The study was conducted in order to study breakfast skipping (BKS) frequency, factors associated with, health consequence and undergraduate students academic performance during Covid-19 pandemic as earliest studies focusing on this area. A cross-sectional study was carried out among 2225 of undergraduate students. The study was carried between the period of 15/1/2020 to 3/4/2020 using an online self-report Breakfast Eating Habit Survey (BEHS). The BEHS survey was divided into two sections. The first sections included sociodemographic information (gender, BMI, age, smoking, residency, parental education, family income, studying system and stage (public or private), and studying institution (university or institute) academic performance. The second part included questions regarding breakfast eating habits including frequency of skipping meals, factors related to BKS health consequences and types of snacks. Logistic regression is a common technique used for modeling outcomes that fall into the range of 1 and 0. For this purpose, a logistic regression was performed to find adjusted odds ratio and crude odds ratio. The results showed that the majority of participants were female (1238, 55.7%). Out of 2,224 students, 2059 are aged between 18 to 24 years. Most of the participants were from first level (26.5%), second level (32.8%), third level (17.6%) or the fourth level (21.3%). Over 92% of participants were single and about 68% came from families of medium income families. The statistical analysis showed that the odds of BKS is reduced among students who live in accommodation by 54% (odds ratio = 54%, CI (41-71%), p value = 0.000). It seems that students with low income and normal or higher BMI are more likely to skip breakfast more regularly. The odds of skipping breakfast among students with BMI of 18-24.9 is reduced by 41% (odds ratio = 59%, CI (27%-93%), p value = 0.027) and the odds of BKS is reduced among students with BMI of 25-29.9 by 45% (odds ratio = 55%, CI (31-95%). Additionally, students with medium or high incomes are more likely to skip breakfast as much as twofold in comparison with students with low income (medium income (odds ratio = 1.85, CI (1.08-3.17), p-value = 0.024), high income (odds ratio = 1.98, CI (1.12-3.51), p-value = 0.019). The most common reasons for skipping breakfast included include time constraint, not hungry, breakfast is not ready, afraid to be overweight and lack of appetite. The consequences of skipping breakfast were feeling hungry throughout the day, feeling tired, and not paying attention in class and low academic performance. To concluded, BKS during Covid-19 is more common among students with higher BMI, higher income and living in accommodation. The main reason is time constraint and the most common health problems are being tired and luck of attention.

BACKGROUND: Higher education students exhibit heightened sensitivity to environmental changes as they navigate the critical transition from adolescence to adulthood. The coronavirus disease 2019 (COVID-19) pandemic has posed unprecedented challenges to universities worldwide, exemplifying a crisis that profoundly affects the learning outcomes and psychological status of college students. Although it is known that campus lockdown has triggered dramatic changes in lifestyles, learning outcomes, and psychological statuses, in-depth knowledge of the causal relationships among these changes remains largely unclear.
METHODS: Here, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic.
RESULTS: Our results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students\' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher\'s C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher\'s C = 59.568, P = 0.809).
CONCLUSIONS: Our study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students\' psychological well-being and academic performance in the post-pandemic era.

UNASSIGNED: Data suggest that Ghana has made significant improvements in the educational system, resulting in some accomplishments. Nonetheless, pupils\' academic performance at the junior high school level and in the Basic Education Certificate Examination (BECE) remains poor nationally. Some factors have been identified to influence poor academic performance in some parts of Ghana, but none in the Krachi West district. Thus, it has become imperative to determine the local factors accountable for this trend and identify the most appropriate localised solutions.
UNASSIGNED: An embedded research design was employed to ascertain the influence of pupils\' characteristics and school environment factors on academic performance. In all, 361 participants (325 BECE candidates, 12 teachers, 12 head teachers and 12 PTA/SMC Chairpersons) were selected using cluster sampling, simple random and purposive sampling across 12 schools in the district. The academic performance of pupils was assessed using scores from six (6) subjects in the standardised district-level mock examination.
UNASSIGNED: Based on the examination scores, half of the pupils performed poorly in the six subjects. Even though from the quantitative study, pupils\' characteristics had no significant influence on academic performance, school location (β = -3.29, p < 0.01), school type (β = 1.15, p < 0.01), and school environmental factors (β = 0.807, p = 0.024) were significant predictors of academic performance in the district. Pupils in private schools were thrice more likely to achieve average academic performance than pupils from public schools (OR = 3.2, CI = 1.06-9.47). Also, schools with good environmental factors were twice as likely to have average academic performance than schools with poor environmental factors (OR = 2.2 CI = 1.11-4.52).
UNASSIGNED: While school environment factors and pupil characteristics have a relationship with academic performance as suggested by the ecological theory, it was established in this study that only school location, school type and school environment factors were the significant predictors of academic performance in the Krachi West District. Therefore, education stakeholders need to consider these predictors when coming up with integrated but local strategies to improve pupils\' academic performance in that district.

The COVID-19 pandemic had radically changed higher education. The sudden transition to online teaching and learning exposed, however, some benefits by enhancing educational flexibility and digitization. The long-term effects of these changes are currently unknown, but a key question concerns their effect on student learning outcomes. This study aims to analyze the impact of the emergence of new models and teaching approaches on the academic performance of Computer Science students in the years 2019-2023. The COVID-19 pandemic created a natural experiment for comparisons in performance during in-person versus synchronous online and hybrid learning mode. We tracked changes in student achievements across the first two years of their engineering studies, using both basic (descriptive statistics, t-Student tests, Mann-Whitney test) and advanced statistical methods (Analysis of variance). The inquiry was conducted on 787 students of the Lublin University of Technology (Poland). Our findings indicated that first semester student scores were significantly higher when taught through online (13.77±2.77) and hybrid (13.7±2.86) approaches than through traditional in-person means as practiced before the pandemic (11.37±3.9, p-value < 0.05). Conversely, third semester student scores were significantly lower when taught through online (12.01±3.14) and hybrid (12.04±3.19) approaches than through traditional in-person means, after the pandemic (13.23±3.01, p-value < 0.05). However, the difference did not exceed 10% of a total score of 20 points. With regard to the statistical data, most of the questions were assessed as being difficult or appropriate, with adequate discrimination index, regardless of the learning mode. Based on the results, we conclude that we did not find clear evidence that pandemic disruption and online learning caused knowledge deficiencies. This critical situation increased students\' academic motivation. Moreover, we conclude that we have developed an effective digital platform for teaching and learning, as well as for a secure and fair student learning outcomes assessment.

As the application of visual-spatial skills in academic disciplines, vocational fields and daily life is becoming more and more prominent, it is of great theoretical and practical significance how to make use of big data and artificial intelligence technology to conduct research on the relationship between visual-spatial skills and students\' grades. This paper explores and analyses from the perspective of artificial intelligence, combining students\' visual-spatial skills and students\' specific attribute characteristics to construct an expert system, which defines the prediction of academic performance as a classification problem corresponding to the five categories of excellent, good, moderate, passing, and weak, respectively, and based on which a deep neural network-based classification prediction model for students\' performance is designed. The experimental results show that visual-spatial skills plays an important role in the professional learning of science and engineering students, while the classification model designed in this paper has high accuracy in the grade prediction process. This paper not only helps to fill the gaps in the current research field, but is also expected to provide scientific basis for educational practice and promote the development of the education field in a more intelligent and personalized direction.

BACKGROUND: Despite expectancy theory\'s widespread appeal and influence as a framework for motivation in organizational and educational settings, studies that have examined the theory\'s validity for performance-based outcomes, particularly with academic performance as the criterion, have been characterized by inconsistent results. Given numerous methodological concerns associated with past studies (e.g., prevalence of between-person rather than within-person design), we examined the predictive validity of expectancy theory for academic performance using methods that were consistent with the theory\'s original conceptualization. Additionally, we assessed the validity of the theory for students\' study effort.
METHODS: The final sample included 123 undergraduate students who reported their final grades in four courses. Study effort and other variables were measured with self-report surveys. Because course grades were nested within each person, multilevel modeling was used to test study hypotheses.
RESULTS: Both the valence model and the force model predicted a student\'s current study effort, but contrary to expectations, neither model predicted a student\'s final course grades. In contrast, both valence for academic success and the simplified force model (based only on valence and expectancy) predicted current study effort, final course grades, and explained incremental variance beyond cognitive ability. Furthermore, the predictive validity of this force model was relatively stable across the 11 weeks of the study.
CONCLUSIONS: Based on methods congruent with expectancy theory\'s original framework, we find that the force model does not predict academic performance. An alternative version of the model, however, predicts course grades and has incremental validity over cognitive ability. Our results have several significant theoretical and practical implications.

OBJECTIVE: Immersive simulation is an innovative training approach in health education that enhances student learning. This study examined its impact on engagement, motivation, and academic performance in nursing and midwifery students.
METHODS: A comprehensive systematic search was meticulously conducted in 4 reputable databases-Scopus, PubMed, Web of Science, and Science Direct-following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The research protocol was pre-registered in the PROSPERO registry, ensuring transparency and rigor. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument.
RESULTS: Out of 90 identified studies, 11 were included in the present review, involving 1,090 participants. Four out of 5 studies observed high post-test engagement scores in the intervention groups. Additionally, 5 out of 6 studies that evaluated motivation found higher post-test motivational scores in the intervention groups than in control groups using traditional approaches. Furthermore, among the 8 out of 11 studies that evaluated academic performance during immersive simulation training, 5 reported significant differences (P<0.001) in favor of the students in the intervention groups.
CONCLUSIONS: Immersive simulation, as demonstrated by this study, has a significant potential to enhance student engagement, motivation, and academic performance, surpassing traditional teaching methods. This potential underscores the urgent need for future research in various contexts to better integrate this innovative educational approach into nursing and midwifery education curricula, inspiring hope for improved teaching methods.

The main thrust of this study was to assess the infrastructure inequality and academic performance nexus. Education statistics (2018) from the Ghana Statistical Service was used for the study. Firstly, ANOVA was used to estimate whether district-level academic performance differed at various infrastructure distribution levels (Infrastructure Quintile levels). The study further assessed the relationship between infrastructure and academic performance based on the System General Methods of Moments technique. It was found that the difference in district-level academic performance is conditioned on the infrastructure inequality. Also, previous academic performance had a significant positive relationship with performance. A U-shaped relationship found to exist between academic performance and class size, The study recommends the pursuit of policies aimed at bridging the education infrastructure gap such as prioritisation of education infrastructure development in deprived communities, so as, to impact academic performance.

OBJECTIVE: Individuals with sickle cell disease (SCD) are at heightened risk of poor neurocognitive and academic outcomes. The relationship between fine motor skills and academic outcomes is not well understood.
OBJECTIVE: To compare the fine motor skills of individuals with SCD with normative expectations, test whether demographic and medical factors are associated with fine motor performance, and determine the impact of fine motor performance on academic performance.
METHODS: Cross-sectional.
METHODS: St. Jude Children\'s Research Hospital.
METHODS: Individuals with SCD (N = 376; ages 8-24 yr).
METHODS: Fine motor outcomes included visual-motor integration, manual dexterity, and graphomotor speed. Academic outcomes included math fluency and word reading. Demographic and medical variables were obtained via medical records and interviews.
RESULTS: Compared with normative expectations, the performance of individuals with SCD on all fine motor measures was lower than expected. Male sex, lower socioeconomic status, and lower oxygen saturation was associated with slower graphomotor speed. Lower socioeconomic status and older age were associated with lower visual-motor integration scores. Performance on all fine motor measures was positively associated with math fluency and word reading.
CONCLUSIONS: Individuals with SCD exhibited poorer than expected fine motor skills across multiple motor domains, and these deficits were associated with poorer academic outcomes. Early referral to intervention services for fine motor skills may facilitate improved academic outcomes for individuals with SCD. Plain-Language Summary: This study had three objectives: (1) Compare the fine motor skills of people with sickle cell disease (SCD) with normative expectations, (2) test whether demographic and medical factors are associated with fine motor performance, and (3) determine the impact of fine motor performance on academic performance. We found that SCD is a risk factor for lower than expected fine motor performance across multiple fine motor domains and that these deficits also affect functional academic skills.

There has been a surge in the efforts to efficiently improve students\' academic performance recently such that their depth of learning as well as their academic attainment is elevated. The identification of the needs and requirements of students is imperative for this to materialize. The classroom setting differs around the globe, with several factors affecting how teaching and learning are conducted. Versatile cognitive preferences among students also play a unique role in the way they acquire education. Active learning is a strategy that challenges the traditional teacher-centered paradigm. One such technique in active learning involves the \"flipped classroom,\" also called \"inverted classroom.\" The flipped classroom has been introduced as a novel educational technique in numerous areas of learning and has proven to have a more favorable influence. The concept of the flipped classroom is relatively novel in this regard. The idea and application of flipped classrooms and their effect on the academic performance of students with different cognitive styles have been studied by many researchers. Didactic lectures usually take a back seat (as supportive videos) to facilitate student learning in this format. This review aims to examine the mechanisms through which the flipped classroom approach affects the two cognitive styles: field-dependent and field-independent. The online component of the flipped classroom favors the field-independent students and helps them perform better through an in-class session as compared to the field-dependent students. The review further discusses the benefits of the flipped classroom for both field-dependent and field-independent students.