thesis title about academic performance

Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention

• Published: 09 February 2021
• Volume 26 , pages 4003–4025, ( 2021 )

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• Mahmoud Maqableh   ORCID: orcid.org/0000-0003-2376-7143 1 ,
• Mais Jaradat 2 &
• Ala’a Azzam 1  

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This study investigates the impact of integrating essential factors on academic performance in university students’ context. The proposed model examines the influence of continuance intention, satisfaction, information value, and Internet addiction on academic performance. Additionally, it investigates the mediating role of continuance intention on the relationship of satisfaction and information value on academic performance among university students. A survey questionnaire method was adopted to collect data from university students in Jordan. Data was collected from 476 voluntary participants, and the analysis was conducted using SPSS and AMOS. The analysis results show that continuance intention, satisfaction, information value have a significant positive influence on academic performance. Besides, the results show that satisfaction and information value positively and significantly influence continuance intention. While continuance intention full mediation the relationship between satisfaction and academic performance, it partial mediation the relationship between information value and academic performance. This study is the first to examine the integrating of continuance intention, satisfaction, information value, and Internet addiction on students’ academic performance. Furthermore, this study is also distinguished from other studies by investigating the mediating role of continuance intention gap.

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1 Introduction

There is a significantly increasing influence of using Internet and communication technology in the education industry. University students use the Internet daily to access information, gather data, and conduct research (Bagavadi Ellore et al. 2014 ). Moreover, they use the internet for entertainment and enjoyment fulfilment. In addition to the importance of the internet as an educational tool, students use the internet for entertainment and enjoyment fulfilment (Al-Fraihat et al. 2020 ). Students worldwide are reported to spend on average around two hours and 24 min per day on social media alone in 2019 (Statista 2019 ). The amount of time spent on the internet or social network sites (SNS) provoked researchers in the past to examine the antecedents or determinants of continuous intention. Various media tools have been examined to understand what drives users to spent more time on the Internet (Joorabchi et al. 2011 ) (Błachnio et al. 2019 ), Facebook (Karnik et al. 2013 )(Houghton et al. 2020 ), social networking sites (SNS) (Y. Kim et al. 2011 )(Marengo et al. 2020 ).

Previous research showed that using technology enhances academic performance (Basak and Calisir 2015 )(Choi 2016 )(Naqshbandi et al. 2017 ) (Bae 2018 )(Hou et al. 2020 ) (Çebi and Güyer 2020 ). For example, (Naqshbandi et al. 2017 ) found that Facebook mediates the relationship between different personality dimensions (extraversion, agreeableness and loneliness) and academic performance. Therefore, it is paramount to identify the antecedents of continuous intention. Enjoinment (Choi 2016 ), satisfaction (Bae 2018 ), entertainment and status-seeking (Basak and Calisir 2015 ) are among the many antecedents evidenced in the literature. (Hou et al. 2020 ) examined the impact of WeChat as a social network site on learning. Besides, it investigates how social network sites would influence university students’ academic performance. They found that WeChat usage played a significant positive role in students’ academic performance by engaging and enhancing sharing information and resources. Another study examined the impact of student interaction with different online learning activity on learning performance (Çebi and Güyer 2020 ). They found that spending longer time on learning activities enhance their academic performance.

Nowadays, Internet resources have become a very important component in educational systems (Salam and Farooq 2020 ). Students continuously and extensively use the Internet to interact online, search information, and perform specific tasks and activities. The use of the Internet implicates positive and negative effects on university students’ academic performance (Chang et al. 2019 ). Nowadays, students are using the Internet excessively to do various tasks and access social networking sites. The Internet’s intensive use is mainly for online communications, socializing, chatting, and gaming purposes (Byun et al. 2009 ). The overload of information can negatively influence students’ academic performance (Sinha et al. 2001 ). Students use the Internet to perform tasks related and non-task-related to their study, influencing students’ academic performance (Chang et al. 2019 ). For instance, (Kolek and Saunders 2011 ) had not found any association between Facebook use and students’ academic performance. On the contrary, (Kirschner and Karpinski 2010 ) found students without using Facebook had higher GPAs compare with students had extensive use of Facebook. Thus, the impact of using the Internet and social media network on students’ academic performance is varied. It depends on the type of websites they are visiting and the tools they are using (Michikyan et al. 2015 ). A research study revealed that Internet use for academic purposes was influence positively academic performance, whereas the Internet use for other purposes was influencing negatively academic performance (Kim et al. 2017 ). Recently, another research study conclude the use of Internet affecting negatively physical and mental health of people, while it provides people with information and improves timely work-related data transmission (Saini et al. 2020 ). Currently, adopting online learning in higher education during COVID-19 Pandemic had a significant impact on learners, educators and learning performance (Ustun 2020 ). Many research studies examined the impact of using online learning systems on university student’s satisfaction and academic performance (Kapasia et al. 2020 ) (Maqableh et al. 2015 ). However, there is a need to understand the factors that positively or negatively influence students’ academic performance from the use of the Internet. Therefore, it emerges a potential research direction to investigate the factors that influence students’ academic performance.

The purpose of this study is to investigate the positive and negative impact of integrating essential factors (continuance intention, satisfaction, information value, and Internet addiction) that influence students’ academic performance. Additionally, it investigates the mediating role of continuance intention on the relationship between satisfaction and academic performance and information value and academic performance gap. This study is the first to examine the relationship between integrating four essential factors and students’ academic performance. Additionally, it is distinguished from other studies by investigating the mediating role of continuance intention and Internet usage on students’ academic performance gap.

2 Literature review and hypotheses development

2.1 academic performance.

Academic performance is defined as students’ ability to carry out academic tasks, and it measures their achievement across different academic subjects using objective measures such as final course grades and grading point average (Busalim et al. 2019 ) (Anthonysamy et al. 2020 ). Researchers agree that the Internet is becoming more important for students. For example (Bagavadi Ellore et al. 2014 ) note that the Internet is an important part of college/university students’ lives. Similarly, (Naqshbandi et al. 2017 ) note that most students use Facebook daily, making it a significant component of their daily lives.

Many studies confirm the benefits that Internet users provide for students. For example: (Mccamey et al. 2015 ) argue that as a result of the expansion of the Internet, the college students are increasingly having more resources available to help them widen their knowledge. Similarly, (Emeka and Nyeche 2016 ) argue that the Internet is beneficial for students, which enhances their capabilities and skills which are helpful in their studies, which students use for research purposes, assignments, and presentations in their respective fields of study.

Several studies have examined the relationship between using the Internet’s resources/services and different foci’ academic performance. For example: (Sampath Kumar and Manjunath 2013 ) found that university teachers and researchers’ use of Internet sources and services positively impacted their academic performance. (Emeka and Nyeche 2016 ) found that the use of the Internet has a positive influence on undergraduate students’ academic performance in a university in Nigeria.

2.2 Continuance intention

Continuance intention refers to the user’s initial decision to reuse Internet sites (Al-Debei et al. 2013 ). According to (Amoroso and Lim 2017 ) continuance intention refers to the strength of an individual intends to perform a specific activity. Subsequently, in this study, continuance intention refers to Internet usage continuance intention. Many studies examined the initial intention to use technology in the information system (IS) literature based on the technology acceptance model (TAM) (Schierz et al. 2010 ). Some studies integrated serval constructs based on several theoretical perspectives with the TAM to better understand users continuance intention (Nysveen et al. 2005 ). Consequently, Innovation Diffusion Theory (IDF) (Shin et al. 2010 ) and Task Technology Fit (TTF) (Junglas et al. 2008 ) are introduced. Research results were crucial to the development of a better theoretical understanding of technology initial intention to use and the enhancement of different practical practices to encourage users to use technology.

However, the initial intention to use technology is not enough. It is essential also to explore and understand the continuance intention to use technology; aspects that would encourage users to stay loyal and keep using the technology (C. Kim et al. 2010 )(Alzougool 2019 )(Bölen 2020 ). Companies have invested their resources to develop technologies based on users’ needs and requirements. They need to protect their investment by applying measure for continuance intention to use the technology. Literature directed towards understanding the continuance use of technology is growing (Authors et al. 2016 ) (Pai et al. 2018 ) (Bölen 2020 ). However, the Internet is rich cases for studying as they have high levels of interactions between users and would help researchers explore the different factors that affect continuance intention to use technology (Gao et al. 2014 ) (Fang and Liu 2019 ). Consequently, it is necessary to do exploratory research to identify and measure factors affecting continuance intention to use Internet sites. Overall, continuance intention previous has mainly examined in the literature as dependent variable literature (Yang and Lin 2014 ; Yang et al. 2018 ; Yang; Zhang et al. 2017 ; Zong et al. 2019 ). However, we will examine its relationship with satisfaction, Internet addiction and students’ academic performance. Based on these arguments, it is expected that students’ continuance intention to use the Internet and its resources will help them improve their academic performance. Thus, the following hypothesis is proposed:

Continuance intention significantly influences students’ academic performance.

2.3 Satisfaction

User satisfaction refers to the general feeling of fulfilment resulting from using the internet (Patwardhan et al. 2011 ). Satisfaction is an old but contemporary construct that has been used by many researchers in different disciplines (Ki Hun Kim et al. 2019 ). It has been used in the work context to measure job satisfaction (Locke 1976 ) (Saari and Judge 2004 ) and in the organizational context to customer satisfaction (Oliver and Gerald 1981 ) (Barrett 2004 ). Satisfaction is measured in the IS literature as well as many theories have been deployed accordingly. An Expectation-Confirmation Model of continued IT usage (ECM-IT) developed by Odel and Bhattacherjee ( 2001 ) compares user continued IT decisions to consumer repeat purchase decision. The research found that continuous usage of an IT has three antecedents, one of which is satisfaction with the IT used (Odel and Bhattacherjee 2001 ). Chen et al. ( 2009 ) found that consumers’ satisfaction positively and significantly influences continuance intention to use self-service technologies (S. C. Chen et al. 2009 ). In relation to the reuse health information, Kim et al. ( 2010 ) found that customer satisfaction had a significant positive influence on the decision to reuse health information provided by the internet (Kyoung Hwan Kim 2010 ). Bae ( 2018 ) found satisfaction with social network sites to have a significant impact on continuance intention to use social network sites (Bae 2018 ).

Based on the Expectation Confirmation Model (EDM), satisfaction is analyzed to understand the relationship between satisfaction and experiences while using technology (Melone 1990 ) (Bhattacherjee 2014 ); customers usually expect the performance of a product or a service before the actual usage. If their expectations relatively match their experience, then they would be satisfied. Therefore, the positive customer experience at first glance is a crucial determinant of user satisfaction. (Kuo et al. 2009 ) suggested that satisfaction can also be the aggregated positive emotional states developed through several experiences with the product or the service. Users’ IT continuance use behaviour is positively influenced by their satisfaction with prior IT usage (Bhattacherjee and Lin 2015 ). The uses and gratification theory is also performed as a theoretical basis to ground a better understanding of satisfaction and its relationship with continuance intention to use social networking systems. (Chiu and Huang 2015 ) revealed that user satisfaction with contents and features of social networking systems had a positive relationship with continuance use. Another research study examined the relationship between students satisfaction from Internet usage and students performance (Goyal et al. 2011 ). They found that Internet usage satisfaction had a significant positive impact on students academic performance. (Samaha and Hawi 2016 ) found that a low level of life satisfaction were less likely to achieve satisfactory cumulative GPAs. Based on the significant influence of satisfaction on continuance usage intention and academic performance, the following hypotheses are proposed:

Satisfaction significantly influences continuous intention to use the Internet.

Satisfaction significantly influences students’ academic performance.

2.4 Information value

Some research studies proposed another antecedent to continuous usage of an IT product/service is perceived usefulness which is closely related to information value (Zhang et al. 2017 ) (S. Yang et al. 2018 ) (Wang et al. 2020 ). The benefit of acquiring useful information through using the internet determines information value, especially if the information helps the user solve problems of developing his skills and abilities (Zhang et al. 2017 ). The uses and gratifications theory (U&G theory) explains why users select and adopts certain medium to fulfil their social and psychological needs (Ku et al. 2013 ) (Ma and Lee 2012 ). This theory has been linked with continuous intention, factors that satisfy users’ gratification needs, such as information needs and social needs. As found by (Wei et al. 2015 ), those two needs are critical factors to motivate users to interact with each other and enhance their stickiness towards using social networking sites. Moreover, (Chiang 2013 ) found that informativeness, social interactivity and playfulness needs affect users’ continuance intention towards social networking sites.

Information value refers to the useful information acquired from friends or information providers (Zhang et al. 2017 ). (Chiang 2013 ) argues that website informativeness is a potential influence on a user’s intentions and behaviours. (Liao and Shi 2017 ) found that web content (i.e. the accuracy, usefulness and completeness, and website information) directly influences the continuance intention to use online tourism services. (Zheng et al. 2013 ) found that information quality directly affects user satisfaction which in-turn influences a user’s continuance intention to use information-exchange virtual communities. Similarly, (Valaei and Baroto 2017 ) found that information quality had a positive impact on continuance intention to follow a government’s Facebook page. (Jin et al. 2007 ) found that information usefulness positively and significantly affects the continuance intention of virtual communities for information adoption. Based on these results and arguments, the following hypotheses are proposed:

Information value significantly influences continuous intention to use the Internet.

Information value significantly influences students’ academic performance.

2.5 Internet addiction

Facebook addiction refers to the excessive use of Facebook due to being psychologically reliant on its use that somewhat hinders other essential actions that the user could perform and, in the process, yield negative results (Moqbel and Kock 2018 ). About 350 million Facebook users are between 16 and 25 years old showing Facebook addiction syndrome (Leong et al. 2019 ). Overall, previous literature has mainly examined the concept of continuance intention as a dependent variable (Yang and Lin 2014 ; Yang et al. 2018 ; Yang 2019 ; Zhang et al. 2017 ; Zong et al. 2019 ). However, we will examine its relationship with Facebook addiction. Numerous theories and findings have established the relationship between behavioural intention and actual behaviour (Obeidat et al. 2017 ; Pelling and White 2009 ; Turel et al. 2010 ). Consequently, if the continuance intention of Facebook use is present, the user will continue to do so, thereby increasing the chances of addiction to the website. Furthermore, previous studies found that when a certain behaviour is exhibited, and the person is willing to do it again, future behaviour becomes an automatic, aligned response (Ronis et al. 1989 ). Therefore, the more a person uses social media to communicate with others, the more likely it will become a habit and lead to addiction (Turel et al. 2010 ). (J. V. Chen et al. 2008 ) conducted a research study that confirms higher Internet addiction can lead to a high degree of Internet abuse. Also, (Samaha and Hawi 2016 ) conducted a research study that showed smartphone addiction had a negative impact on students’ academic performance.

Following the same logic, we propose that the Facebook continuance intention resulting from the perceived values will increase Facebook addiction. Thus, this study is the first study that investigates the relationship between continuance intention and addiction gap. Generally, this factor strongly influences the association between online purchase intention and actual behaviour (Miyazaki and Fernandez 2001 ; Nepomuceno et al. 2014 ). Thus:

Internet addiction significantly negative influences on students’ academic performance.

2.6 The mediating role of continuance intention

In research, mediating factors are used to understand the mechanism that establishes the underlying relationship between the independent and dependent variables. The mediating role of employees’ satisfaction on the relationship between Internet actual usage and performance impact was examined (Isaac et al. 2017 ). The analysis results confirmed the mediating role of satisfaction. Moreover, some researchers examined the mediating role of social interaction on the relationship between network externalities on perceived values (Zhang et al. 2017 ). Also, satisfaction has been considered a mediating variable for the relationship between perceived security and continuance intention (Ki Hun Kim et al. 2019 ). Finally, Another research study examined the mediating effect of perceived value between the relationship of security and continuance intention in mobile government service (Wang et al. 2020 ). In this research, it proposed to have continuance intention as a mediating variable to measure the following relationships:

Continuance intention mediates the relationship between satisfaction and academic performance.

Continuance intention mediates the relationship between information value and academic performance.

3 Research methodology

This section provides the methodology applied in the current study. It consists of the research model of the study’s independent and dependent variables, research hypotheses, besides data collection tool and research population and sample.

3.1 Research model

In this research, the proposed model examines the impact of continuance intention, satisfaction, information value, and Internet addiction on students’ academic performance gap. Moreover, it investigates the mediating role of continuance intention on the relationship between satisfaction and academic performance and information value and academic performance gap. Figure 1 shows the proposed research model.

Research model

3.2 Data collection and sample

Data were collected from targeted participants with Internet experience using an online survey. Participants were selected opportunely from 4000 bachelor students from the School of Business at the University of Jordan in the Hashemite Kingdom of Jordan. However, what constitutes an adequate sample size for regression analysis is uncertain among researchers. Some researchers (O’Rourke and Hatcher 2013 ) recommend that the sample size of a study that applies multiple linear regression should be 100 participants or more than five times the number of items measured. The questionnaire was made up of 22 items, so the sample size should be over 110 students. Also, (Joseph Hair et al. 2014 ) recommended between 100 and 200 while (Krejcie and Morgan 1970 ) required 351 from a population of 4000. Therefore, the number of returned surveys is 476 that meets the sample size requirement for a structural equation model and shows adequate representation with the highest probability assessment. In Table 1 , the respondents’ characteristics of this study are summarized.

The 476 valid responses compromised of 70.6% female student. The sample’s dominant age range was 20 to 23 years, with a percentage of 73.3%. The respondents were mainly in their second and third years at the university, with 65.6% of the sample. 44.7% of students spend 1 to 3 h daily on internet activities. Moreover, almost 33% uses the internet from 10 to 29 h weekly. The full respondent’s profiles are shown in Table 1 .

3.3 Measurement development

The 5-points Likert scale is used to explore the associations among the research variables. It varies between strongly disagree =1 and strongly agree =5. Reliability and validity analyses were conducted, descriptive analysis was used to describe the characteristics of the sample and the respondent to the questionnaires besides the independent and dependent variables. Besides, SEM analysis was employed to test the research hypotheses. Table 2 shows the measured constructs and the items measuring each construct.

4 Data analysis and results

4.1 validity and reliability.

To check for the research model validity, and since all the measures were previously established, confirmatory factor analysis (CFA) was conducted using SPSS 20.0 and AMOS 22.0. The standardized factor loading of the item was examined since 0.55 represent a good fit (Harrington 2008 ) any item with standardized factor loading less than 0.55 was eliminated. Accordingly, item (Academic Performance 1), (Addiction 1, 2, and 3), (Information Value 4) were excluded from any further calculations. The full-standardized factor loading values from the CFA are presented in Table 3 . The model fit was assessed relaying on the model fit summary results, the cut points used in this research were χ 2 /df < 5, Root Mean Square of Error Approximation (RMSEA) <0.08, while all the other indices (i.e. GFI, CFI, TLI, IFI and NFI) should be close to 1 where higher than 0.9 is acceptable (Harrington 2008 ). Results are shown in Table 3 .

To check the reliability of the scale, Cronbach’s-Alpha test was used to assess the internal consistency the cut point usually used in researches is 0.7, but it can be lowered to 0.6 (Joe Hair et al. 2011 ). Cronbach’s-Alpha results in this research were between 0.754 and 0.864. Results are shown in Table 3 .

4.2 Descriptive statistics and correlations

Pearson’s correlation coefficient results are presented in Table 4 . Pearson’s correlation coefficient indicates the existence of a linear association between the variables according to person correlations values. No significant linear effect was found between the demographic variables and the dependent variable except for the demographic variable using the Internet (Hours per week) was found to have a significant negative correlation with academic performance (r = −.114*, p  < 0.01).

The highest mean score for information value (3.73) indicates a high positive respondents’ attitude toward continuance intention regarding the descriptive statistics. In contrast, the lowest mean score was for satisfaction (2.69). The skewness and kurtosis values were within the range of −2 to +2 (Garson 2012 ), which indicates normally distributed data. The results are provided in Table 5 .

4.3 Hypotheses testing

Multiple linear regression was used to test Hypotheses 1, 3, 5 and 6, where continuous intention, satisfaction, information value, and Internet addiction were the independent variables, and academic performance was the dependent variable. The normality plot p-p indicates that most of the points are near the best fit line, and the scatter plot produces no pattern and no multicollinearity issue was not detected. The tolerance ranged between 0.755 and 0.987, which are >1, and the variance inflation factor (VIF) statistics ranged between 1.013 and 1.325, which are less than 4, respectively (Garson 2012 ). The results are shown in Table 6 , the overall model was significant (F = 32.323, p  = 0.000 < 0.05), the R-value indicates that the whole model is correlated with the dependent, R = 0.464, R 2 indicate the amount of variance in the dependent variable that is caused by the independent variables R 2  = 21.5%. The adjusted R 2  = 20.9% is an indicator of the variance caused by the independent variables if the whole population were tested, the differences between R2 and Adj-R2 are 0.006. The regression coefficients values revealed that continuous intention, information value, and satisfaction have a significant positive effect on academic performance with effect values of B = 0.153, p  = 0.003 < 0.05, B = 0.085, p  = 0.026 < 0.05, and B = 0.424 and p  = 0.000 < 0.05 respectively. Nevertheless, in this model, Internet addiction negatively affects academic performance B = −0.057, p  = 0.169 > 0.05. Accordingly, hypotheses 1, 3 and 5 were supported, while hypothesis 6 was not supported. Results are shown in Table 6 .

To test Hypotheses 2 and 4, multiple linear regression was used where satisfaction and information value were the independent variables, and the continuous intention was the dependent variable. The normality plot p-p indicates that most of the points are near the best fit line, and the scatter plot produces no pattern. No multicollinearity issue was not detected. The results are shown in Table 7 indicate that the overall model was significant (F = 76.564, p  = 0.000 < 0.05), the R-value indicates that the whole model is correlated with the dependent, R = 0.495 and R 2 indicate the amount of variance in the dependent variable that is caused by the independent variables R 2  = 24.5%. The adjusted R 2  = 24.1% is an indicator of the variance caused by the independent variables if the whole population were tested, the differences between R2 and Adj-R2 are 0.004. The regression coefficients values revealed that both information value and satisfaction have a significant positive effect on continuous intention. The effect values were B = 0.431, p  = 0.000 < 0.05 and B = 0.157, p = 0.000 < 0.05 respectively. Accordingly, both hypotheses 2 and 4 were supported. Results are shown in Table 7 .

To test Hypotheses 7, a multiple linear regression was used to test the mediation effect using PROCESS Macro by Hayes V 3.3. Using PROCESS, the mediation effect will be tested based on 5000 Bootstrapped sample. The results of the mediation paths are shown in Table 8 . Where C represents the effect of satisfaction on performance (i.e. Total effect), (a) represents the effect of satisfaction on continuous intention, b is the effect of continuous intention on performance in the presence of satisfaction and C′ is the effect of satisfaction on performance in the presence of continuance intention (i.e. Direct effect). The mediation path can be calculated either by multiplying path a coefficient with path b coefficient or by subtracting path C coefficient form path C′ coefficient (Hayes 2015 ).

Findings showed that 95% bias-corrected bootstrap confidence intervals based on 5000 bootstrap samples ((BootLLCI) and (BootULLCI)) for specific indirect effects through continuance intention do not include zero accordingly the mediation path was found to be significant. Additionally, since the direct effect is insignificant, continuance intention fully mediates the relationship between satisfaction and continuance intention, which indicates that satisfaction affects academic performance because of continuance intention.

To test Hypotheses 8, multiple linear regression was used to test the mediation effect using PROCESS Macro by Hayes V 3.3; using PROCESS, the mediation effect will be tested based on the 5000 bootstrapped sample. The results of the mediation paths are shown in Table 9 . Where C is the effect of information value on performance (i.e. Total effect), a is the effect of information value on Continuous intention, b is the effect of continuous intention on Performance in the presence of information value and C′ is the effect of information value on Performance in the presence of continuance intention (i.e. Direct effect). The mediation path can be calculated either by multiplying path a coefficient with path b coefficient or by subtracting path C coefficient form path C′ coefficient (Hayes 2015 ).

Findings showed that 95% bias-corrected bootstrap confidence intervals based on 5000 bootstrap samples ((BootLLCI) and (BootULLCI)) for specific indirect effects through continuance intention do not include zero accordingly the mediation path was found to be significant. Additionally, since the direct effect is significant, information value partially mediates the relationship between satisfaction and continuance intention, which indicate that information value affects academic performance directly and because of continuance intention. Table 10 show the results of tested hypotheses in this research.

5 Discussion and conclusion

Former research studies have not investigated the impact of integrating essential factors that influence students’ academic performance. Thus, this study investigates the impact of continuance intention satisfaction, information value, and Internet addiction on students’ academic performance gap. Moreover, it investigates the mediating role of continuance intention on the relationship between information value and academic performance and the relationship between satisfaction and the academic performance gap. Therefore, we also tested the relationships between satisfaction and continuance intention and information value and continuance intention. The analysis results in Tables 6 and 7 show that the overall model was significant, and the whole model is correlated with the dependents. The analysis results show that most of the proposed hypotheses are supported. It shows that continuance intention, satisfaction, and information value explain 21.5% of academic performance variance. It also shows that the independent variables of continuance intention cause 19% of variances.

The research results show that continuance intention to use the Internet has a significantly positive effect on students’ academic performance. This finding supports previous research such as (Emeka and Nyeche 2016 ) (Sampath Kumar and Manjunath 2013 ) that confirmed the advantages of using the Internet as students. Using the Internet can help students search for information related to their modules and assignment. In addition, using the Internet can help students working together as groups to connect and collaborate online. Many universities nowadays integrate online learning with traditional teaching methods to create more interactive student-centred learning. Another research study showed that Facebook usage increase students’ academic performance (Naqshbandi et al. 2017 ).

The analysis results confirmed the positive influence of satisfaction on students’ academic performance, which is aligned with previous research results (Goyal et al. 2011 ) (Samaha and Hawi 2016 ). Moreover, it also confirmed that information value has a positive and significant impact on students’ academic performance. Regarding the impact of Internet addiction, the results show that Internet addiction is insignificant influence academic performance. The analysis results show that Internet addiction has a negative but insignificant effect on academic performance B = -0.057, p  = 0.169 > 0.05, which is consistent with the finding of (Kolek and Saunders 2011 ). This can be explained as the type of the tools students are using and the type of the website would had a major role on the impact of the students’ academic performance. For instance, the students who use Internet tools that support their study might be improve their academic performance, whereas the extensive use of Internet on unrelated website to their study might be reduce academic performance. Instead, a balance use of Internet between related and unrelated websites might be not effect students’ academic performance. Therefore, the impact of extensive use of Internet on academic performance might be varied from one group to another based on the type of visited websites and time spent on each type of websites. Moreover, based on the Pearson correlation coefficient, there was no significant linear effect between the demographic variables and the dependent variable except for using the Internet (hours per week). It found that Internet usage has a negative significant correlation with academic performance (r = −.114*, p  < 0.01). This can be justified as the students spend a long time using the Internet; they will waste their time on irrelative contents to their academic study that negatively affects their academic performance. This finding supports the results of previous research (J. V. Chen et al. 2008 )(Samaha and Hawi 2016 ).

This study investigated the relationship between satisfaction and continence intention. The results confirmed that satisfaction has a significant positive impact on students’ Internet continuance intention. This finding supports previous research that found satisfaction with social network sites to have a significant impact on continuance intention to use social network sites (Bae 2018 ). Furthermore, this study examined the influence of information value on continuance intention. The research findings confirmed that information value exhibits a significant influence on continuous intention, which is consistent with (S. Yang et al. 2018 ). The descriptive statistics show the information value has the highest mean score (3.73), which indicate a high positive respondents attitude toward continuance intention.

The mediating role of continuance intention on the relationship between satisfaction and academic performance is examined. The analysis results show that while satisfaction has a significant effect on academic performance, the direct effect of satisfaction on student academic performance in the presence of continuance intention is insignificant. These results indicate that continuance intention is fully mediate the relation between satisfaction and continuance intention. Finally, this research examined the mediating role of continuance intention on the relationship between information value and academic performance. The results confirmed the significant direct effect of information value and the significant effect of information value on academic performance in the presence of continues intention. These findings confirmed the partially mediating role of continuance intention on the relationship between satisfaction and continuance intention.

To conclude, this study investigated the impact of integrating four main factors of Internet usage in students’ context that influence students’ academic performance. It investigated the effect of continuance intention, satisfaction, information value, and Internet addiction on academic performance. The analysis results showed that continuance intention, satisfaction, and information value are positively influencing the students’ academic performance. Moreover, the analysis results showed that satisfaction and information value significantly influence continuance intention to use the Internet. In addition, this study investigates the mediating role of continuance intention on the relationship of satisfaction and students’ academic performance and information value and academic performance gap. The results showed that while continuance intention partially mediates the relationship between information value and academic performance, it fully mediates the relationship between satisfaction and academic performance in university students. Finally, the analysis results showed that Internet addiction does not influence students’ academic performance. Still, it has a negative impact and the number of hours to use the Internet has a negative impact on academic performance. This research study contributes to the emerging body of knowledge by extending the associations between four main factors that influence academic performance. It also contributes to the evolving body of knowledge about the mediating role of continuance intention to use the Internet on the relationship of satisfaction and information value on students’ academic performance. The finding of this research can help educators to advice their students to use Internet appropriately for academic purpose especially for students with low academic performance and grades to improve their academic performance.

6 Limitations and future research

This study was conducted on undergraduate students at one university in Jordan, which would limit the generalizability to other contexts. Therefore, future research can investigate other demographic groups, for example, employees or students from different year levels (or postgraduates). Besides, future research can address cultural differences to investigate if culture can influence continuance intention and academic performance. Furthermore, future research can be applied across different countries to compare and contrast the findings considering contextual factors peculiar for each country or region. This research only focused on four integrating factors that would influence students’ academic performance. Thus, future research can investigate another variable, such as perceived enjoyment and perceived usefulness to enrich the current research. A noteworthy result is that against our expectation, Internet addiction is not a factor that determines academic performance. It can be suggested based on the literature that perceived enjoyment and emotional experience could affect Internet addiction. Therefore, further studies can examine the impact of Internet addiction with another group of variables to identify its effect on academic performance.

Data availability

( Not applicable )

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Maqableh, M., Jaradat, M. & Azzam, A. Exploring the determinants of students’ academic performance at university level: The mediating role of internet usage continuance intention. Educ Inf Technol 26 , 4003–4025 (2021). https://doi.org/10.1007/s10639-021-10453-y

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FACTORS AFFECTING STUDENTS' ACADEMIC PERFORMANCE, FINAL RESEARCH REPORT

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

Samara Journal of Science

Alena Klyushina

Extracurricular activities are an integral part of the educational process of a university. The authors consider extracurricular work as a holistic entity with all the attributes of a system (goal, objectives, functions, structure, content, forms, methods and means). The authors of the paper believe that extracurricular work with students is an important part of education and it is carried out with the aim of creating a system of tools and actions that are responsible for solving urgent problems of education, creating favorable conditions for personal and professional development of university graduates, who should combine deep professional knowledge and skills, high spiritual and moral qualities, be noted for legal and communicative culture, creative self-expression and an active citizenship. The paper discusses extracurricular work features as a factor of students personal development and education, reveals the significance of the problem and suggests solutions. The authors examin...

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The Savvy Scientist

Experiences of a London PhD student and beyond

Thesis Title: Examples and Suggestions from a PhD Grad

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

• Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
• Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
• The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
• Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
• Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

• Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
• Look at some example titles . Such as those featured above!
• If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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260 Academic Performance Research Topics & Essay Examples

📝 academic performance research papers examples, 🎓 simple research topics about academic performance, 👍 good academic performance essay topics to write about, ⭐ interesting topics to write about academic performance, ✅ easy academic performance topics for an essay, 🏆 best academic performance essay titles, 🎓 academic performance writing prompts, ❓ academic performance research questions.

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• Standardized Tests and Their Negative Aspects The paper states that the use of standardized tests for evaluating young people’s abilities is not the best method due to several reasons
• Enhancing Academic Success Through Emotional Intelligence The contribution of emotional intelligence to educational attainment is examined in this essay, clarifying that it is a vital factor in educational achievement.
• Seven Steps to Be Successful in College While learning and gaining knowledge is a primary goal in college, the education process includes several accompanying organizational and lifestyle-oriented processes.
• Educational Success and Barriers to Achievements The purpose of this essay is to define educational success, explore ways to measure it and analyze the barriers to achieving that success.
• Same- and Mixed-Sex Peer Interaction and Academic Achievement The purpose of this essay is to examine same-sex and mixed-sex peer interactions to elucidate their impact on academic performance.
• Social Class and Its Impact on Student Performance This essay discusses controversial issues regarding the impact of social class on students' performance, such as economic status, societal expectations, and individual health.
• Successful Academic Performance Successful academic performance is about obtaining employability qualifications, critical thinking, and personal skills.
• Best Strategies for Learning Orientation Literature on learning orientation does not necessarily touch upon the best strategies directly, but there is still plenty of evidence related to the topic.
• Importance of Self-Esteem & Self-Efficacy for College Students Self-efficacy gives human beings the ability to execute behaviors that will make them achieve their life goals. Self-efficacy affects every area of a person's life.
• Sleep Deprivation and Its Effects on College Students The paper explores the relationship between quality sleep deprivation and its related effect on the academic performance of college-going students.
• Use of Formative Assessments in Diverse Classroom Formative assessment can be characterized as assessment for learning because this approach allows teachers to adjust materials and makes goals transparent to students.
• Aspects of Assessment of Students Local state standards can be effectively aligned with classroom assessment strategies by first understanding what the terms alignment, bars, and assessment refer to.
• Work Hours and Academic Success Relationship A positive correlation between working 20+ hours per week and the negative impact on the study is due to the concomitant factors that overtime work entails.
• Education Assessment: Focus Student The paper discusses education assessment of Jimmy. He has been identified with a learning challenge in reading and sentence construction.
• Attendance and Performance in Non- and Disabled Secondary Students This literature review paper identifies what is known about the effect of poor attendance on academic performance in disabled secondary students and their non-disabled peers.
• Yoga for Improving the Academic Performance This paper determines the effectiveness of yoga as a tool for improving the academic performance of students in high-poverty schools.
• The Assessment in Education: Assessment of Mathematics Learning This paper will consider an Assessment based on various theoretical perspectives with a comprehensive description of how the plan will be used.
• Classroom Design for Students’ High Academic Achievements By effectively connecting design elements and learning about the world through the classroom, a child increases their chances of high academic achievement.
• The Effects of School Climate on Student Achievement The paper demonstrates how climate can influence student performance. With a friendly atmosphere in schools, the adaptive period for students decreases.
• Parenting Styles, Academic Achievement and the Influence of Culture The article acknowledges the existing body of research on the topic of correlations between different parenting styles and levels of academic success.
• Academic Performance of Dual Language Learners The gap in academic success between dual language learners and their monolingual peers is a significant problem that requires decisive action.
• Scholastic Dishonesty and Academic Integrity The paper discusses the significance of academic integrity. It refers to making moral decisions, consulting teachers and peers, and following the school standard.
• Charter Schools: Academic Success to the Poorest Children in the City Charter schools in the city provide the possibility of social mobility and academic success to the poorest and underprivileged children residing in the city.
• Teacher's Evaluation of Student Learning The teacher's assessment activity is a special kind of action that includes control, verification, assessment, and the final result, a mark directed by the teacher to the student.
• Educational Achievement Gaps: Causes and Impacts Factors that contribute to the educational achievement gap are local racial/ethnic differences, the differences in parental income and parental educational achievement, etc.
• The Racial Knowledge Disparity in the U.S. It is vital to eradicate the racial knowledge disparity in the U.S. by providing the students with an equivalent learning experience within the classrooms.
• Video Games and High School Performance in the USA The research seeks to illustrate that video games have a negative effect on high school students' GPAs in the USA based on truancy rates and other vices.
• Tools and Strategies for Academic Success Goal setting is a fundamental strategy in education planning because it enhances focus and motivation, promoting success.
• The Cognitive Performance and Physical Activity Link There are various aspects of the correlation between movement and academic results of children and adolescents thoroughly studied by scholars.
• Perceived Academic Effects of Instant Messaging Use The paper explains the connection between instant messaging use and intellectual impairment by examining its use among students.
• Adequacy Funding Reforms and Achievement Gap The school finance reform of the 1990s is recognized as one of the most efficient alterations in the education system of the USA.
• Portfolio Method of Student Assessment The portfolio method of student and teacher educational assessment is discussed. It has the advantage of providing comprehensive information.
• Enhancing Student Performance Through Motivation Motivation is an essential aspect of learning since it facilitates the student to retain information and view learning as a positive activity.
• Social Media and Student Academic Performance Social media sites impact academic performance positively by enabling students to develop collaborative activities and participate in group discussions.
• Learning Styles and Academic Achievements The learning process is different for every student, as each person may respond more to a specific type of information presentation.
• Academic Help for the Student Some academic work has become too complex for the students to do on their own, and therefore they need help from teachers and parents.
• Curriculum Design Plan for Academic Performance This paper proposes a curriculum plan for the development of academic performance in schools. Academic performance in mathematics declines annually, further confirming concerns.
• Academic Performance of Employed Students The student’s perception of their occupation’s effect on grades significantly influences their academic performance.
• The Impact of School Uniforms on School Safety Identical dresses can promote equality through smoothing the differences in income that are dramatically apparent if everybody wears casual.
• Social-Emotional Skills Program for Preschoolers During the early 21st century, it was reported that the ability to regulate behaviors and emotions could be seen as the fundamental skills showcasing a child’s school readiness.
• The Wechsler Individual Achievement Test–III for Students The Wechsler Individual Achievement Test–III is a student performance examination that assesses the learnt information in the fields of Reading, Written Communication, and Maths.
• Academic Performance of Daniel Outside the class, Daniel is a sociable teenager, but he often struggles to concentrate in class, which is why he has been falling behind in most of his subjects.
• Students’ Mental Health and Academic Achievement The issue of academic success and mental health of students in modern society has become relevant because all adolescents were forced to learn remotely in 2020.
• Retention of Black and Hispanic Students at White Institutions The higher education policy in the US takes pride in its proactive strategy for diversification. A range of colors, cultures, and nations coexist in university.
• Ethical Considerations of Summative Assessments Some forms of summative assessments can provide valuable results on the student’s development and help define what knowledge areas the student needs to improve
• Aspects of Academic Developmental Levels The paper reviews the approaches needed to take students through four academic and developmental levels. They are Foundations, scholars, explorers, and missionaries.
• Authentic Performance Assessments Authentic performance assessments are to demonstrate what learners have acquired in class instead of testing their abilities through traditional quizzes.
• Social-Emotional Skill Program to Enhance Learning in Preschoolers This research studies the relationship between three variables, the learners' socio-emotional skills and their academic and behavioral outcomes in pre-schoolers.
• Meta-Assessment: Evaluating Assessment Activities "Meta-assessment: Evaluating assessment activities" presents a set of recommendations on the many variable ways that the assessment process can be improved.
• School Factors That Contribute to the Underachievement of Students of Color "School factors that contribute to the underachievement of students of color" examines factors that affect African American children's academic progress.
• The Race and Class Impact on Academic Performance Students from poor and minority communities suffer worse educational outcomes for several reasons. Both race and class significantly impact academic performance.
• Instructional Theories in the Classroom Context The paper highlights the instruction theories that may be used to improve students' learning and argues how they are employed in the classroom context.
• Indicators for Measuring Students’ Performance in Moodle It provides the students with helpful feedback on their strengths and weaknesses within the critical areas of CPCE.
• Intellectually Gifted vs. Average-Ability Students The paper explores the differences and similarities between gifted and average students in terms of school performance, motivation, and subjective well-being.
• Intelligence Testing in Academics and Education The principal techniques of evaluating a person’s performance on various diagnostic devices as a model for estimating future behavior have been referred to as psychometric testing.
• Type A Personalities and Academic Achievements A large body of academic work suggests that Type A personalities are more likely to express higher academic achievement.
• K-12 Education: Mandated Tests’ State Scores K-12 education stakeholders should ensure that K-12 teachers know the second language to improve Non-White students’ performance in mandated tests.
• COVID-19 Impact on Student Academic Performance The onset of COVID-19 impacted many sectors including education. Strict governmental regulations necessitate the adoption of virtual meetings.
• Summative and Formative Assessment Tests End of Unit Test is a summative test because it is undertaken when the unit is completed. Baseline tests are formative tests because instructors use them to improve their teaching.
• Correlation Between Teacher Knowledge and Student Achievement in Spelling The correlation between teacher knowledge and student achievement turns out to be a critical point for evaluating the overall quality of education.
• Steps to Follow When Preparing an Achievement Test The paper aims to illustrate the steps to follow when preparing a balanced test measuring various learning outcomes.
• Significance of Assessment in the Learning Process With so many challenges in determining the most suitable assessment in different institutions, assessment is essential in the learning process.
• Girls’ and Boys’ Academic Success in Schools Girls have more success in education, especially in learning the exact sciences. Their learning is not affected by their level of social, or economic status.
• Ethnicity and Academic Performance The paper indicates ethnic diversity positively impacts minority students' test scores. It hurts social integration among students and teachers.
• The Character and Academic Performance Relationship
• Grades: The Role in Educational Process
• The Assembling Models Which Vital in the Growth of Students’ Progress
• The Effect of Color Coding on the Performance of EFL Students
• Importance of Student Assessment: Tests Analysis
• Positive Behavior Intervention Support in Schools to Improve Student
• Ethics in Learning Assessments
• Testing Reliability in Education
• Social Factors of Academic Achievement in Postgraduate Students
• Formative Assessments and Raising Attainment Levels
• Specialized Diagnostic Assessments in Education
• The Qualities of a Good Student
• Classroom Assessment in Science
• Good Learner Performance and Recreational Activities
• The Florida Mathematics Standards Assessment Program
• School-Aged Children: Conducting Elementary Test
• Adverse Effects of Virtual Learning on Academic Performance
• Independent Studying and Its Effect on the Student’s Academic Achievements
• Instant Messaging Impact on Educational Achievements
• How to Study More Effectively?
• The Outdoor Learning Benefits and Effectiveness
• Debunking the Homework Myth: Examining the Impact on Student Achievement
• Theories of Skills Assessment in ESL
• The Academic Performance of Hispanic Students in College
• Should the Professor Read and Grade Each Essay?
• Personal Development of Academic Skills
• Are Electronics Making Students Lazier When It Comes to Learning?
• Impact of Electronic Learning on the Educational Performance
• Lack of Parental Involvement Leads to Poor Student Achievement
• No Homework Policy in Primary Schools of Abu Dhabi
• No Homework Policy: Analysis of Research Study
• Single Parent and Child’s Academic Performance
• Mental Health Associations With Academic Performance and Education Behaviors
• Successful Academic Performance During Childhood
• Effects of Sleep on Academic Performance Sleep and leisure in general have great influence on the performance and achievement of students, both in class and in their future careers.
• Sleep and the Effect It Has on Academic Performance
• Positive and Negative Structures and Processes Underlying Academic Performance
• The Different Factors Affecting Students Academic Performance
• The Influence of Opioid Misuse on Academic Achievement of Veteran Students The proposed research aims at closing the gap in existing literature by studying the influence of opioid misuse on academic achievement of veteran students.
• Time Preferences, Study Effort, and Academic Performance
• Academic Performance and Personality Types
• Relationship Between Breakfast and Academic Performance
• Social Media Dramatically Influences Social Identity The origin of social media usage and the initiatives leading a modern man to be a part of it have complex content and will be researched from each side.
• Relationship Between Alcohol Consumption and Academic Performance
• Swine Flu and the Effect of Compulsory Class Attendance on Academic Performance
• School-year Employment and Academic Performance of Young Adolescents
• A Study on How Standardized Testing Affects an Individual with Test Anxiety People want to be sure that their education brings positive results to their professional growth and personal development.
• Parental Involvement That Boost Young Children’s Academic Performance
• Music Genres: The Effects on a Student’s Academic Performance
• School Violence and Academic Performance
• Causes and Effects of Anxiety in Children This work not only systematizes the findings of the causes of anxiety in children but also provides arguments from various authors about how to help the target population.
• Peer Victimization and Academic Performance
• Quality Matters More Than Quantity: Parent-child Communication and Adolescents Academic Performance
• Self Efficacy and Perceived Academic Performance of Students
• How Personality Influences Academic Performance This paper comes to the conclusion that personality affects academic success; however, proper work should not interfere with success in any way.
• Academic Performance and Use of Electronic Gadgets Among Secondary Students
• Self-esteem and Its Effects on the Academic Performance of Students
• Social Anxiety and Academic Performance
• Working Students and Academic Performance
• Mental Illness and Its Effects on Academic Performance
• Relationship Between Personality and Academic Performance
• Big Five Personality Test and Academic Performance The main objective of this paper is to determine if the Big Five Personality Test can be used as a tool to predict students’ academic performance.
• Social Media’s Negative Effect on Academic Performance
• Social Class and Academic Performance
• Student Support and Academic Performance: Experiences at Private Universities in Mexico
• Teachers Behavioral Attitude and Its Effect on Students Academic Performance
• Parenting Style Its Impacts on Academic Performance
• Academic Performance and Part-time Employment Among High School Seniors
• The Impact of Stress on Academic Performance Stress had a universal presence in living creatures since the dawn of life, it does not mean that we should not try to avoid it and help reduce it for others.
• Predicting Student Academic Performance: Role of Knowledge Sharing and Outcome Expectations
• The Arts and Its Effect on Academic Performance
• The Link Between Malnutrition and Academic Performance
• How Life Outside of a School Affects Students Academic Performance
• Video Games Affect on the Academic Performance of an Individual
• Sleep Deprivation among College Students: Assessing Academic Performance
• Time Management and Academic Performance The research seeks to show that proper time management enables students to perform well in academics. The relationship between time management and academic performance.
• Improving Academic Performance in Mathematics with Games and Active Learning
• Factors Contributing to Academic Performance of Students
• Student Academic Performance: The Role of Motivation
• Physical Activity, Fitness, and Physical Education: Effects on Academic Performance
• Which Factors Determine Academic Performance of Undergraduate Students in Economics?
• How Personality Treats Impact the Academic Performance?
• How Playing Computer Games Affect Student Academic Performance?
• Which Factors Determine Academic Performance of Economics Freshers?
• How Love Relationships Affect Students Academic Performance?
• Will Parental Involvement Affect Academic Performance?
• How Does Stress Affect Academic Performance?
• How Does Music Education Improve Academic Performance?
• Does Sleep Quality Affect Medical Students Academic Performance?
• How Does the New Grading System Affect Academic Performance?
• Does Television Viewing Affect Academic Performance?
• How Do Violent Video Games Affect Academic Performance?
• How Students Can Feel About Their Academic Performance?
• Can Reading Programs Improve Reading Skills and Academic Performance in Rural China?
• How Parental Attitude Affects the Academic Performance of the Students?
• Does Sleep Deprivation Effect Academic Performance?
• Can Personality Traits Predict One’s Academic Performance?
• How Internet Addiction Affects Students’ Academic Performance?
• How Does Physical Education Affect Academic Performance?
• How Would One Extra Year of High School Affect Academic Performance in University?

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110+ Exceptional Education Research Topics Ideas

Topics for education research usually comprise school research topics, research problems in education, qualitative research topics in education, and concept paper topics about education to mention a few.

If you’re looking for research titles about education,  you’re reading the right post! This article contains 110 of the best education research topics that will come in handy when you need to choose one for your research. From sample research topics in education, to research titles examples for high school students about education – we have it all.

Educational Research Topics

Research title examples for college students, quantitative research titles about education, topics related to education for thesis, research titles about school issues, ph.d. research titles in education, elementary education research topics, research title examples about online class, research titles about modular learning, examples of research questions in education, special education research titles.

The best research titles about education must be done through the detailed process of exploring previous works and improving personal knowledge.

Here are some good research topics in education to consider.

What Are Good Research Topics Related to Education?

• The role of Covid-19 in reinvigorating online learning
• The growth of cognitive abilities through leisure experiences
• The merits of group study in education
• Merits and demerits of traditional learning methods
• The impact of homework on traditional and modern education
• Student underdevelopment as a result of larger class volumes
• Advantages of digital textbooks in learning
• The struggle of older generations in computer education
• The standards of learning  in the various academic levels
• Bullying and its effects on educational and mental health
• Exceptional education tutors: Is the need for higher pay justifiable?

The following examples of research titles about education for college students are ideal for a project that will take a long duration to complete. Here are some education topics for research that you can consider for your degree.

• Modern classroom difficulties of students and teachers
• Strategies to reform the learning difficulties within schools
• The rising cost of tuition and its burden on middle-class parents
• The concept of creativity among public schools and how it can be harnessed
• Major difficulties experienced in academic staff training
• Evaluating the learning cultures of college students
• Use of scientific development techniques in student learning
• Research of skill development in high school and college students
• Modern grading methods in underdeveloped institutions
• Dissertations and the difficulties surrounding their completion
• Integration of new gender categories in personalized learning

These research topics about education require a direct quantitative analysis and study of major ideas and arguments. They often contain general statistics and figures to back up regular research. Some of such research topics in education include:

• The relationship between poor education and increased academic fees
• Creating a social link between homeschool and traditional schoolgoers
• The relationship between teacher satisfaction and student performance
• The divide between public and private school performance
• The merits of parental involvement in students’ cognitive growth.
• A study on child welfare and its impact on educational development
• The relationship between academic performance and economic growth
• Urbanization in rural areas and its contribution to institutional growth
• The relationship between students and professors in dissertation writing
• The link between debt accumulation and student loans
• Boarding schools and regular schools: The role these two school types play in cognitive development

Educational-related topics used for a thesis normally require a wide aspect of study and enough educational materials.  Here are some education research topics you can use for write my thesis .

• The difficulties of bilingual education in private universities
• Homework and its impact on learning processes in college education
• Dissertation topic selection: Key aspects and research obligations
• Social media research topics and their educational functions
• A detailed educational review of student learning via virtual reality techniques
• Ethnicities in universities and their participation in group activities
• The modern approach to self-studying for college students
• Developing time management skills in modern education
• Guidelines for teacher development in advanced educational institutions
• The need for religious education in boarding schools
• A measure of cognitive development using digital learning methods

A research title about school issues focuses on activities surrounding the school environment and its effects on students, teachers, parents, and education in general. Below are some sample research titles in education, relating to school issues.

• Learning English in bilingual schools
• A study of teachers’ role as parent figures on school grounds
• Addressing the increased use of illegal substances and their effects in schools
• The benefits of after-class activities for foreign students
• Assessing student and teacher relationships
• A study of the best methods to implement safety rules in school
• Major obstacles in meeting school schedules using boarding students as a case study
• The need for counseling in public and private schools: Which is greater?
• Academic volunteering in understaffed public schools
• Modern techniques for curbing school violence among college students
• The advantages and disadvantages of teacher unions in schools

As you create your proposed list of research topics in education, consider scientific journals for referencing purposes. Here are some Ph.D. research titles for education.

• The modern methods of academic research writing
• The role of colleges in advanced mental care
• The merits and demerits of Ph.D. studies in Europe and Africa
• Interpersonal relationships between students and professors in advanced institutions
• A review of community colleges: merits and demerits
• Assessing racism in academic ethnic minorities
• The psychological changes of students in higher education
• The questionable standards of student loan provisions
• The merits of personalized teaching techniques in colleges
• The wage gap between private and public university teachers
• Teacher responsibilities in private universities versus public universities

The research topics in elementary education in 2023 are very different from the elementary education research topics from five or ten years ago. This creates interesting grounds for different research titles for elementary education.

Here are some elementary education title research ideas.

• Assessing quick computer literacy among elementary school pupils.
• The role of video games in childhood brain development
• Male vs female role models in early education periods
• The advantages of digital textbooks in elementary schools
• The impact of modern curriculums on elementary education
• Lack of proper school grooming is a cause of violence.
• Should elementary school children be taught about LGBTQ?
• A review of the need for sexual education in elementary schools
• The effects of emotional dependence in early childhood learners.
• The need for constant technology supervision of elementary school students
• Advantages of computer-guided education in elementary schools

Here are some research title examples for students taking online classes.

• The academic difficulties experienced by online students.
• A study of decreased attention in online classes
• The upsides and downsides of online education
• The rising fees of online and traditional education in universities
• A detailed study on the necessity of college internships
• The need to provide college scholarships based on environmental achievements
• How online education terminates university fraternities and sororities.
• The role of academic supervisors in career selection
• Why interactive assignments improved learning capabilities during the pandemic
• Merits of education in online learning environments
• Why online lessons are the least effective for some college students

The modular learning approach focuses primarily on learning outcomes. Here are some examples of research titles about modular learning.

• Modular learning and the role of teachers in its execution
• Teaching techniques of religious institutions
• Potential risks of accelerated learning
• Modular learning on students’ future performances
• The general overview of modular learning amongst students
• The modern Advantages and disadvantages of inclusive classes
• Observing student developments in modular learning
• Music therapy for fostering modular learning techniques
• The creation of a personalized curriculum for students.
• Applications of modular learning both in home-schooling?
• The benefits of modular learning towards creating a more holistic educational system

These research title examples about education answer important questions and they can also be argumentative essay topics .

Here are some titles of research about education questions.

• What impacts do learning approaches provide for students?
• How can schools manage their increasing gender differences?
• What fosters the provision of learning needs?
• What are the best educational recruitment methods?
• How can cognitive development improve education?
• How can you assess the moral growth of institutions?
• What are the primary causes of educational differences in geographical locations?
• How can institutions address increasing mental health needs?
• Why is early intervention essential in students with mental health setbacks?
• What are the characteristics of mental health deterioration among students?
• What techniques are acceptable in regulating the violence of students in institutions

Some of the research title examples about education include:

• How do schools create more personalized learning methods?
• Evaluating mental health setbacks during education
• The impact of modern technology on special education
• The cognitive improvements via specialized learning in dyslexic children
• The psychological link between dyslexia and bullying in high school
• Impact of social isolation in special education classes
• The difficulties in providing specialized learning environments
• A study of orphan students with disabilities and their aptitudes for learning
• How special classes improve the self-esteem of disabled students.
• How to use modern teaching techniques in unique learning environments.
• A study of the application of digital games to autistic learning

Final words about education research topics

We have provided some reliable examples of a research topic about education you can use for write my thesis . You can use these research titles in education to cultivate your ideas, create inspiration, or for online research. Remember always to select a topic that you’re naturally passionate about and do diligent research, and reach out to our professional writing services if you need any help.

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Graduate School of Arts and Sciences

Gsas students shine in 2024 three minute thesis competition.

April 30, 2024

Ayla Cordell | Graduate School of Arts and Sciences

The 2024 Three Minute Thesis Competition (3MT) at Brandeis Graduate School of Arts & Sciences was not Will Dahl’s first rodeo. “It took me two tries,” the Molecular and Cell Biology PhD student said. “On my first attempt last year, I missed a line and stood silent for what felt like ages. To be honest, I was terrified!” This year, Will took home the first place prize for the Sciences of $1,000 and the overall win. He credits his success to careful planning, refinement, and lots of practice. He focused on formatting his talk as a story that would resonate with a wide audience: “Every sentence must be calibrated to communicate, and there is no room for asides. The talk converges from broader impacts to the actual thesis.”

Explaining your research in just three minutes is a tall order, but on April 5, the third annual 3MT Competition, founded by the University of Queensland , saw ten GSAS students meet that very task. Marika McCann, Associate Director of Professional Development at GSAS and member of the 3MT team, alongside Associate Professor of Anthropology and Faculty Director of Professional Development Jon Anjaria; Anahita Zare of MRSEC ; and Becky Prigge, Assistant Dean of Student Affairs at GSAS, said this about the 2024 competitors: “Our team was very impressed with how hard our students worked and the overall enthusiasm they brought to their talks. The audience learned so much from our students in this short time, including the possibility of early detection of Parkinson’s Disease, the importance of examining circadian rhythms, patterns in Honduran ceramics, and Tamil transfeminine performance in post-war Sri Lanka.”

Under the bright white stage lights and looking out upon an audience of friends, family, members of the Brandeis community, and a panel of five judges, finalists took to the Spingold Theatre stage. While it was certainly nerve-wracking, contestants noted the benefits of presenting in this format.

Manning Zhang, who won first place in the Humanities/Creative Arts/Social Sciences category, said the best moment of the competition was standing on the stage for the final round with rushing adrenaline. Acknowledging that few friends and family know about what she researches in Sociology and Health Policy, she began sharing more with them to understand how different people would react to her research. While this helped her prepare for the competition, it ended up holding deeper meaning for Zhang: “It took me a really long time to pursue my research and say, ‘This is meaningful.’ Getting feedback from people and hearing that they understand what I’m doing is really important to me.”

Victoria Khaghani, a Master’s student in Anthropology who was Runner Up in the Humanities/Creative Arts/Social Sciences category, echoed this sentiment. “You have to push yourself pretty hard to be able to condense your research down. But being able to then present my research to my family and have them say, ‘We finally understand what you’re doing,’ where they can understand the importance of it…that was huge.”

While contestants hoped to teach their audience something about their research, some finished the competition having learned new things about themselves. “I really like speaking in front of people,” Pranav Ojha, a Molecular and Cell Biology PhD student, discovered. “Figuring out what words to say, how to communicate them to inspire care - I enjoyed that process, and I’m coming out of it with different career ideas.” His passion for public speaking was evident - Ojha finished the competition with a total $1,250, after winning both Runner Up in the Sciences and the People’s Choice Award, which is determined through audience vote.

The final round may have showcased three minutes of individual presentation, but 3MT thrives as a collective and collaborative effort. “This is one of the only opportunities GSAS students at Brandeis have to share their research with the overall Brandeis community, outside of their departments,” McCann noted. Zhang (Sociology and Health Policy) even reached out to 2022 winner Emiliano Gutierrez-Popoca (PhD English ‘23), whose talk on Master-Servant Relations in Early Modern Drama led him to the National 3MT competition. Though they come from different disciplines, 3MT provided a platform for shared experience, and Popoca helped Zhang revise her draft for the final round. “I’ve gained a lot of rapport with people I didn’t think I could have rapport with…networking is very precious,” Zhang said. The 3MT community at Brandeis continues to strengthen and grow, and we cannot wait for next year!

Special thanks to 3MT sponsors: Graduate School of Arts and Sciences, Materials Research Science and Engineering Center, Mandel Center for the Humanities, Office of the Vice Provost for Research, and the Division of Sciences

This year’s winners include:

First Place - William Dahl (overall winner), Molecular and Cell Biology, Stressed Cells' Secret Weapon for Survival

Runner Up - Pranav Ojha, Molecular and Cell Biology, What Makes our Clock Tick: A Look at Where It All Starts

Humanities/Social Sciences/Creative Arts

First Place - Manning Zhang, Sociology and Health Policy, Move It or Lose It

Runner Up - Victoria Khaghani, Anthropology, The Devil’s in the Details: Neglected Patterns of Honduras

People’s Choice

Pranav Ojha

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Computer Science > Computation and Language

Title: phi-3 technical report: a highly capable language model locally on your phone.

Abstract: We introduce phi-3-mini, a 3.8 billion parameter language model trained on 3.3 trillion tokens, whose overall performance, as measured by both academic benchmarks and internal testing, rivals that of models such as Mixtral 8x7B and GPT-3.5 (e.g., phi-3-mini achieves 69% on MMLU and 8.38 on MT-bench), despite being small enough to be deployed on a phone. The innovation lies entirely in our dataset for training, a scaled-up version of the one used for phi-2, composed of heavily filtered web data and synthetic data. The model is also further aligned for robustness, safety, and chat format. We also provide some initial parameter-scaling results with a 7B and 14B models trained for 4.8T tokens, called phi-3-small and phi-3-medium, both significantly more capable than phi-3-mini (e.g., respectively 75% and 78% on MMLU, and 8.7 and 8.9 on MT-bench).

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