Academic productivity
Academic productivity pertains to assessing scholarly activities and achievements within
the academic domain. It is a standard metric for gauging faculty career progression,
employing diverse indices and metrics for evaluation. The factors influencing academic
productivity are complex and cannot be attributed to a singular or dual cause. In the context
of the 21st century, educators are actively shaping learners equipped with essential skills
and qualities for success in the dynamic environment of this era. This concept extends
beyond age or the label of being a "digital native" and entails the development of distinct
skills and perspectives. The subsequent discussion outlines critical attributes associated
with a 21st-century learner.
Computer literacy plays a pivotal role in students' academic productivity, a significance
underscored during the unexpected global impact of the COVID-19 pandemic, which
necessitated the closure of various institutions, including schools. The study titled "Digital
Literacy Student Academic Success: Lessons Learned from the COVID-19 Pandemic"
highlights the adverse effects of the Lack of digital literacy training and the unpreparedness
of higher education institutions for unforeseen events like the pandemic. The swift
transition to fully online teaching laid bare the Lack of readiness among faculty, students,
staff, families, and communities. More training for faculty and students resulted in
challenges in adapting to the new learning format, leading to subpar academic performance
and increased dropout rates (Lucy, 2022).
Computer literacy is the foundation upon which digital literacy builds, encompassing the
ability to operate a computer and essential software. This foundational knowledge enables
individuals to apply these skills in the digital realm (Moersch, 2010; Partnership for 21st
Century Learning, 2009). While distinct, computer literacy and digital literacy are
interdependent, with solid computer literacy facilitating smooth technical execution and
robust digital literacy fostering critical thinking and responsible technology use, ultimately
enhancing the overall digital experience (Eshet-Alkalai & Barzilai, 2011; OECD, 2012).
Integrating digital technology and internet services, such as Microsoft Office products and
internet search, has been correlated with enhanced academic performance. Furthermore,
incorporating Information and Communication Technology (ICT) in university courses has
been identified as a means to improve students' academic abilities. However, it is crucial to
note that the impact of computer literacy on academic achievement may vary based on the
specific context and the level of digital literacy training provided to students. Additional
research is necessary to fully comprehend the nature of the relationship between computer
literacy and academic performance.
● Eshet-Alkalai, Y., & Barzilai, D. (2011). Digital literacy in teacher education: An
essential component of professional development. Teachers College Record,
113(8), 1742-1769.
● Lucy. (2022). Aligning digital literacy and student academic success: Lessons
learned from COVID-19 pandemic. International journal of higher education
management, 08(02) doi: 10.24052/ijhem/v08n02/art-4
● Moersch, C. (2010). 21st Century Skills and Learning: Cultivating Creativity,
Collaboration, Critical Thinking, and Problem-Solving in the Digital Age. Corwin
Press.
Hours spend on studying
The connection between the time invested in studying and academic success is
intricate and varied, influenced by numerous contributing factors. In a study
conducted on undergraduate medical school students in Peshawar exploring
their study habits, it was discovered that those achieving higher academic scores
tended to study regularly for approximately 2-4 hours daily. These students could
concentrate for 1-2 hours in a single session, preferred changing study locations,
and took breaks lasting around 30 minutes. Allocating time to studying facilitates
a thorough understanding, practice, and application of concepts (Kuh et al.,
2010). However, prolonged study sessions can lead to physical and mental
exhaustion, impeding focus, concentration, learning, and performance (Baird &
Linder, 2015). Notably, students who scored above 90% reported studying for 9
to more than 12 hours daily. The optimal study duration varies significantly
among individuals, depending on learning styles, course difficulty, and prior
knowledge (Kuh et al., 2010; Pashler et al., 2007).
Balancing study time with other essential activities like sleep, exercise, and
socializing is crucial for maximizing cognitive function and overall well-being
(Hanson, 2013; McEwan, 2017). Focus on the quality of your study sessions
rather than the number of hours. Efficient, focused studying for a shorter duration
can be more productive than extended, unfocused sessions (Baird & Linder,
2015).
● (2022). Exploring study habits of medical students in an undergraduate
medical school in peshawar: a descriptive cross-sectional study. Journal
of medical sciences, 30(3):207-211. doi: 10.52764/jms.22.30.3.10
● Baird, L. L., Douglas, L. C., & Micklewright, B. (2014). Self-regulation,
engagement, and academic performance: A multilevel analysis.
Educational Research Review, 12, 90-102.
● McEwan, A. W. (2017). The stress epidemic: How the modern world is
harming our minds and bodies-and what we can do about it. Henry Holt
and Company.
● Baird, K., & Linder, S. (2015). Studying smart: How to learn more
effectively with less time. Corwin Press.
