higher related to teaching performance data engineering emphatically
Education, quality. were collected from courses. connected with
42:8, the SICRIS database. ● Average number for educating quality.
1455-1473 students taught are
from 94 to 350. While
for average number
for teaching quality
score are ranged
between 1.06 untiĺ
1.46.
● Average number of
 research productivity
ranges from 0.86 to
26.06. and number of
proportion of papers
published across
faculties. are from
0% to 62.9%

Gopal, R. , ● Quasi Research ● Does the quality of ● This cross-sectional ● To test the proposed ● The researchers
Singh, V. , Experimental Objective(s) the instructor affect research gathered speculation, the assessed the various
Aggarwal, A. Research ● To the satisfaction of data from 544 scientist utilised the factors
(2021), determine the students? respondents enrolled primary condition straightforwardly
Impact of whether the ● Does the course in management displaying method. connected with
online quality of design affect the (B.B.A. or M.B.A.) The nature of the understudies'
classes on the satisfaction of the and hotel teacher, brief input, fulfilment and
the instructor students? management course plan and execution with
satisfaction affects the ● Does the prompt programmes. understudies' online classes
and satisfaction feedback of the ● The data was assumption have a during Coronavirus.
performance of the students affect the collected using the positive relationship The concentrate
of students students. satisfaction? method of purposive with fulfilment, likewise
during the ● To ● Does the sampling. which further investigated the
pandemic determine expectation of ● The tool for research prompts immediate linkage
period whether the students affect the consists of two understudies' between
of COVID course satisfaction? components. The presentation understudy's
19, design ● Does the student's first part addresses emphatically. fulfilment and their
Education affects the satisfaction affect demographic ● Results show that the exhibition. The
and satisfaction the student’s characteristics such educator's quality has current review's
Information of the performances? as field, gender, age a positive findings showed
Technologies students. ● Do the quality of group, and degree of relationship with the that educator's
(2021) ● To the instructor, education fulfilment of quality is the most
26:6923–694 determine course design, (undergraduate or understudies for noticeable
7 whether the prompt feedback, graduate). The online classes component that
prompt and student’ second portion (SE=0.706, influences the
 feedback of expectations affect evaluates six factors: t-value=24.196; understudy's
the students the students’ teacher quality, p<0.05). Thus, H1 fulfilment during
affects the performance course design, was upheld. web classes. This
satisfaction. through timely feedback, ● The subsequent implies that the
● To satisfaction? student expectations, variable is course teacher should be
determine ● H1: The quality of student happiness, plan, which has a extremely effective
whether the the instructor and performance. positive relationship during the talks.
expectation positively affects ● This study's data was with understudies' ● The second most
of students the satisfaction of collected using an fulfilment of noticeable variable
affects the the students. online questionnaire. understudies influencing
satisfaction. ● H2: Course design The questionnaire (SE=0.064, understudies'
● To positively affects was created using t-value=2.395; fulfilment during on
determine the satisfaction of Google forms, and p<0.05). the web classes is
whether the students. then it was sent by Consequently, H2 the understudy's
student's ● H3: Prompt mail. A total of 615 was upheld. assumptions.
satisfaction feedback of the questionnaires were ● The third variable is Understudies could
affects the students positively distributed, of which Speedy criticism, have a few
student’s affects the 574 were returned and results show that assumptions during
performanc satisfaction. by the students. input has a positive the classes.
es. ● H4: Expectations of ● Due to the relationship with the Assuming the
● To the students disengaged replies, fulfilment of the teacher figures out
determine positively affects thirty responses were understudies that assumption and
whether the the satisfaction. not included. In (SE=0.067, modifies his/her
quality of ● H5: Students’ conclusion, 544 t-value=2.520; course configuration
the satisfaction questionnaires were p<0.05). Thus, H3 following the
instructor, positively affects employed in this was upheld. understudy's
course the performance of study. ● The fourth variable assumptions, then it
design, the students. is understudies' is normal that the
prompt ● H6: Quality of the assumptions. The understudies will
feedback, instructor [H6(a)], outcomes show a carry out better in
and student’ course design positive connection the assessments.
expectation [H6(b)], prompt between ● The third element
s affect the feedback [H6(c)], understudies' that influences the
students’ and student’ assumption and understudy's
performanc expectations understudies' fulfilment is input.
e through [H6(d)] affect the fulfilment with Subsequent to
satisfaction. students’ online classes conveying the
performance (SE=0.149, course, proper
through satisfaction. t-value=5.127; criticism ought to be
p<0.05). taken by the
Subsequently, H4 teachers to design
was upheld. future courses.
● The results of SEM ● The last component
indicate that among that influences the
instructor quality, understudy's
prompt feedback, fulfilment is plan.
course design, and The course happily
students' should be planned
expectations, in a successful way
instructor quality had so understudies
the greatest impact ought to effortlessly
on students' figure it out.
satisfaction ● Generally, the
(SE=0.706), understudies
followed by students' concurred that web
expectations based education was
(SE=5.127) and significant for them
prompt feedback despite the fact that
(SE=2.520). Course the internet based
design has the least method of classes
influence on was the primary
students' satisfaction experience during
(2.395). On the other the pandemic time
hand, satisfaction has of Coronavirus.
a positive effect on ● Online teachers
student performance should be excited
 (SE = 0.186, t = about creating
2.800, p 0.05). H5 certifiable
was therefore educational assets
supported. that effectively
● The positive associate students
relationship between and support them
instructor quality and toward capable
student performance exhibitions. For
is partially mediated better execution in
by the level of examinations, the
student satisfaction. two educators and
As a result, H6(a) understudies have
was supported. In equivalent
addition, the results obligations.
of the mediation
analysis
demonstrated that
student satisfaction
partially mediates the
positive relationship
between course
design and student
performance. Thus,
H6(b) was
confirmed. However,
the analysis of
mediation revealed
that satisfaction
mediates the positive
relationship between
timely feedback and
student performance.
As a result, H6(c)
 was supported.
Finally, the results
demonstrated that
student satisfaction
partially mediates the
positive relationship
between student
expectations and
performance. As a
result, H6(d) was
supported.

Alsalem Correlational ● To determine ● Is there a ● The review ● The review led to 491 Understudies who had
W.S.Y, Research. the relationship between configuration is a members of female amazing chances to
Alamodi Because to relationship the time management cross-sectional (53.8%) and male rehearse time usage
L.A, Hazazi conduct the between the skills and academic investigation of the (46.2%) understudies. abilities uncovered
A.T.M, research that time performance of impact of time usage The Applied Clinical better scholastic
Shibah A.M, related between management students? on scholarly of Science execution
Jabri S.A, time skills and ● Is there asses time execution. Led it in understudies (24.2%) notwithstanding the
Albosruor management academic management and Jazan College for expressed that they distinctions in the
Z.A (2017), and academic performance practice among clinical and just consumed their time usage level
The Effect of performance. of students students? non-clinical opportunity to finish between understudies
Time ● To assess ● Is students understudies. schoolwork, while as per faculty, gender
Management time participation in Faculty of Science and curriculum.
on Academic management extracurricular and understudies (9.4%)
Performance and practice social media revealed that they
among among correlates to their have the opportunity
Students of students. cumulative grade to do so.
Jazan ● To determine point average ● 44.2 % of male and
University, whether (CGPA) 65% of females never
The Egyptian student take part in
Journal of participation HYPOTHESE understudy clubs.
Hospital in S ● 43.5% of male and
Medicine extracurricul ● H1: There is a 15.6% of females
(October ar activities relationship between generally do sports.
2017) Vol. and social the time management ● 12.9% guys and 4.2%
69 (8), Page media skills and academic of females are
3042-3049. correlates to performance of continuously
their students. anticipating these
cumulative ● H2: There is an exercises.
grade point assessment between
average time management
(CGPA) and practice among
students.
● H3: Students
participation in
extracurricular and
social media
correlates to their
cumulative grade
point average
(CGPA).

Azlan Using ●To RESEARCH ● 30 question ● The number of female ● The study findings
N.A.N, qualitative determine QUESTIONS questionnaires were respondents is more indicate that
Endut M.E, research since the ● Is there a significant sent to students of than male academic and
Ibrahim M,S, the research relationship relationship KUPTM KL by using respondents. cognitive gain,
Anuar A.Z.A focuses more on between between academic WhatsApp ● Indicates that more social and
(2020), The finding the academic and cognitive gain application. females enroll in the behavioural
effectiveness mean and relationship towards academic ● The sampling frame peer tutoring program support, and the
of peer standard between performances? are the students of compared to men. environment are
tutoring in deviation by academic ● Is there a significant KUPTM KL from ● Since the highest related to the
elevating the using the and relationship different courses like percentage are from respondents
academic Guildford rule cognitive between the Foundation, Diploma, semester 6 students academic
performance of thumb to find gain with environment and Degree. and between the ages performance, even
of KUPTM its correlation academic towards academic ● By using 21-23 years old, the if it is only a
students. value. performance performances? quota-sampling, the researcher assumes moderate
Jurnal . ● Is there a difference researcher only took the peer tutoring relationship.
Evolusi 1(2). ●To between social and 100 respondents only. program was attended ● Could be the factor
determine behavioural support by that particular age. to the student's
the for academic effectiveness of
relationship performance? peer tutoring
between the program.
environment HYPOTHESE ● Encountered
with S several limitations;
academic ● H1: There is a obtaining a sample
performance significant is restricted only to
. relationship online application
●To between academic modules and the
determine and cognitive gain explanation for the
the towards academic selected medium of
relationship performance. respondents'
between ● H2: There is a responses was only
social and significant using a smartphone
behavioural relationship or internet.
support with between the ● Found that the
academic environment research is
performance towards academic qualitative research
performance. based since it
● H3: There is a focuses on mean
significant and standard
relationship deviation by using
between social and the Guildford rule
behavioural support of thumb to find
for academic the correlation
performances. value. Also
because of
researchers 'better
 understanding of
the creation of
more reliable
research. Also
because the
research meets the
criteria for quality
research to be
developed.

Yee, K. T., Correlational ● The ● What is the ● A total of 196 people ● Was Parental support ● According to the
Fitriana, M., Research purpose of relationship responded to the positively correlated study's findings,
Ching, S. S., this between parental survey. with academic student academic
Govindasam research encouragement and ● Participants were self-efficacy (r self-efficacy is
y, V., & was to parental wealth with enrolled in the (196)=.144, p=.044), positively connected
Meng, C. H. determine the Academic cross-sectional study according to the with parental
(2021). whether Self-Efficacy (ASE) by filling out an Pearson's correlation support.
Influence Of parental and Cumulative online questionnaire data, whereas ● The students’ CGPA
Parental encouragem Grade Point that asked about academic may subsequently
Income ent and Average (CGPA) of their age, current self-efficacy was improve as a result
And parental university students ? educational status, strongly correlated of this. This
Encouragem wealth were ● Is there any employment status, with CGPA (r (196) suggests that
ent On substantiall connection between cumulative grade =.241, p=.001). parental support
Academic y connected Academic point average ● Academic may be indirectly
Self-Efficacy with the Self-Efficacy (ASE) (CGPA), parents' self-efficacy (=.252, linked to kids'
And Academic and Cumulative monthly income, and p.001) and part-time academic success.
Achievement Self-Efficac Grade Point answers to the working status ● Therefore parents
Among y (ASE) Average (CGPA) of Parental (=-.184, p=.008) shouldn't
Malaysian and university students? Encouragement were substantially undervalue the
University Cumulative ● H1: There is a Scale (PES) and linked with CGPA, impact of their
Students. Grade Point correlation between Academic according to the encouragement on
International Average parental Self-Efficacy (ASE) multiple linear their children's
Journal of (CGPA) of encouragement and Scale. regression model. success.
Education, university parental wealth with
Psychology students the Academic
and ● To Self-Efficacy (ASE)
Counseling, investigate and Cumulative
6 (44), the Grade Point
81-94. connection Average (CGPA) of
between university students.
Academic ● H2: There is a
Self-Efficac relationship
y (ASE) between Academic
and Self-Efficacy (ASE)
Cumulative and Cumulative
Grade Point Grade Point
Average Average (CGPA) of
(CGPA) of university students.
university
students.

Azizi, S. M., Correlational ● To ● Is there any ● This cross-sectional ● This difference was ● The students'
Soroush, A., Research determine relationship research included statistically addiction to social
Khatony, A. whether between the mean 360 students using significant (P 0.01): networking was
(2019), The there is any of social networking stratified random male students were moderate, with male
relationship relationship addiction and selection. significantly more students having a
between between the students' gender? ● All students enrolled addicted to social higher level of
social mean of ● Is there any at KUMS during the networking (52.65 ± addiction than
networking social significant second semester of 11.50) than female female students.
addiction and networking correlation between the 2017–2018 students (49.35 ± ● There was a strong
academic addiction negative social academic year made 13.96). and negative
performance and networking up the research ● There was a correlation between
in students’ addiction with population. Studying substantial and students' total usage
Iranian gender. academic in the second negative correlation of social networks
students of ● To performance? semester of the between students' and their academic
medical determine ● H1: There is a 2017–2018 social networking achievement
sciences: a the significant academic year, addiction and their ● Therefore, it is vital
cross-section significant relationship studying in the academic that university
al study, correlation between the mean second semester or performance (r = administrators adopt
Azizi et al. between of social networking higher, being willing 0.210, p 0.01). interventional
BMC negative addiction and to participate in the measures to assist
Psychology social students' gender. study, and students who are
(2019) 7:28 networking ● H2: Social thoroughly hooked on these
addiction networking completing the networks and
with addiction has a questionnaires were educate them via
academic negative and the requirements for seminars about the
performanc significant entry into the study. detrimental
e. correlation with Random stratified repercussions of
academic sampling was carried social network
performance. out. addiction.
● In addition to a
personal information
form, the research
instruments included
the Bergen Social
Media Addiction
Scale.
● Also considered as
an indicator of
academic
performance was the
cumulative grade
earned by a student
in the previous term.
Using SPSS-18.0
and descriptive and
inferential statistics,
the data were
analysed.
 Briones, S. ● implemented ● To ● Parenting styles ● This study used a ● Analysis: Conclusion:
K. F., a determine that affects the questionnaire for - In terms of There are many
Dagamac, phenomenolo the students scholastic quantitative parenting style, variables that can
R. J. R., gical research challenges performance: research “Supportive influence a student's
David, J. D., design for a or factor - Democratic Style instruments and has Style” got the academic
& Landerio, qualitative that - Neglectful Style also used a highest performance. But in
C. A. B. study.. affecting - Strict Style customised method numbers of the the present, there are
(2022). ● To gather the the - Supportive Style such as an online responses. mainly well-known
Factors data needed, students’ - Others survey for the - In term of the elements, namely:
Affecting this study performanc ● Characteristics of study. characteristic Parenting styles
the formulated a e the students that ● A test was of the students, where students are
Students’ survey ● To affect their supervised to “Laziness” has expected to benefit
Scholastic questionnaire determine scholastic evaluate the the highest no. from a supportive
Performanc the performance: scholastic of respondents. approach. Laziness is
e: A Survey characteristi - Personal Attitude performance of the - In the Level of one of today's
Study. c of the - Laziness respondents. Internet generation's most
Indonesian student that - Activeness ● data collected was effectiveness, it prevalent problems in
Journal of affect the - Pessimistic compiled, is quite terms of student
Educational students’ - Optimistic analysed, and significant on characteristics. Level
Research performanc - Others tabulated to form the student of Internet
and e ● Level of internet the basis for the performance as Connectivity, where
Technology, ● To effectiveness of results of the “Weak everyone experiences
2(2), determine the students that study. Connectivity” poor internet
97–102. the role and affect scholastic are most voted connectivity,
https://doi.o the performance : among other including students,
rg/10.17509 parenting - Weak Connectivity choices. and, last but not least,
/ijert.v2i2.4 style that - Good Connectivity - Contributing a lack of motivation
1394 affect the -Strong/Stable factor that have a negative
students’ Connectivity affect the impact on students'
‌ performanc - Both Weak and students’ academic
e. Strong Connectivity performance performance.
● To - All of the above the most are
determine - A mixture of Good “Lack of
the teacher's and Weak Motivation”
effectivenes ● Contributing ● Result: The
s to factors that affect students' capability
influence the scholastic to improve or
the performance of enhance their
students’ the students: performance
performanc - Family Status academically is
e. (Family Income) based on their
- Family Problems environment and
- Teachers personal
Effectiveness characteristics.
- Lack of Motivation
-Students Career
Choice
- It Depends
-Its Resistance to
Learning

H1: There is a
significant
relationship between
parenting styles and
the students scholastic
performance.

H2: There is a
significant
relationship between
characteristics of the
students and the
students scholastic
performance.
H3: There is a
 significant
relationship between
Level of internet
effectiveness of the
students and the
students' scholastic
performance.

H4: There is a
significant
relationship between
contributing factors
that affect and the
students scholastic
performance.

Ramadhan, ● This research ● To ● The purpose of ● The research RESULT: ● Students need
A., uses determine this study was to method used is ● The correlation parental support as
Handayani, descriptive the identify the descriptive and coefficient between a form of learning
H., & statistical influence influence of inferential the latent variable motivation in order
Rahdiani, D. analysis of the parental statistical analysis and the seven to succeed.
(2021). The methods and parental involvement, methods. This statement items has a Although there are
Influence of factor analysis involveme especially the method is used to significant positive several types of
Parents methods as nt of support provided detect the effect of value. parental support
Support to inferential parents in by parents to support from ● The largest that children do not
Children on analysis for the children. parents to students correlation feel strongly, such
the Result of questionnaire students’ ● Question: on academic coefficient is found as parents'
Student data. learning Parental support for achievement based in the statement item attention to what
Competency process. children in the on the results of (b)encouraging their children learn
Test ● To learning process AKSI 2019 (grade children to always be in school and their
Achievement determine 1. Providing 8) survey. confident, which is future educational
s. Advances parental support when ● This research uses 0.828, and the plans, this type of
in Social support for children face question items that statement item (f) support varies and
Science, children in problems at are in the regarding parents' has been widely
Education the school questionnaire for concern for their used.
and learning 2. Encouraging the involvement of child's education ● We conclude
Humanities process. them to parents and plan, which is 0.8. parents’ support is
Research. ● To always be teachers. This ● results of the important in
https://doi.or determine confident in question item reduction of the improving
g/10.2991/as the their abilities consists of seven construct variables to children’s
sehr.k.21042 students 3. Reminded me statements that two factors through achievement.
3.069 abilities of the explore the support factor analysis. With
and importance of provided by parents cumulative variance
‌ student studying to their children of 69.65%, these two
weaknesse 4. Discussing ● This data was factors serve as an
s that problems that obtained from the excellent example of
affect their children face Center of the assistance parents
performan with their Assessment and give their children
ce. friends school Learning, Research during the learning
5. Parental and Development process. This
attention to Agency and Books, indicates that the
what children Ministry of variance of the latent
learn at school Education and variable constructs,
6. Parental Culture which is 69.65%, can
attention to ● The data used were be explained by
children's 17,098 data from these two factors.
future class VIII junior ● It concludes that the
education high school increasing role of
plans students, which parents in guiding,
7. Discuss career were data from encouraging children
plans that students who will have an impact
interest me received student on improving
questionnaires children's
Hypothesis: about the achievement in
 H1: There is a involvement of school.
correlational parents and
relationship between teachers.
parents’ support and ● Factor analysis was
student learning applied in this study
achievement. as an inferential
analysis of
H2: There is a questionnaire data.
correlational By reducing the
relationship between number of observed
the involvement of variables to factors
parents at home and that can represent
school and student data, factor analysis
learning achievement. is used to find
factors that can
explain the
relationship
between a number
of observed items
sent data.

Mohd Fauzi ● Convenienc ● to examine H1: Friends are Methodology ● With a significance Conclusion
M. A. D., e Sampling the positively significant ● The target level of p0.01, two ● This study found
Hassan Z., ● A study relationship with the students’ population and hypotheses were that the majority
Setapa M., whether the between performance. sample of this accepted. It can be of students had
Ramlee N. student in between H2: Self-motivation is study includes concluded that influence their
A. Z., Ab Uitm student positively significant one group of family and result based on the
Rahman S. Kelantan performanc with the students’ students self-motivation both self motivation
M., (2020), study e and performance. consisting of 35 have significant and family
Factors performance factors H3: Family is students of direct effects on matters.
Influencing affect by influencing positively significant Diploma in students' ● This result of the
Students’ any factors. with the students’ Business Studies. performance (H2; study also indicate
Performance performance. ● The measurement =0.560, t=2.560** that friends are
at Universiti and structural and (H3; not associated
Teknologi model evaluation =0.464,t=3.552**). with the result of
Mara are presented ● In this study, the student
(UiTM) based on effects of three performance.
Kelantan SEM-PLS variables—friends,
Branch. analysis. self-motivation, and
Journal of family—on
Contemporar students'
y Social performance were
Science examined. Only two
Research, of the hypotheses
Vol. 4, Issue put forth for this
1, June 2020. study are
statistically
significant.
● The result analysis
for friends’ factors
show that this factor
is not associated
with students’
performance.

Michaela C. ● Descriptive ● To study the ● Does ● The author searched ● The authors do not ● Academic stress is a
P, Sarah E. Research. effects of academic-related PubMed and Google specifically test the big issue for
H. & This is due to stress on stress affect mental Scholar for hypotheses. The secondary and
Alexandra G. the fact that secondary health? English-language author just postsecondary
P. (2020) The researchers and higher ● Does peer-reviewed summarised the students.
impact of observe and education academic-related literature published article referenced. ● Education-related
stress on quantify students stress affect at any time. Eventually, the stress has
students in variables substance use? ● A snowball strategy summary did prove detrimental effects
secondary without ● Does permitted the hypotheses are true. on students' learning
school and changing academic-related examination of ability, academic
higher them. stress affect sleep? references in performance,
education, ● Does identified articles educational and
International academic-related and the occupational
Journal of stress affect incorporation of attainment, sleep
Adolescence physical health? additional articles as quality and quantity,
and Youth, ● Does necessary. physical health,
25:1, academic-related ● The author examined mental health, and
104-112. stress affect all prospective drug use.
achievement? inclusion articles. ● Improving the
● Does This narrative stress-management
academic-related review incorporated skills and talents of
stress affect articles from all students is a crucial
dropout? nations. change objective.

Shaturaev J., ● Descriptive ● The author ● What are the ● The author uses a ● A closer ● It boosts a person's
Bekimbetova Research. attempted fundamental causes Random sampling investigation reveals internal potential,
G. (2021) This is due to to of the low quality of method to choose that teachers can self-respect, and
the fact that characterise education in the the respondent. acquire ready-made self-esteem. Second,
researchers the existing nation? ● The research versions of final it improves an
observe and state of ● What factors includes two phases qualifying individual's
quantify primary contribute to bad of data collection: compositions. employment
variables education. academic interviews and data Nevertheless, prospects. Lastly,
without performance in analysis. nobody bothers and most crucially,
changing school? ● The interview data about plagiarism. In an educated person
them. were analysed using higher education, contributes more to
the Atlas.ti plagiarism is more society.
programme (version frequent. ● The outcomes of
8.4) in collaboration ● Insufficient capacity education and
with the data for students has led training are less
analysis. to poor academic readily linked to
performance, as revenue for
indicated by the immediate company
outcome. growth, the
 government tends to
reduce educational
funding.

Abbas Q., ● Mixed ● To assess ● What is the level of ● The population ● The level of digital ● This study found
Hussain S., methods the level of digital literacy of consisted of literacy in finding that the majority of
Rasool S., research digital the students? M.S./M.Phil and information was students had a high
(2019) literacy ● Does digital literacy PhD students higher, with a total level of perceptions
among have a substantial registered at Punjab mean of 3.68 regarding the digital
college effect on pupils' province's higher (SD=0.96); the level literacy factors of
students. academic education of digital literacy in understanding about
● Investigate performance? institutions. critically evaluating digital literacy,
the ● Does digital literacy ● A sample of 800 information, online finding information
challenges have a significant students was interaction, and through the use of
to digital impact on pupils' selected using a online tools was digital tools, using
literacy communication random sampling higher, with a total digital literacy in
learning skills? technique. Two mean of 3.54 critically evaluating
and ● Does digital literacy research instruments (SD=1.02); and the information, online
practises at have a big impact were utilised. level of digital interaction, and
the higher on pupils' ● A researcher literacy in managing online tools, and a
education confidence? developed a and communicating moderate level of
level. ● Does digital literacy questionnaire for information was perceptions
● Examine have an impact on quantitative data higher, with a total regarding the digital
the pupils' research collection and an mean of 3.47 literacy factors of
relationship abilities? interview schedule (SD=0.99). managing and
between for qualitative data ● Positive correlation communicating
digital gathering that was between digital information &
literacy and semi-structured. literacy and collaboration, and
the ● Expert input was confidence (r = sharing digital
academic used to determine 0.638). The P-value content.
achievemen the face and content (.000, P 0.01 and P ● The study also
t of college validity of the 0.05 levels) concluded that
students. questionnaire, and a demonstrated a digital literacy had
● To evaluate pilot study was done statistically significant effects
the impact to determine its significant link on students'
of digital reliability. between digital communication
literacy on Croanbach's alpha literacy and skills, research
college coefficient was equal confidence. It has skills, and
students' to 0.83. been established that self-confidence, but
communica ● The interview digital literacy has had no effect on
tion skills. schedule was also significant effects on their grade point
● To evaluate authorised by the confidence. averages.
the impact same professionals. ● After completing
of digital teachers'
literacy on assignments and
college other academic
students' work, CGPA could
research be improved,
skills. according to
● Determine qualitative data
the indicating that
influence of CGPA is solely
digital dependent on the
literacy on program's
the curriculum.
confidence
of college
students.
SUMMARIZATION OF THE ARTICLES

THE IMPACT OF FACILITIES ON STUDENT'S ACADEMIC ACHIEVEMENT

This study was conducted by Ainon Ramli and Rosmaizura Mohd Zain. The purpose of this study was to determine how university
facilities affect students' academic achievement. The objective of the study is to investigate university facilities given to students and
the effect of university facilities on the students academic achievement. The question that was raised in this study is "What kind of
university facilities are given to students?" and "What is the effect of university facilities towards the students academic
achievement?". The researchers came up with a hypothesis before conducting this research by assuming that there is a relationship
between facilities provided by universities towards students academic achievement and learning environment to the students. The type
of research for this study is experimental research since the researcher uses the scientific method to establish the cause-effect
relationship among the variables. The population for the study is from the Academic Administration Division of UMK with a total of
4000 students from the Faculty of Entrepreneurship and Business and the Faculty of Hospitality, Tourism and Wellness. The
researchers randomly selected 500 respondents to answer survey-questionnaires. However, only 364 or 72.8% of surveys were
returned and utilised for the final analysis. There are three sections in this questionnaire. The content of Section A is about the
demographic profile of the respondents, Section B is regarding the facilities and Section C is about their academic results.

To analyse the data, distribution, correlation and regression analysis were performed using SPSS version 24. The strength and
direction of the bivariate relationship are described using Pearson product-moment correlation coefficient ( r) analysis, which also
demonstrates potential interactions between all eight independent factors and the dependent variable. All relationships in the study had
positive and statistically significant correlation between the independent and dependent variables, according to statistical analysis. To
test internal consistency, Cronbach's alpha coefficient is used. Cronbach's alpha coefficient values with all values for the variables
being above 0.70, indicate a very good internal consistency reliability for the variable in this study, except for the variables in this
study, except for hostels, which had a value of 0.647, which is still acceptable.
This study emphasises the influence of university facilities on student academic achievement. The most important facilities for
the academic achievement of UMK City Campus students are the teaching materials and hostel. The inability of students to pay
sufficient attention hinders their academic achievement in higher education. In conclusion, students are able to achieve academic
achievement if the school pays sufficient attention and provides the same facilities as the main campus. Academic institutions should
be mindful that the importance and significance of facilities to students in teaching and learning, as well as campus life,could have an
impact on students academic achievement.

RELATIONAL AND PSYCHOLOGICAL FACTORS AFFECTING EXAM PARTICIPATION AND STUDENT

ACHIEVEMENT IN ONLINE COLLEGE COURSES

This study was conducted by Emilie Vayre and Anne-Marie Vonthron. The purpose of this study is to understand and model
the effects of relationship factors and intraindividual psychological factors on exam participation and achievement of students enrolled
in an online university course. The objective of the study is to identify to what extent and in what way certain psychological relational
and intraindividual factors affect the achievement of students enrolled in e-learning courses. The question that was raised in this study
is "What is the effect of relationship factors and intraindividual psychological factors affecting exam participation in an online
university?" and "What is the relationship between relational and psychological factors on anonlinestudent's successful completion of
a course?". The researchers came up with a hypothesis before conducting this research by assuming that there is a relationship
between factors and intraindividual psychological factors affecting exam participation in an online university course and the online
student's successful completion of a course.. The type of research for this study is quasi-experimental in attempt to determine the
extent of relationship between two or more variables.
The population for the study is from bachelor's degree programmes in the humanities and social sciences. This study uses a
survey-questionnaire of adult students enrolled in a university online and distance learning department. The researchers selected 506
respondents who volunteered to participate and complete the questionnaire. The online questionnaire was sent to students via the
educational platform three to four months after the start of the lessons. In the first year of bachelor degree programmes, 235 students
were enrolled, followed by 147 in the second year and 124 in the third. 175 students were studying languages, 153 students in history
and 178 in letter, philosophy and humanities. The majority of respondents were female students (71.70%).
Statistical analysis was conducted using the SPSS and AMOS software 21 programmes. In this study, confirmatory factor analysis (to
validate the structure of our measuring scale) and path analysis (to test the model). Several indices are employed in this study,
including relative chi-square goodness of fit (CMIN/df in AMOS), the comparative fit index (CFI), goodness-of-fit (GFI), adjusted
goodness-of-fit Index (AGFI), and the root mean square error of approximation index (RMSEA). To test the theoretical model, we
analysed the potential effects of socio-demographic and situational factors on exam participation and performance, as well as the
effects of relational and psychological aspects.
Three findings can be drawn from this study. First, there are study contributions. Second, practical implications, followed by
research limitations and future directions. In order to predict whether online students will attend and pass the final exam, the findings
of this study contribute to the development of a model for thr interaction of various relational and psychological aspects. Initially,
perceived social support influences self-efficacy beliefs and learning engagement favourably. Second, academic self-efficacy
encouraged both learner engagement and course completion. Additionally, tenacity favourably improved the course completion of
online students. While studies on psychological engagement in learning prompted us to study this characteristic from a different
perspective, In other words, the research model that tried to analyse the significance of psychological connection elements can also be
utilised to comprehend and explain student involvement and, as a result, to increase student well-being and quality of life. This
research provides a glimpse of what can be done to prevent dropout and failure in online and distance learning. And last, in terms of
limitations and potential research possibilities, longitudinal research would allow us to better understand how each of these aspects
influences the growth of online students and how their study programme should be structured.

THE INFLUENCE OF PSYCHOLOGICAL, MOTIVATIONAL AND BEHAVIOURAL FACTORS ON UNIVERSITY

STUDENT'S ACHIEVEMENT: THE MEDIATING EFFECT OF ACADEMIC ADJUSTMENT

This study was conducted by Syed Ali Raza, Wasim Qazi and Sara Qamar Yousufi. The purpose of this study is to examine the
fundamental role of academic adjustment for the success of student's by considering the influence of several psychological,
motivational and behavioural factors that affect the student’s academic achievement. The objective of the study is to investigate
psychological, motivational and behavioural factors, the impact of psychological, motivational and behavioural factors on a student's
academic achievement. The question that was raised in this study is "What is the fundamental role of academic adjustment for the
students?" and "What is the influence of psychological, motivational and behavioural factors that affect the student's academic
achievement?". The researchers came up with a hypothesis before conducting this research by assuming that there is a relationship
between the fundamental role of academic adjustment towards the success of the students and the influence of psychological,
motivational and behavioural factors. The type of research for this study is quasi-experimental in attempt to determine the extent of
relationship between two or more variables.
The population for the study is from Business degree programme academic institutions. This study uses a survey-questionnaire
designed using five-point Likert scale ranging from strongly disagree to strongly agree with a series of close-ended question and
demographic sections analysing the characteristics of the respondents. The researchers selected 409 respondents who volunteered to
participate and complete the questionnaire. The questionnaire contains eight variables and 44 questions. Statistical Package for the
Social Science was utilised in numerous of these studies to compile demographic data (IBM SPSS 22). The method of SEM utilises
the SMARTPLS 3.2.3 programme (PLS-SEM) to assess the path model, which includes reliability, convergent and discriminant
validity, confirmatory factor analysis, and route analysis.
In order to assess the measurement and structural model proposed by Hair et al., this work will be analysed (2017) SMART
PLS-3 evaluates two components of the measurement model, convergent validity and discriminant validity:convergent validity and
discriminant validity. Cronbach's alpha composite reliability, and average variance extracted (AVE) are used to examine convergent
validity in order to confirm the data's dependability and the survey item's internal consistency. Alpha value must be larger than 0.55 or
0.7 to meet the "Cronbach's alpha "acceptable standard, indicating the questionnaire's reliability. For composite reliability, the value
must be greater than 0.7 and "AVE "acceptance criteria must be greater than 0.50. The composite reliability score is between 0.807
and 0.9, and the AVE is more than 0.5, indicating that the constructions are valid and dependable. The degree to which a latent
variable separates itself from other model variables is its discriminant validity. We assessed discriminant validity using cross-loadings
and average variance extracted. Cross-loadings criterion is minimal,and variables should correlate more strongly with their respective
construct than with other variables.
The findings demonstrated that students who are intrinsically motivated to acquire academic knowledge and who are satisfied
with their choice are typically able to successfully regulate their study behaviour and have improved academic adjustment. The
alternative term is students who can meet the academic requirements of the institution's setting. Other findings support the student
attrition theory and student involvement theory utilised in this study, which assert that successful interaction with the academic
environment and participation in academic activities leads to academic achievement. Predicting positive relationships between
behavioural, motivational and psychological variables is facilitated by academic adjustment to the university setting, according to the
findings.
 RESEARCH, TEACHING AND PERFORMANCE EVALUATION IN ACADEMIA

A research by Cadez S., Dimovski V., and Groff M.Z. (2017) entitled Research, teaching, and performance evaluation in
academia; the salience of quality was conducted using correlational research. It is because the research was conducted to check
whether teaching quality is related to academics. The objective of the research is to determine whether productivity is related to
teaching quality. There are 2 hypotheses that need to be conducted; H1: Research productivity is not related to teaching quality, H2:
Research productivity is positively related to teaching quality. These hypotheses are tested using archival data and conducted by using
questionnaires with the measurement of 5-likert scales. The questionnaire used contained data of 15 variables with 1130 academics
questions for the year 2010 until 2011. The research performance data were collected from the SICRIS database. From the methods
used, the researchers found that first, the mean number of teaching quality scores is around 1.28 and the mean for papers published is
2.02 (27.5%). For courses taught, the mean scores are from 1.71 for the law course, until 7.77 for the engineering course. The mean
number for students taught are from 94 to 350 and for teaching quality, were ranged between 1.06 until 1.46. Finally, the mean score
for research productivity ranges from 0.86 to 26.06 and the number of proportions for paper published across faculties are from 0% to
62.9%. Therefore, based on hypothesis 1, the researchers observed that examination efficiency is not connected with educating quality.
While from hypothesis 2, the researchers observed that the exploration quality emphatically connected with educating quality.

IMPACT OF ONLINE CLASSES ON THE SATISFACTION AND PERFORMANCE OF STUDENTS DURING THE
PANDEMIC PERIOD OF COVID-19

A study was conducted by Ram Gopal, Varsha Singh and Arun Aggarwal which is Impact of Online Classes on the
Satisfaction and Performance of Students’ During the Pandemic Period of COVID-19. There are several purposes in this study, which
is to determine whether the quality of the instructor affects the satisfaction of the students, to determine whether the course design
affects the satisfaction of the students, to determine whether the prompt feedback of the students affects the satisfaction, to determine
whether the expectation of students affects the satisfaction, to determine whether the student's satisfaction affects the student’s
performances and to determine whether the quality of the instructor, course design, prompt feedback, and student’ expectations affect
the students’ performance through satisfaction. In this study, factors that can contribute to students' satisfaction and students’
performances are the quality of instructor, course design, prompt feedback and students' expectations. These factors were conducted to
several questions which are “Does the quality of the instructor affect the satisfaction of the students?”, “Does the course design affect
the satisfaction of the students?”’ “Does the prompt feedback of the students affect the satisfaction?”, “Does the expectation of
students affect the satisfaction?”, “Does the student's satisfaction affect the student’s performances?” and “Do the quality of the
instructor, course design, prompt feedback, and student’ expectations affect the students’ performance through satisfaction?”.

Hypotheses statements were developed from the research objective. Firstly, H1: The quality of the instructor positively affects
the satisfaction of the students. Results show that the educator's quality has a positive relationship with the fulfilment of understudies
for online classes (SE=0.706, t-value=24.196; p<0.05). Thus, H1 was upheld. Secondly, H2: Course design positively affects the
satisfaction of students. The subsequent variable is course plan, which has a positive relationship with understudies' fulfilment of
understudies (SE=0.064, t-value=2.395; p<0.05). Consequently, H2 was upheld. Next, H3: Prompt feedback of the students positively
affects the satisfaction. The third variable is Speedy criticism, and results show that input has a positive relationship with the
fulfilment of the understudies (SE=0.067, t-value=2.520; p<0.05). Thus, H3 was upheld. For the fourth hypotheses is H4:
Expectations of the students positively affects the satisfaction, while the fifth is H5: Students’ satisfaction positively affects the
performance of the students. The fourth variable is understudies' assumptions. The outcomes show a positive connection between
understudies' assumption and understudies' fulfilment with online classes (SE=0.149, t-value=5.127; p<0.05). Subsequently, H4 was
upheld. In the other hand, the results of SEM indicate that among instructor quality, prompt feedback, course design, and students'
expectations, instructor quality had the greatest impact on students' satisfaction (SE=0.706), followed by students' expectations
(SE=5.127) and prompt feedback (SE=2.520). Course design has the least influence on students' satisfaction (2.395). On the other
hand, satisfaction has a positive effect on student performance (SE = 0.186, t = 2.800, p 0.05). H5 was therefore supported. Lastly, H6:
Quality of the instructor [H6(a)], course design [H6(b)], prompt feedback [H6(c)], and student’ expectations [H6(d)] affect the
students’ performance through satisfaction. For the last hypotheses, H6 can divide into 4 sub-hypotheses which is H6(a), H6(b), H6(c)
and H6(d). The positive relationship between instructor quality and student performance is partially mediated by the level of student
satisfaction. As a result, H6(a) was supported. In addition, the results of the mediation analysis demonstrated that student satisfaction
partially mediates the positive relationship between course design and student performance. Thus, H6(b) was confirmed. However, the
analysis of mediation revealed that satisfaction mediates the positive relationship between timely feedback and student performance.
As a result, H6(c) was supported. Finally, the results demonstrated that student satisfaction partially mediates the positive relationship
between student expectations and performance. As a result, H6(d) was supported. The methodology of this cross-sectional research is
by gathering data from 544 respondents enrolled in management (B.B.A. or M.B.A.) and hotel management programmes. The data
was collected using the method of purposive sampling. The tool for research consists of two components. The first part addresses
demographic characteristics such as field, gender, age group, and degree of education (undergraduate or graduate). The second portion
evaluates six factors: teacher quality, course design, timely feedback, student expectations, student happiness, and performance. This
study's data was collected using an online questionnaire. The questionnaire was created using Google forms, and then it was sent by
mail.

Generally, the understudies concurred that web based education was significant for them despite the fact that the internet based
method of classes was the primary experience during the pandemic time of Coronavirus. In conclusion, online teachers should be
excited about creating certifiable educational assets that effectively associate students and support them toward capable exhibitions.
For better execution in examinations, the two educators and understudies have equivalent obligations.
 THE EFFECT OF TIME MANAGEMENT ON ACADEMIC PERFORMANCE AMONG STUDENTS OF JAZAN
UNIVERSITY

Since the research by Alsalem W.S.Y., Alamodi L.A., Hazazi A.T.M., Shibah A.M., Jabri S.A. and Albosruor Z.A. (2017) was
to conduct either the research are related between time management and academic performance, the researcher assume that that this
research is correlational research type. The research aimed to determine the relationship between the time management skills and
academic performance of students, to assess time management and practice among students also to determine whether student
participation in extracurricular activities and social media correlates to their cumulative grade point average (CGPA). Therefore, from
the research objective, we can conclude that the hypotheses for this research are H1: there is a relationship between the time
management skills and academic performance of students, H2: there is an assessment between time management and practice among
students and finally H3: students participation in extracurricular and social media correlates to their cumulative grade point average
(CGPA). The method used is a cross-sectional investigation of the impact of time usage on scholarly execution. Led it in Jazan
College for medical and non-medical students. The review led to 491 members of female (53.8%) and male (46.2%) understudies. The
Applied Clinical of Science understudies (24.2%) expressed that they just consumed their opportunity to finish schoolwork, while
Faculty of Science understudies (9.4%) revealed that they have the opportunity to do. 44.2 % of male and 65% of females never take
part in understudy clubs while 43.5% of male and 15.6% of females generally do sports. Finally, the research found that 12.9% guys
and 4.2% of females are continuously anticipating these exercises. The researchers conclude that understudies who had amazing
chances to rehearse time usage abilities uncovered better scholastic execution notwithstanding the distinctions in the time usage level
between understudies as per faculty, gender and curriculum.
 THE EFFECTIVENESS OF PEER TUTORING IN ELEVATING THE ACADEMIC PERFORMANCE OF KUPTM
STUDENTS

The objective for the research by Azlan N.A.N, Endut M.E, Ibrahim M,S, Anuar A.Z.A (2020) are first, to determine the
relationship between academic relationship between academic and cognitive gain with academic performance. Next, is to determine
the relationship between the environment with academic performances and lastly to determine the relationship between social and
behavioural support with academic performance. From the research objective, we can conclude that there are also three research
questions and hypotheses which are; Q1: Is there a significant relationship between academic and cognitive gain towards academic
performances? Q2: Is there a significant relationship between the environment towards academic performances? Q3: Is there a
difference between social and behavioural support for academic performance? H1: There is a significant relationship between
academic and cognitive gain towards academic performance. H2: There is a significant relationship between the environment towards
academic performance. H3: There is a significant relationship between social and behavioural support for academic performances. For
this research, 30 question questionnaires were distributed to students of Kolej Universiti Poly-Tech MARA Kuala Lumpur (KUPTM
KL) by using WhatsApp application. The population is among the students of KUPTM KL from different courses like Foundation,
Diploma, and Degree students. The researchers used a quota-sampling method to take only 100 respondents to be the sampling frame.
From the questionnaires, the researchers found that the number of female respondents is more than male respondents. It indicates that
more females enrol in the peer tutoring program compared to men. Since the highest percentage are from semester 6 students and
between the ages 21-23 years old, the researcher assumes the peer tutoring program was attended by that particular age. In conclusion,
the study findings indicate that academic and cognitive gain, social and behavioural support, and the environment are related to the
respondents academic performance, even if it is only a moderate relationship. The researchers assumed that it could be the factor to
the student’s effectiveness of the peer tutoring program. The researchers also encountered several limitations like obtaining a sample
restricted only to online application modules or the explanation for the selected medium of respondents' responses was only using a
smartphone or internet. They also found that the research is qualitative research based since it focuses on mean and standard deviation
by using the Guildford rule of thumb to find the correlation value. Also because of researchers 'better understanding of the creation of
more reliable research. Also because the research meets the criteria for quality research to be developed.

INFLUENCE OF PARENTAL INCOME AND ENCOURAGEMENT ON ACADEMIC SELF-EFFICACY AND

ACHIEVEMENT AMONG MALAYSIAN UNIVERSITY STUDENTS

Yee Kee Tan, Mimi Fitriana, Ching Sin Siau, Vimala Govindasamy and Meng Chuan Ho are the researchers for this study
entitled Influence of Parental Income and Encouragement on Academic Self-Efficacy and Achievement among Malaysian University
Students. The purpose of this research was to determine whether parental encouragement and parental wealth were substantially
connected with the Academic Self-Efficacy (ASE) and Cumulative Grade Point Average (CGPA) of university students. Second
purpose is to investigate the connection between Academic Self-Efficacy (ASE) and Cumulative Grade Point Average (CGPA) of
university students. There are two problem statement raised in this study which is “What is the relationship between parental
encouragement and parental wealth with the Academic Self-Efficacy (ASE) and Cumulative Grade Point Average (CGPA) of
university students?”, and “Is there any connection between Academic Self-Efficacy (ASE) and Cumulative Grade Point Average
(CGPA) of university students?”. From the research, the researchers have reached two hypotheses. Firstly, H1: There is a correlation
between parental encouragement and parental wealth with the Academic Self-Efficacy (ASE) and Cumulative Grade Point Average
(CGPA) of university students. Secondly, H2: There is a relationship between Academic Self-Efficacy (ASE) and Cumulative Grade
Point Average (CGPA) of university students. This data for this study were collected by using online questionnaire that asked about
their age, current educational status, employment status, cumulative grade point average (CGPA), parents' monthly income, and
answers to the Parental Encouragement Scale (PES) and Academic Self-Efficacy (ASE) Scale. A total of 196 people responded to the
survey by filling in the questionnaire. The result shows that Parental support positively correlated with academic self-efficacy (r
(196)=.144, p=.044), according to the Pearson's correlation data, whereas academic self-efficacy was strongly correlated with CGPA (r
(196) =.241, p=.001) while Academic self-efficacy (=.252, p.001) and part-time working status (=-.184, p=.008) were substantially
linked with CGPA, according to the multiple linear regression model. In conclusion, According to the study's findings, student
academic self-efficacy is positively connected with parental support and the students’ CGPA may subsequently improve as a result of
this. This suggests that parental support may be indirectly linked to kids' academic success. Therefore parents shouldn't undervalue the
impact of their encouragement on their children's success.

THE RELATIONSHIP BETWEEN SOCIAL NETWORKING ADDICTION AND ACADEMIC PERFORMANCE IN

IRANIAN STUDENTS OF MEDICAL SCIENCES : A CROSS-SECTIONAL STUDY.

A study entitled The Relationship between Social Media Networking Addiction and Academic Performance in Iranian Students
of Medical Sciences: A Cross-Sectional Study was developed by Seyedd Mohsen Azizi, Ali Soroush and Alireza Khatony. This
correlational research purpose is to determine whether there is any relationship between the mean of social networking addiction
and students’ gender and to determine the significant correlation between negative social networking addictions with academic
performance. “Is there any relationship between the mean of social networking addiction and students' gender?” and “Is there any
significant correlation between negative social networking addictions with academic performance?” are the problem statement in
this study. From the research, the researchers have reached two hypotheses which is H1: There is a significant relationship
between the mean of social networking addiction and students' gender and the second hypothesis is H2: Social networking
addiction has a negative and significant correlation with academic performance. The data were collected by all students enrolled
at KUMS during the second semester of the 2017–2018 academic year made up the research population. Studying in the second
semester of the 2017–2018 academic years, studying in the second semester or higher, being willing to participate in the study,
and thoroughly completing the questionnaires were the requirements for entry into the study using random stratified sampling
 method. In addition to a personal information form, the research instruments included the Bergen Social Media Addiction Scale.
The cumulative grade attained by a student in the preceding term was also viewed as a measure of academic success. The data
was analysed using SPSS-18.0 using descriptive and inferential statistics. The result shows that there was a statistically
significant difference (P 0.01): male students were significantly more addicted to social networking (52.65 ± 11.50) than female
students (49.35 ± 13.96). There was a substantial and negative correlation between students' social networking addiction and
their academic performance (r = 0.210, p 0.01). In conclusion, The students' addiction to social networking was moderate, with
male students having a higher level of addiction than female students. There was a strong and negative correlation between
students' total usage of social networks and their academic achievement. Therefore, it is vital that university administrators adopt
interventional measures to assist students who are hooked on these networks and educate them via seminars about the detrimental
repercussions of social network addiction.

THE INFLUENCE OF PARENTS SUPPORT TO CHILDREN ON THE RESULT OF STUDENT COMPETENCY TEST
ACHIEVEMENTS

The research was conducted by 4 researchers that are Stephen Karl F. Briones, Rezel Joy R. Dagamac, Jayson D. David, Cherry Ann
B. Landerio. This study was conducted to gather the data needed through a questionnaire. This is also an implemented
phenomenological research design for a qualitative study. These were conducted to determine the challenges or factors that affect the
students' performance, to determine the characteristics of the students that affect the students’ performance, to determine the role and the
parenting style that affect the students’ performance and to determine the teacher's effectiveness to influence the students’ performance.
Based on the research objective stated, the question that raised were the parenting styles that affects the students scholastic performance
( democratic style, neglectful style, strict style, supportive style and others), characteristics of the students that affect their scholastic
performance (personal attitude, laziness, activeness, pessimistic, optimistic, others), level of internet effectiveness of the students that
affect scholastic performance (weak connectivity, good connectivity, strong/stable connectivity, both weak and strong connectivity, all of
the above, a mixture of good and weak) and contributing factors that affect the scholastic performance of the students (family status
(family income), family problems, teachers effectiveness, lack of motivation, students career choice, it depends, its resistance to
learning). Therefore, based on the question above the hypothesis also were given and stated that H1: There is a significant relationship
between parenting styles and the students scholastic performance. H2: There is a significant relationship between characteristics of the
students and the students scholastic performance. H3: There is a significant relationship between Level of internet effectiveness of the
students and the students' scholastic performance. H4: There is a significant relationship between contributing factors that affect and the
students scholastic performance. To prove all the hypotheses were through a questionnaire that the respondent can easily be part of
online. A test was supervised to evaluate the scholastic performance of the respondents when data collected was compiled, analysed,
and tabulated to form the basis for the results of the study. After that, the analysis will be conducted producing the results such that in
terms of parenting style, “supportive style” got the highest numbers of the responses, in term of the characteristic of the students,
“laziness” has the highest number of respondents, in the level of internet effectiveness, it is quite significant on the student performance
as “weak connectivity” are most voted among other choices and lastly contributing factor that affect the students’ performance the most
are “lack of motivation”. Therefore, it can be concluded that the students' capability to improve or enhance their performance
academically is based on their environment and personal characteristics.

FACTORS INFLUENCING STUDENTS’ PERFORMANCE AT UNIVERSITI TEKNOLOGI MARA (UiTM)

KELANTAN BRANCH

In the article relationship between factors influencing (family, friends, self-motivation) and students’ performance at Universiti
Teknologi Mara (UiTM) Kelantan, the researchers Mas Ayu Diana Mohd Fauzi, Zaleha Hassan, Mariam Setapa, Nur Atiqah Zakiyyah
Ramlee, and Siti Maziah Ab Rahman5, (2020) conducted their study to discover the performance of the diploma students in the
Faculty of Business and Management, Universiti Teknologi MARA Kelantan Branch (UiTMCK), Malaysia. The researchers used
cross-sectional design and descriptive analytics to examine the relationship between student performance and factors influencing
(family, friends, self-motivation) among students of Diploma in Business Studies through a question survey. Therefore, the hypothesis
stated for this research are H1: Friends are positively significant with the students’ performance.H2: Self-motivation is positively
significant with the students’ performance.H3: Family is positively significant with the students’ performance. As the research
conducted the target population and sample of this study includes one group of students consisting of 35 students of Diploma in
Business Studies and The measurement and structural model evaluation are presented based on SEM-PLS analysis. As the result, it
shows that With a significance level of p0.01, two hypotheses were accepted. It can be concluded that family and self-motivation both
have significant direct effects on students' performance (H2; =0.560, t=2.560** and (H3; =0.464,t=3.552**). Thus in this study, the
effects of three variables—friends, self-motivation, and family—on students' performance were examined. Only two of the hypotheses
put forth for this study are statistically significant and the result analysis for friends’ factors show that this factor is not associated with
students’ performance. In conclusion, this study found that the majority of students had influenced their result based on self
motivation and family matters and the result also indicates that friends are not associated with the result of student performance.

FACTORS AFFECTING THE STUDENTS’ SCHOLASTIC PERFORMANCE: A SURVEY STUDY

· In this article, the study stated that the student's environment has an excellent effect , enhancing or weakening their academic
performance. The researchers Ramadhan, A., Handayani, H., & Rahdiani, D. (2021). used descriptive statistical analysis
methods and factor analysis methods as inferential analysis for questionnaire data. This type of research is to examine the
relationship between the influence of the parental involvement of parents in the students’ learning process among university
students, to determine parental support for children in the learning process and also to determine the students abilities and
student weaknesses that affect their performance. The hypotheses are H1: there is a correlational relationship between parents’
support and student learning achievement and H2: there is a correlational relationship between the involvement of parents at
home and school and student learning achievement. The questions that has been discussed were between the parents and
student are providing support when children face problems at school, encouraging them to always be confident in their
abilities, reminded me of the importance of studying, discussing problems that children face with their friends school, parental
attention to what children learn at school, parental attention to children's future education plans, discuss career plans that
interest me. This research uses question items that are in the questionnaire for the involvement of parents and teachers. This
question item consists of seven statements that explore the support provided by parents to their children and his data was
obtained from the Centre of Assessment and Learning, Research and Development Agency and Books, Ministry of Education
and Culture. The data used were 17,098 data from class VIII junior high school students, which were data from students who
received student questionnaires about the involvement of parents and teachers. Factor analysis was applied in this study as an
inferential analysis of questionnaire data. By reducing the number of observed variables to factors that can represent data,
factor analysis is used to find factors that can explain the relationship between a number of observed items sent data. Therefore
the result that produced the correlation coefficient between the latent variable and the seven statement items has a significant
positive value. The largest correlation coefficient is found in the statement item (b)encouraging children to always be
confident, which is 0.828, and the statement item (f) regarding parents' concern for their child's education plan, which is 0.8.
results of the reduction of the construct variables to two factors through factor analysis. With cumulative variance of 69.65%,
these two factors serve as an excellent example of the assistance parents give their children during the learning process. This
indicates that the variance of the latent variable constructs, which is 69.65%, can be explained by these two factors. It
concludes that the increasing role of parents in guiding, encouraging children will have an impact on improving children's
achievement. This strongly concludes that students need parental support as a form of learning motivation in order to succeed.
Although there are several types of parental support that children do not feel strongly, such as parents' attention to what their
children learn in school and their future educational plans, this type of support varies and has been widely used.
 THE IMPACT OF STRESS ON STUDENTS IN SECONDARY SCHOOL AND HIGHER EDUCATION

Michaela C. P, Sarah E. H. and Alexandra G. P (2020) started research about The Impact Of Stress On Students In Secondary School
And Higher Education. They are using a Descriptive Research method for this study. This is due to the fact that researchers observe
and quantify variables without changing them. The research objective is to study the effects of stress on secondary and higher
education students. The research question in this research is: Does academic-related stress affect substance use? Does
academic-related stress affect sleep? Does academic-related stress affect physical health? Does academic-related stress affect
achievement? Does academic-related stress affect dropout? The method that researchers did was they searched PubMed and Google
Scholar for English-language peer-reviewed literature published at any time. A snowball strategy permitted the examination of
references in identified articles and the incorporation of additional articles as necessary. The author examined all prospective inclusion
articles. This narrative review incorporated articles from all nations. The results from this research are that the authors do not
specifically test the hypotheses. The author just summarised the article referenced. Eventually, the summary did prove hypotheses are
true. In conclusion, Academic stress is a big issue for secondary and postsecondary students. Education-related stress has detrimental
effects on students' learning ability, academic performance, educational and occupational attainment, sleep quality and quantity,
physical health, mental health, and drug use. Eventually, improving the stress-management skills and talents of students is a crucial
change objective.

INDIGENT CONDITION IN EDUCATION AND LOW ACADEMIC OUTCOMES IN PUBLIC EDUCATION SYSTEM OF
INDONESIA AND UZBEKISTAN

Shaturaev J. and Bekimbetova G. (2021) started research about Indigent Condition In Education And Low Academic
Outcomes In Public Education System Of Indonesia And Uzbekistan. They are using a Descriptive Research method for this study.
This is due to the fact that researchers observe and quantify variables without changing them. The author attempted to characterise the
existing state of primary education. The research question in this research is: What are the fundamental causes of the low quality of
education in the nation? What factors contribute to bad academic performance in school? The method that researchers did like The
author uses a Random sampling method to choose the respondent. The research includes two phases of data collection: interviews and
data analysis. The interview data were analysed using the Atlas.ti programme (version 8.4) in collaboration with the data analysis. The
results from this research are that closer investigation reveals that teachers can acquire ready-made versions of final qualifying
compositions. Nevertheless, nobody bothers about plagiarism. In higher education, plagiarism is more frequent. Insufficient capacity
for students has led to poor academic performance, as indicated by the outcome. In conclusion, It boosts a person's internal potential,
self-respect, and self-esteem. Second, it improves an individual's employment prospects. Lastly, and most crucially, an educated
person contributes more to society. The outcomes of education and training are less readily linked to revenue for immediate company
growth, the government tends to reduce educational funding.

DIGITAL LITERACY EFFECT ON THE ACADEMIC PERFORMANCE OF STUDENTS AT HIGHER EDUCATION

LEVEL IN PAKISTAN

Abbas Q., Hussain S. and Rasool S., (2019) started research about Digital Literacy Effect On The Academic Performance Of
Students At Higher Education Level In Pakistan. They are using Mixed methods research for this study. The objective research is to
assess the level of digital literacy among college students. Secondly, investigate the challenges to digital literacy learning and practises
at the higher education level. Next, examine the relationship between digital literacy and the academic achievement of college
students. Last but not least, to evaluate the impact of digital literacy on college students' communication skills, research skills and
confidence of college students. The research question in this research are What is the level of digital literacy of the students? Does
digital literacy have a substantial effect on pupils' academic performance? Does digital literacy have a significant impact on pupils'
communication skills? Does digital literacy have a big impact on pupils' confidence? Does digital literacy have an impact on pupils'
research abilities? The method that researchers did like The population consisted of M.S./M.Phil and PhD students registered at
Punjab province's higher education institutions. A sample of 800 students was selected using a random sampling technique. Two
research instruments were utilised. A researcher developed a questionnaire for quantitative data collection and an interview schedule
for qualitative data gathering that was semi-structured. Expert input was used to determine the face and content validity of the
questionnaire, and a pilot study was done to determine its reliability. Croanbach's alpha coefficient was equal to 0.83. The interview
schedule was also authorised by the same professionals. The results from this research are The level of digital literacy in finding
information was higher, with a total mean of 3.68 (SD=0.96); the level of digital literacy in critically evaluating information, online
interaction, and online tools was higher, with a total mean of 3.54 (SD=1.02); and the level of digital literacy in managing and
communicating information was higher, with a total mean of 3.47 (SD=0.99). Positive correlation between digital literacy and
confidence (r = 0.638). The P-value (.000, P 0.01 and P 0.05 levels) demonstrated a statistically significant link between digital
literacy and confidence. It has been established that digital literacy has significant effects on confidence. For the conclusion, this study
found that the majority of students had a high level of perceptions regarding the digital literacy factors of understanding about digital
literacy, finding information through the use of digital tools, using digital literacy in critically evaluating information, online
interaction, and online tools, and a moderate level of perceptions regarding the digital literacy factors of managing and communicating
information & collaboration, and sharing digital content. The study also concluded that digital literacy had significant effects on
students' communication skills, research skills, and self-confidence, but had no effect on their grade point averages. After completing
teachers' assignments and other academic work, CGPA could be improved, according to qualitative data indicating that CGPA is solely
dependent on the program's curriculum.
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