Assessment of factors influencing students’ general learning in Kabul City, Afghanistan
Keywords:
successful learning outcomes, influential factors on university students’ general learning, parental educational background, parental, lecturers’ behaviorAbstract
Design/methodology/approach-. For this quantitative research, a 5-point Likert scale questionnaire is distributed to 200 students from three different universities in Kabul City. 180 filled questionnaires are returned (130 males and 50 females) Using descriptive statistics (i.e. mean scores and percentages). Purpose - The purpose of this study is to determine factors affecting Afghanistan university students’ general learning with the aim of improving their learning experiences and outcomes. Findings - The findings show that the medium of education and the education interest fields are the most significant factors affecting Afghanistan’s students’ general learning. Moreover, the quality of educational materials, deep parental attention, the country’s political situation, and the educational degree of lecturers are very significant influential factors in the student’s general learning. Afghanistan students also identified professors’ friendly behavior, availability of computer labs and the internet, and parents’ educational level as key effective factors in their general learning. The study concludes that parents should pay more attention to their children’s learning, as well as that lecturers maintain their friendly behaviors as key factors in improving students’ general learning. Recommendations and limitations of the study are also discussed. Originality/value- In order to create favorable conditions for high-quality education, this research will assist policymakers in Afghanistan and other nations with circumstances similar to Afghanistan.
References
Buckhalt, J. A. (2011). Insufficient sleep and the socioeconomic status achievement gap. Child Development Perspectives, 5(1), 59-65.
Cetin, I., Sendurur, E., & Sendurur, P. (2014). Assessing the impact of meta-cognitive training on students’ understanding of introductory programming concepts. Journal of Educational Computing Research, 50(4), 507-524.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and instruction, 43, 27-38.
Jung, S.-H., & Yang, S.-E. (2011). The influences of parents’ academic achievement pressure and adolescents’ self-discrepancies on academic achievement motivation. Journal of the Korean Home Economics Association, 49(3), 23-37.
Li, H., Peng, M. Y.-P., Yang, M., & Chen, C.-C. (2020). Exploring the influence of learning motivation and socioeconomic status on college students’ learning outcomes using self-determination theory. Frontiers in Psychology, 11, 849.
Perera, M. (2013). Problems faced by undergraduates in the learning environment: some evidences from a Sri Lanka university. Sri Lanka journal of Advanced social studies, 3(1), 77-100.
Smith, M. C. (2011). Which in‐and out‐of‐school factors explain variations in learning across different socio‐economic groups? Findings from South Africa. Comparative Education, 47(1), 79-102.
Madumere-Obike, C., & Nwabueze, A. (2012). Quality Teaching and Learning in Secondary Schools: Achieving Good Standard of Education in South-East, Nigeria. Paper presented at the International Conference of the Nigerian Academy of Education held at Abuja in.
Madumere-Obike, C., Okeke, E., & Nwabueze, A. (2013). Quality assurance as a means of enhancing learning and performance of students in secondary schools in South-East, Nigeria. EDULEARN13 Proceedings, Barcelona Spain.
Alemi, Q., Smith, V., & Montgomery, S. (2017). Staying Behind and Looking Forward: Characteristics of Urban Afghan Youth with No Intent to Seek Asylum.
Hollowell, G. P., Brooks, R. M., & Anderson, Y. B. (2017). Course design, quality matters training, and student outcomes. American Journal of Distance Education, 31(3), 207-216.
Rachman, A. A. (2020). Improving the Quality of Learning Through Academic Supervision (Study in SMP Negeri 14 Banjarbaru). The Innovation of Social Studies Journal, 2(1), 10-16.
Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality given comfort, motivation, satisfaction, and experience. Journal of interactive online learning, 7(2), 105-125.
Killen, R. (1994). Differences between students’ and lecturers’ perceptions of factors influencing students’ academic success at university. Higher Education Research and Development, 13(2), 199-211.
Brink, H. W., Loomans, M. G., Mobach, M. P., & Kort, H. S. (2021). Classrooms’ indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review. Indoor air, 31(2), 405-425.
Salvia J. and Ysseldyke J. E., Assessment (8th ed.), New York: Houghton Mifflin, (2000)
Preeti, B. (2013). Role of emotional intelligence for academic achievement for students. Research Journal of Educational Sciences ISSN, 2321, 0508.
Parpala, A., & Lindblom-Ylänne, S. (2012). Using a research instrument for developing quality at the university. Quality in Higher Education, 18(3), 313-328.
Bonaccorsi, A., & Daraio, C. (2007). Universities and strategic knowledge creation: Specialization and performance in Europe: Edward Elgar Publishing.
Ekowati, C. E. (2019). FACTORS INFLUENCING STUDENTS’LEARNING OUTCOMES IN STATISTICAL METHODS COURSE. Academic Journal of Educational Sciences, 3(2), 33-37.
Frost, A., Wilkinson, M., Boyle, P., Patel, P., & Sullivan, R. (2016). An assessment of the barriers to accessing the Basic Package of Health Services (BPHS) in Afghanistan: was the BPHS a success? Globalization and health, 12(1), 1-11.
Hersh, R. H. (2007). Collegiate learning assessment (CLA): Defining critical thinking, analytical reasoning, problem solving, and writing skills. nd). http://www. teaglefoundation. org/learning/pdf/hersh_ctdefinitions. pdf.
Kator-Mubarez, A. (2014). The youth bulge and higher education in Afghanistan: challenges and the way forward. Monterey, California: Naval Postgraduate School.
Schuller, T., & Watson, D. (2009). Learning through life: Niace.
Alemi, Q., Smith, V., & Montgomery, S. (2017). Staying Behind and Looking Forward: Characteristics of Urban Afghan Youth with No Intent to Seek Asylum.
An, I. L. (2014). Impact of outcome-based education instruction to accountancy students in an Asian University. Asia Pacific Journal of Education, Arts and Sciences, 1(5), 48-52.
Anggresta, V. (2015). Analisis Faktor-faktor yang Mempengaruhi Prestasi Belajar Mahasiswa Fakultas Ekonomi Universitas Negeri Padang. economica, 4(1), 19-29.
Ayersman, D. J. (1996). Reviewing the research on hypermedia-based learning. Journal of Research on computing in Education, 28(4), 500-525.
Beyaztaş, D., & Senemoğlu, N. (2015). Learning approaches of successful students and factors affecting their learning approaches.
Bonaccorsi, A., & Daraio, C. (2007). Universities and strategic knowledge creation: Specialization and performance in Europe: Edward Elgar Publishing.
Camacho-Thompson, D. E., Gillen-O’Neel, C., Gonzales, N. A., & Fuligni, A. J. (2016). Financial strain, major family life events, and parental academic involvement during adolescence. Journal of youth and adolescence, 45(6), 1065-1074.
Castronova, J. A. (2002). Discovery learning for the 21st century: What is it and how does it compare to traditional learning in effectiveness in the 21st century. Action research exchange, 1(1), 1-12.
Chanboualapha, S., & Islam, M. (2012). Internet usage for improvement of learning: University of Borås/School of Business and IT.
Comeaux, E. (2005). Environmental predictors of academic achievement among student-athletes in the revenue-producing sports of men’s basketball and football. The Sport Journal, 8(3).
Cox, B. (2013). Practical pointers for university teachers: Routledge.
Ekowati, C. E. (2019). FACTORS INFLUENCING STUDENTS’LEARNING OUTCOMES IN STATISTICAL METHODS COURSE. Academic Journal of Educational Sciences, 3(2), 33-37.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22.
Frost, A., Wilkinson, M., Boyle, P., Patel, P., & Sullivan, R. (2016). An assessment of the barriers to accessing the Basic Package of Health Services (BPHS) in Afghanistan: was the BPHS a success? Globalization and health, 12(1), 1-11.
Hersh, R. H. (2007). Collegiate learning assessment (CLA): Defining critical thinking, analytical reasoning, problem solving, and writing skills. nd). http://www. teaglefoundation. org/learning/pdf/hersh_ctdefinitions. pdf.
Hidayat, P. W. (2020). Analysis of Learning Interest and Learning Outcome for Mathematics Subject with SCL Approach.
Kator-Mubarez, A. (2014). The youth bulge and higher education in Afghanistan: challenges and the way forward. Monterey, California: Naval Postgraduate School.
Killen, R. (1994). Differences between students’ and lecturers’ perceptions of factors influencing students’ academic success at university. Higher Education Research and Development, 13(2), 199-211.
Kim, S., Jun, S., & Han, S. (2006). Effective reasoning of learning styles using rough set theory in e-learning. Paper presented at the Proceedings of the 5th WSEAS International Conference on E-ACTIVITIES, Venice, Italy.
Kocic,L.(1988). Cinioci koji nepovoljno deluju na uspeh ucenika. Nastava i vaspitanje, casopis za pedagosku teoriju i praksu, 37(4), 317-340.
Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning of nursing students. Nurse education today, 28(6), 711-719.
Linskie, R. (1983). The learning process: Theory and practice.
Lubben, F., Davidowitz, B., Buffler, A., Allie, S., & Scott, I. (2010). Factors influencing access students’ persistence in an undergraduate science programme: A South African case study. International Journal of Educational Development, 30(4), 351-358.
Musawi, S. Z., & Baktash, J. A. (2021). Identification and Ranking of Cloud-Based Applications in E-Learning of Afghanistan: A Case of Public Universities. Elsya: Journal of English Language Studies, 3(2).
Ojelabi, R. A., Afolabi, A., Tunji-Olayeni, P., Amusan, L., & Omuh, I. (2017). Learning adequacy of Nigerian tertiary educational system for sustainable built environmental course. THE TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY, 387-394.
Quimbo, S. L. A. (2003). Explaining math and science achievement of public school children in the Philippines. Philippine Review of Economics, 40(2), 59-72.
Schuller, T., & Watson, D. (2009). Learning through life: Niace.
Smith, M. C. (2011). Which in‐and out‐of‐school factors explain variations in learning across different socio‐economic groups? Findings from South Africa. Comparative Education, 47(1), 79-102.
Suan, J. S. (2014). Factors affecting underachievement in mathematics. Proceeding of the Global Summit on Education GSE, 5.
Teodorović, J. (2011). Classroom and school factors related to student achievement: What works for students? School Effectiveness and School Improvement, 22(2), 215-236.
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher education, 37(1), 57-70.
Wang, Y., Deng, C., & Yang, X. (2016). Family economic status and parental involvement: Influences of parental expectation and perceived barriers. School Psychology International, 37(5), 536-553.
Kassier, S., & Veldman, F. (2013). Food security status and academic performance of students on financial aid: The case of University of KwaZulu-Natal. Alternation, 9, 248-264.
Li, H., Peng, M. Y.-P., Yang, M., & Chen, C.-C. (2020). Exploring the influence of learning motivation and socioeconomic status on college students’ learning outcomes using self-determination theory. Frontiers in psychology, 11, 849.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of cross-cultural psychology, 32(5), 618-635.
Rinz, I. (2018). A Longitudinal Study of How Autonomy Supportive Parenting Relates to Motivation, Coping, and Well-Being Across the Transition to College.
Rafaqi, M. Z.-U.-H. (2014). A study of socioeconomic status among the Gujjar and Bakerwal tribal clans of J&K. Asian Journal of Multidisciplinary Studies, 2(7), 205.
Smith, M. C. (2011). Which in‐and out‐of‐school factors explain variations in learning across different socio‐economic groups? Findings from South Africa. Comparative Education, 47(1), 79-102.
