1. University students' lifestyle in the context of physical activity, sedentary habits, and academic achievementsIvan Prskalo, Jurij Planinšec, 2025, original scientific article Abstract: This study aims to explore the relationship between physical activity, sedentary behaviour, and academic achievement among university students. A total of 243 students aged 18 to 24 years participated. Physical activity was assessed using the International Physical Activity Questionnaire – Short Form, while sedentary behaviour was measured with the SIT-Q-7d. Academic achievement was based on self-reported average grades and compared across physical activity levels using one-way ANOVA. Results indicate that higher physical activity is not necessarily linked to better academic performance. Excessive involvement in physical activity may reduce study time, potentially leading to lower academic outcomes.
Keywords: physical activity, sedentary behaviour, academic achievement, university students, cognitive performance
Published in DKUM: 17.09.2025; Views: 0; Downloads: 5
 Full text (402,45 KB)
This document has many files! More... |
2. Measuring students’ use of digital technology to support their studiesVesna Čančer, Polona Tominc, Maja Rožman, 2025, original scientific article Abstract: To provide a more holistic understanding of how digital tools shape the educational environment, this paper includes a comprehensive analysis that explores several dimensions of technology use in higher education: use of artificial intelligence in education, online collaboration, use of an E-Board for learning, and excessive use of technology. With the aim of measuring students’ use of digital technology to support their studies, this research meets the goals of developing the measurement process, building a multi-criteria model, and applying it to a real-life example of determining the degree of students’ use of digital technology in relation to the demonstrated quality of academic performance. The analysis is based on a survey conducted among students at the University of Maribor’s Faculty of Economics and Business. Using factor analysis and multi-criteria evaluation, the findings reveal that students who demonstrate very-high-quality achievements also report the highest level of technology use to support their studies. They are followed by students with outstanding achievements, who excel in using an E-Board for learning and in demonstrating responsibility regarding excessive technology use. Students who achieve acceptable-quality results with certain defects stand out in online collaboration and the use of AI in the study process. The lowest level of technology use was reported by students demonstrating moderate-quality achievements. Theoretically, this research contributes to a better understanding of the multidimensional use of digital technology in higher education, while, practically, it provides useful guidelines for optimizing digital learning tools and enhancing the overall quality of the academic process
Keywords: digital technology in education, artificial intelligence in education, students, academic performance, multi-criteria analysis
Published in DKUM: 20.08.2025; Views: 0; Downloads: 10
Full text (409,77 KB)
This document has many files! More... |
3. Perceptions of didactic strategies among pupils and teachers in primary schoolMonika Mithans, Joca Zurc, Milena Ivanuš-Grmek, 2024, original scientific article Abstract: The quality of educational work is inextricably linked to many factors at the system, school, teacher, and student levels. This research was carried out within the project ‘Education of Teachers as a Factor of Providing High-quality Life-long Learning in the Learning Society/The Society of Fast Socio-economic Changes and Unsure Future’, funded by the Slove-nian Research Agency. This paper provides a basic overview of the char-acteristics of open instruction, an umbrella term that combines active and learner-centred didactic strategies. The empirical section focuses on the use of didactic strategies. The survey was carried out with 1,536 primary school4 pupils in Grades 7 and 9 and 263 of their teachers. Both pupils and teachers cited problem-based learning and research-based learning as the most commonly used didactic strategies, while project-based learning was the least frequently used. Despite the agreement on the most and least frequently used didactic strategies, there are statisti-cally significant differences between pupils’ and teachers’ perceptions of all selected didactic strategies. Teachers reported that they used these strategies more often than was perceived by their pupils. We also found a statistically significant impact of better learning performance on the perception of certain didactic strategies. The results of the study raise new research questions, especially in the design of more detailed analy-ses of the use of didactic strategies in pedagogical practice.
Keywords: academic performance, didactic strategies, primary school, pupil activity
Published in DKUM: 14.08.2024; Views: 76; Downloads: 19
Full text (1,76 MB)
This document has many files! More... |
4. Differences in self-regulated learning between gifted students, students with special needs and other students in Slovenian schoolsEva Kranjec, Karin Bakračevič, 2023, original scientific article Abstract: Self-regulated learning strategies play a crucial role in learning progress and academic achievement of different groups of students. The purpose of the present study is to investigate differences in the use of self-regulatory strategies among a sample of 1,495 students, aged 12 to 15 years, representing three groups: gifted students, students with special needs, and other students. The theoretical framework for the study is Pintrich's (1991) model of self-regulated learning. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ). Results indicated that gifted students scored significantly higher on the MSLQ subscales of motivation and learning strategies than students with special needs and other peers. Special needs students reported lower intrinsic and extrinsic goal orientation and weaker self-efficacy in learning and achievement than other students. There were no significant differences between these two groups on the MSLQ learning strategies subscales. Positive and statistically significant associations between the MSLQ subscales and final grades in three school subjects (Slovenian, mathematics, and foreign language) were also confirmed. We discuss the implications of our findings for future research and the educational context that contributes most to the development of self-regulated learning in all groups of students.
Keywords: self-regulated learning, MSLQ, gifted students, special needs, academic performance
Published in DKUM: 31.05.2024; Views: 167; Downloads: 21
Full text (514,48 KB) |
