Academic Performance

This study is a randomized, controlled trial with a pre-test/post-test design, conducted to determine the effects of Generative AI (GenAI)-supported learning on academic achievement, learning efficiency, and critical thinking within a university setting. The study population consists of students from the Dialysis Program at Bingöl University's Vocational School of Health Services; the sample comprises 100 volunteer students who met the inclusion criteria and were randomly assigned to either an experimental group (n=50) or a control group (n=50). The experimental group will participate in a "Generative AI-Supported Learning Program" over the course of one month-meeting two days a week for a total of eight 60-minute sessions-covering topics ranging from effective prompting techniques to case analysis and academic ethics; meanwhile, the control group will continue with their routine educational activities. Data will be collected using a Demographic Information Form, the Academic Achievement Inventory, the Critical Thinking Disposition Scale, and the Artificial Intelligence Dependency Scale, and will be analyzed using biostatistical methods (t-tests, ANCOVA, and effect size calculations).

Secondary school completion rates remain low in many low- and middle-income countries, including Côte d'Ivoire. Limited progression through lower secondary education may affect future educational and employment opportunities. In rural areas, pass rates on the Grade 10 national examination are modest, and some students leave school before completing lower secondary education. This study will evaluate whether tutoring improves academic outcomes and school continuation in the Taabo region of Côte d'Ivoire. Approximately 1,000 adolescents will participate in two related substudies. The first substudy will include 500 Grade 10 students identified by schools as being at risk of not passing the national examination. The second substudy will include 500 adolescents who previously attended Grades 7-9 but are not currently enrolled in school. Within each substudy, participants will be randomly assigned to one of three groups: peer tutoring, teacher tutoring, or no additional tutoring (control group). Students assigned to tutoring may receive up to 15 sessions over approximately 6 to 8 months. Tutoring sessions will focus on reviewing core curriculum content, preparing for examinations, and strengthening academic skills. The primary outcomes are (1) passing the Grade 10 national examination and (2) enrollment in lower secondary school in the following academic year. Secondary outcomes include grade progression, study time, academic confidence, cost-effectiveness of the tutoring models, academic and well-being outcomes among peer tutors, and other longer-term outcomes (educational attainment, early family formation, mental health).

Internet addiction has become increasingly prevalent among medical students and may negatively affect sleep quality and academic performance. This cross-sectional study aims to assess the prevalence of internet addiction among medical students at Sohag University and evaluate its relationship with sleep quality and academic achievement using validated assessment tools.

In today's society, anxiety and stress are prevalent emotional responses in mental health globally, significantly affecting students' well-being and academic performance. In particular, undergraduate nursing students face high levels of these problems due to the heavy academic workload and demands of their training, especially during exam periods. The need for concentration, emotional management, and decision-making under pressure contribute to the prevalence of these disorders, impacting both their quality of life and academic performance. Despite the existence of multiple strategies and techniques for managing these issues, it is still necessary to continue exploring innovative alternatives that complement traditional interventions. For this reason, this project aims to evaluate the effectiveness of mindfulness-neurofeedback as a treatment to reduce stress and anxiety in nursing students, with the goal of providing scientific evidence on this intervention. This brain training technique is presented as a promising option, based on the modulation of brain activity, with the potential to improve emotional regulation and concentration in the educational setting.