Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.

This article examines the degree to which student engagement explains their academic achievement. According to the author, student engagement includes both the time a student spends on a task and the willingness to participate in other activities. The main idea outlined in this article is the relationship between student engagement and academic performance. The author supports this idea by explaining concepts such as class engagement and campus engagement. With campus engagement, the author asserts that giving value to campus, participation in activities and sense of belonging are significant aspects of the student engagement. Class engagement entails emotional, cognitive and behavioral responses of students to activities in class and outside.

Additionally, the author provides a strong theoretical support to student achievement by explaining the participation-identification model. The model illustrated the idea that student participation in school and class activities increases their performance. Similarly, the increase in their performance has a positive influence on the way they identify with the school. The article is useful to my topic because it shows the relationship between student engagement and academic performance, which are factors that influence student retention in higher education.

Martirosyan, N. M., Saxon, D. P., & Wanjohi, R. (2014). Student satisfaction and academic performance in Armenian higher education. American International Journal of Contemporary Research, 4(2), 1-5.

The article describes the relationship between student satisfaction and academic performance in higher education. The authors argued that the evaluation of the student’s knowledge and the teaching processes of the institution allows educators to gauge student’s satisfaction with the college experience. The main idea was to find if there was a significant correlation between student satisfaction and academic performance. According to the authors, institutional and personal attributes of students impact their satisfaction with college experience. Moreover, the intentions and behaviors of a person may be predicted by examining their attitudes. Student satisfaction is based on their reason to join the college and various aspects of the institution such as the teaching process, interactions with teachers, financial resources, educational equity programs and campus events. The authors performed the research by collecting data from a sample of 372 students. The authors used a self-reported questionnaire, and the findings from the statistical analysis indicated a significant relationship between student satisfaction and academic performance. The article is relevant to my topic since the information provided is up-to-date and from a reliable source.

Othman, N., Nordin, F., Nor, N. M., Endot, Z., Azmi, A., Ismail, I., & Yaakob, A. (2013). Factors influencing students’ academic aspirations in higher institution: a conceptual analysis. Procedia-Social and Behavioral Sciences, 90, 411-420.

In this article, the authors explore factors that influence the academic aspirations of students in higher education. The authors categorize the factors into social support, academic self-concept and student’s perception of the university environment. According to the authors, social support encompasses social resources, behaviors and support appraisals. Students with higher levels of social support have a higher chance to succeed in an academic setting. Therefore, it is important for parents, school administrators and faculty to encourage students to form social support networks. Faculty as a channel of socialization can influence the academic performance of students and satisfaction with school experience. Students portraying positive academic self-concept have the confidence to handle difficult academic tasks thus increasing the chance that they will enroll in more difficult classes and have higher academic inspiration. Student’s perception of the university environment entail developmental and social needs, student’s comfort with the teaching process and the culture of the institution. In this article, the authors did not provide theoretical models to support their claim. However, the article relevant to my topic because it provides recent information and it explains factors that influence student’s academic aspirations.

Thomas, L., Crosling, G. M., & Heagney, M. (2009). Improving student retention in higher education. Australian Universities Review, 51(2), 9-18.

This article examines student retention as an issue in higher institutions. The authors have identified factors that play critical roles in retaining students, and they include student engagement, and teaching and learning approaches. According to the authors, student engagement involves their academic commitment and time assigned to activities that are educationally useful. Since engagement is not the student’s sole responsibility, teachers have the role to ensure that they provide a setting that encourages students’ engagement and learning processes. In this article, the authors illustrate that higher institutions can foster student engagement by using the student-centered conceptual framework. This approach encourages staff-students and peers interaction. Regarding teaching and learning processes, the authors argue that teachers should organize teaching programs that facilitate maximum participation of students. Other practical strategies that teachers can use in the classroom include linking students to support services such as career advice, counseling, and disability services. This article is relevant since it illustrates ways teachers can employ to encourage student retention.

References

Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.

Martirosyan, N. M., Saxon, D. P., & Wanjohi, R. (2014). Student satisfaction and academic performance in Armenian higher education. American International Journal of Contemporary Research, 4(2), 1-5.

Othman, N., Nordin, F., Nor, N. M., Endot, Z., Azmi, A., Ismail, I., & Yaakob, A. (2013). Factors influencing students’ academic aspirations in higher institution: a conceptual analysis. Procedia-Social and Behavioral Sciences, 90, 411-420.

Thomas, L., Crosling, G. M., & Heagney, M. (2009). Improving student retention in higher education. Australian Universities Review, 51(2), 9-18.

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