The Influence of Student Perceptions on Academic Achievement in Food Microbiology Learning
DOI:
https://doi.org/10.37251/jouabe.v3i1.3274Keywords:
Academic Achievement, Food Microbiology, Higher Education, Regression Analysis, Student PerceptionAbstract
Purpose of the study: This study aims to analyze the influence of student perceptions on academic achievement in Food Microbiology learning at Tan Tao University.
Methodology: A quantitative research design was employed involving 80 undergraduate students selected through total sampling. Data were collected using a validated and reliable perception questionnaire, while academic achievement data were obtained from institutional records. Instrument validity was tested using Pearson Product Moment correlation and reliability using Cronbach’s Alpha. Data were analyzed using descriptive statistics and simple linear regression with SPSS at a significance level of 0.05.
Main Findings: The results show that student perceptions are generally positive with a mean score of 3.53, while academic achievement is relatively high with a mean of 83.14. Correlation analysis reveals a moderate positive relationship between student perception and academic achievement (r = 0.636). Regression analysis indicates that student perception significantly influences academic achievement, with a coefficient value of 8.02, meaning that improved perception leads to higher academic performance.
Novelty/Originality of this study: The novelty of this study lies in its focus on Food Microbiology as a discipline-specific and laboratory-based course in a private university context in Vietnam, where perception is conceptualized as a multidimensional construct shaped by learning experience, lecturer interaction, and laboratory engagement.
References
D. Nandari, A. A. M. Semariyani, and N. M. A. S. Singapurwa, “Chemical and microbiology analysis of salted anchovies (stolephorus sp.) in east Denpasar traditional market,” SEAS (Sustainable Environ. Agric. Sci., vol. 4, no. 2, pp. 120–129, Nov. 2020, doi: 10.22225/seas.4.2.2621.120-129.
E. K. Odjer and E. K. G. Mensah, “Maternal mortality and legal accountability: examining government responsibility for preventable deaths,” J. Law Crim. Justice, vol. 13, no. 3, pp. 49–73, Sep. 2025, doi: 10.15640/jlcj.v13p4.
J. Gibson and S. Olivia, “Direct and indirect effects of covid-19 on life expectancy and poverty in Indonesia,” Bull. Indones. Econ. Stud., vol. 56, no. 3, pp. 325–344, 2020, doi: 10.1080/00074918.2020.1847244.
N. V. Telegina, S. E. Drovosekov, D. G. Vasbieva, and V. L. Zakharova, “The use of project activity in teaching mathematics,” Eurasia J. Math. Sci. Technol. Educ., vol. 15, no. 8, 2019, doi: 10.29333/ejmste/108439.
K. Kamid, S. Winarni, R. Rohati, P. A. Rivani, and M. Z. Azzahra, “The comparison of jigsaw cooperative learning model with stad on mathematics subjects in junior high school,” J. Educ. Res. Eval., vol. 6, no. 1, pp. 118–130, 2022, doi: 10.23887/jere.v6i1.40425.
K. Kamid, D. A. Kurniawan, and A. M. Nawahdani, “Scientific learning model: Analytical thinking and process skills in mathematics,” J. Educ. Res. Eval., vol. 6, no. 3, pp. 238–249, 2022, doi: 10.23887/jere.v6i3.49159.
Y. Karaca, “Computational complexity-based fractional-order neural network models for the diagnostic treatments and predictive transdifferentiability of heterogeneous cancer cell propensity,” Chaos Theory Appl., vol. 5, no. 1, pp. 34–51, 2023, doi: 10.51537/chaos.1249532.
M. Reiser, M. Binder, and H. Weitzel, “Effects of design-based learning arrangements in cross-domain, integrated STEM lessons on the intrinsic motivation of lower secondary pupils,” Educ. Sci., vol. 14, no. 6, 2024, doi: 10.3390/educsci14060607.
R. Kapçiu, B. Preni, E. Kalluçi, and R. Kosova, “Modeling inflation dynamics using the logistic model: insights and findings,” J. Ilm. Ilmu Terap. Univ. Jambi, vol. 8, no. 1, pp. 364–378, 2024, doi: 10.22437/jiituj.v8i1.32605.
M. K. Budiarto, M. Yusuf, and Subagya, “Implementation of pedagogical, andragogical, and heutagogical approaches in education system sustainability,” Indones. J. Educ. Res. Rev., vol. 6, no. 2, pp. 281–298, 2023, doi: 10.23887/ijerr.v6i2.59889.
N. I. Halil, H. Yawan, A. N. Hasanah, H. Syam, N. H. Andas, and Marhamah, “A new program to foster inclusion: unraveling language teachers’ pedagogical practices to differentiated instruction,” Int. J. Lang. Educ., vol. 8, no. 2, pp. 370–383, 2024, doi: 10.26858/ijole.v8i2.64997.
R. Bellová, D. Melicherčíková, and P. Tomčík, “Possible reasons for low scientific literacy of Slovak students in some natural science subjects,” Res. Sci. Technol. Educ., pp. 1–18, 2017, doi: 10.1080/02635143.2017.1367656.
S. B. Hartmann, L. Q. N. Braae, S. Pedersen, and M. S. Khalid, “The potentials of using cloud computing in schools: A systematic literature review,” Turkish Online J. Educ. Technol., vol. 16, no. 1, pp. 190–202, 2017.
P. Muthukrishnan, G. K. Sidhu, T. S. Hoon, G. Narayanan, and C. Y. Fook, “Key factors influencing graduation on time among postgraduate students: A PLS-SEM approach,” Asian J. Univ. Educ., vol. 18, no. 1, pp. 51–64, 2022, doi: 10.24191/ajue.v18i1.17169.
J. Li, E. Xue, and S. Guo, “The effects of PISA on global basic education reform: A systematic literature review,” Humanit. Soc. Sci. Commun., vol. 12, no. 1, pp. 1–15, 2025, doi: 10.1057/s41599-025-04403-z.
L. Zhang and Y. Ma, “A study of the impact of project-based learning on student learning effects: a meta-analysis study,” Front. Psychol., vol. 14, no. July, pp. 1–14, 2023, doi: 10.3389/fpsyg.2023.1202728.
A. S. Graha, Z. A. Fitrian, and A. Nasrulloh, “Exploring the benefits of combined effleurage and tapotement techniques for alleviating delayed onset muscle soreness (DOMS) in futsal players,” Int. J. Hum. Mov. Sport. Sci., vol. 11, no. 6, pp. 1383–1390, 2023, doi: 10.13189/saj.2023.110624.
R. P. Singh et al., “Unlocking the adaptation mechanisms of the oleaginous microalga Scenedesmus sp. BHU1 under elevated salt stress: a physiochemical, lipidomics and transcriptomics approach,” Front. Microbiol., vol. 15, no. 6, pp. 315–328, Nov. 2024, doi: 10.3389/fmicb.2024.1475410.
Y. J. Yong, K. National, and R. Korea, “Cypriot journal of educational curriculum by shooting ‘ m etaclassroom ’ in the covid19 pandemic era,” vol. 17, no. 5, pp. 1603–1621, 2022.
J. Díez-Palomar, R. García-Carrión, L. Hargreaves, and M. Vieites, “Transforming students’ attitudes towards learning through the use of successful educational actions,” PLoS One, vol. 15, no. 10 October, pp. 1–20, 2020, doi: 10.1371/journal.pone.0240292.
A. N. Oktadita, C. Hiltrimartin, and D. Wati, “Efforts to increase the interest and learning outcomes students in learning indonesian through slipboard media,” J. Basic Educ. Res., vol. 4, no. 3, pp. 118–127, 2023, doi: 10.37251/jber.v4i3.728.
C. Romero and S. Ventura, “Educational data mining and learning analytics: An updated survey,” WIREs Data Min. Knowl. Discov., vol. 10, no. 3, May 2020, doi: 10.1002/widm.1355.
F. Akhter, M. R. Hossain, and Adiba Nazia, “Exploring the drivers of patient value co-creation behavior in online healthcare: A mediated model in the lens of the theory of planned behavior,” J. Risk Anal. Cris. Response, vol. 15, no. 4, pp. 27–39, Jan. 2025, doi: 10.54560/jracr.v15i4.678.
J. D. Rutledge et al., “Recommendations for integrating traditional birth attendants to improve maternal health outcomes in low- and middle-income countries,” Int. J. Matern. Child Heal. AIDS, vol. 13, p. e019, Sep. 2024, doi: 10.25259/IJMA_16_2024.
F. Saltan and Ö. Arslan, “The use of augmented reality in formal education: A scoping review,” Eurasia J. Math. Sci. Technol. Educ., vol. 13, no. 2, pp. 503–520, 2017, doi: 10.12973/eurasia.2017.00628a.
N. Popovic, T. Popovic, I. Rovcanin Dragovic, and O. Cmiljanic, “A moodle-based blended learning solution for physiology education in Montenegro: A case study,” Adv. Physiol. Educ., vol. 42, no. 1, pp. 111–117, Mar. 2018, doi: 10.1152/advan.00155.2017.
M. Weber and C. Harzer, “Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling,” Front. Psychol., vol. 13, no. October, pp. 1–15, 2022, doi: 10.3389/fpsyg.2022.826960.
S. L. Craig, T. Gardiner, A. D. Eaton, N. Pang, and T. Kourgiantakis, “Practicing alliance: An experiential model of teaching diversity and inclusion for social work practice and education,” Soc. Work Educ., vol. 00, no. 00, pp. 1–19, 2021, doi: 10.1080/02615479.2021.1892054.
T. J. Dekker, “Teaching critical thinking through engagement with multiplicity,” Think. Ski. Creat., vol. 37, no. May, p. 100701, 2020, doi: 10.1016/j.tsc.2020.100701.
J. K. Das, Z. A. Padhani, and Z. A. Bhutta, “Persistent Diarrhea in Children in Developing Countries BT - Textbook of Pediatric Gastroenterology, Hepatology and Nutrition: A Comprehensive Guide to Practice,” Cham: Springer International Publishing, 2022, pp. 231–240. doi: 10.1007/978-3-030-80068-0_17.
B. Himmetoglu, D. Aydug, and C. Bayrak, “Education 4.0: Defining The Teacher, The Student, And The School Manager Aspects Of The Revolution,” Turkish Online J. Distance Educ., vol. 21, no. July, pp. 12–28, 2021, doi: 10.17718/TOJDE.770896.
A. Whitney, “Thinking/feeling: Emotion, spectatorship, and the pedagogy of horror,” CEA Forum, vol. 43, no. 1, pp. 37–61, 2014,
R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp. Educ. Psychol., vol. 61, no. April, p. 101860, 2020, doi: 10.1016/j.cedpsych.2020.101860.
G. Mathias and Ø. F. Standal, “What happens to the ‘social’ in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education,” Teach. Teach. Educ., vol. 153, no. September 2023, 2025, doi: 10.1016/j.tate.2024.104818.
M. Cockerill, T. Grieveson, S. Bingham, and J. O’Keeffe, “Promoting high achievement for disadvantaged students: co-designing a school self-evaluation process aligned to evidence of successful leadership practice across five english districts,” Educ. Sci., vol. 15, no. 1, 2025, doi: 10.3390/educsci15010052.
N. P. Rickert and E. A. Skinner, “Parent and teacher involvement and adolescent academic engagement: Unique, mediated, and transactional effects,” Int. J. Behav. Dev., vol. 48, no. 1, pp. 71–84, 2024, doi: 10.1177/01650254231210561.
Jiangyu Zhu, Z. Yang, Y. Yin, and W. Fang, “The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses,” Biochem. Mol. Biol. Educ., vol. 53, no. 1, pp. 70–79, 2025, doi: 10.1002/bmb.21867.
K. Rajaram, “Future of Learning: Teaching and Learning Strategies BT - Learning Intelligence: Innovative and Digital Transformative Learning Strategies: Cultural and Social Engineering Perspectives,” Singapore: Springer Nature Singapore, 2023, pp. 3–53. doi: 10.1007/978-981-19-9201-8_1.
A. S. M. Yasir, “Cross cultural adaptation & psychometric validation of instruments: Step-wise description,” Int. J. Psychiatry, vol. 1, no. 1, pp. 6–9, 2016, doi: 10.33140/ijp/01/01/00001.
S. Herlina, Y. S. Kusumah, and D. Juandi, “Global research on emerging digital technology: a bibliometric analysis,” J. Adv. Res. Appl. Sci. Eng. Technol., vol. 51, no. 2, pp. 281–294, 2025, doi: 10.37934/araset.51.2.281294.
P. Shekhar, M. Prince, C. Finelli, M. Demonbrun, and C. Waters, “Integrating quantitative and qualitative research methods to examine student resistance to active learning,” Eur. J. Eng. Educ., vol. 44, no. 1–2, pp. 6–18, Mar. 2019, doi: 10.1080/03043797.2018.1438988.
J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th Editio. Newbury Park: Sage publications, 2017.
R. Y. Nooraie, J. E. M. Sale, A. Marin, and L. E. Ross, “Social network analysis: An example of fusion between quantitative and qualitative methods,” J. Mix. Methods Res., vol. 14, no. 1, pp. 110–124, 2020, doi: 10.1177/1558689818804060.
A. Sanaullah, I. Niaz, J. Shabbir, and I. Ehsan, “A class of hybrid type estimators for variance of a finite population in simple random sampling,” Commun. Stat. Simul. Comput., vol. 51, no. 10, pp. 5609–5619, 2022, doi: 10.1080/03610918.2020.1776873.
S. Campbell et al., “Purposive sampling: complex or simple? Research case examples,” J. Res. Nurs., 2020, doi: 10.1177/1744987120927206.
O. A. Ivanov, V. V. Ivanova, and A. A. Saltan, “Likert-scale questionnaires as an educational tool in teaching discrete mathematics,” Int. J. Math. Educ. Sci. Technol., vol. 49, no. 7, pp. 1110–1118, 2018, doi: 10.1080/0020739X.2017.1423121.
M. Basri, J. Setiawan, M. Insani, M. R. Fadli, K. Amboro, and K. Kuswono, “The correlation of the understanding of Indonesian history, multiculturalism, and historical awareness to students’ nationalistic attitudes,” Int. J. Eval. Res. Educ., vol. 11, no. 1, pp. 369–376, 2022, doi: 10.11591/ijere.v11i1.22075.
V. Amrhein, D. Trafimow, and S. Greenland, “Inferential statistics as descriptive statistics: there is no replication crisis if we don’t expect replication,” Am. Stat., vol. 73, no. sup1, pp. 262–270, 2019, doi: 10.1080/00031305.2018.1543137.
H.-F. Lu, “Statistical learning in sports education: A case study on improving quantitative analysis skills through project-based learning,” J. Hosp. Leis. Sport Tour. Educ., vol. 32, p. 100417, 2023, doi: 10.1016/j.jhlste.2023.100417.
M. Gayatri et al., “Risk factors for primary postpartum haemorrhage-related maternal deaths: evidence from maternal verbal autopsy in Jember district, Indonesia,” Bahrain Med. Bull., vol. 44, no. 4, pp. 1161–1171, 2022, doi: 10.1097/ms9.0000000000003224.
D. N. Djou, A. Ntelu, and E. Hinta, “Analysis of code-mixing in marriage proposals among gorontalo people in Indonesia,” Eurasian J. Appl. Linguist., vol. 9, no. 1, pp. 48–58, 2023, doi: 10.32601/ejal.901005.
M. Masumi, F. Noormohammadi, F. Kianisaba, F. Nouri, M. Taheri, and A. Taherkhani, “Methicillin-resistant staphylococcus aureus: Docking-based virtual screening and molecular dynamics simulations to identify potential penicillin-binding protein 2a inhibitors from natural flavonoids,” Int. J. Microbiol., vol. 2022, 2022, doi: 10.1155/2022/9130700.
N. Jannah Berutu, D. Aurora, R. Amalia, R. Amelza, T. Adinda Siregar, and N. Azizah Lubis, “Analisis standardisasi laboratorium dalam proses pembelajaran fisika (studi kasus di SMA 4 Langsa),” J. Ris. Pendidik. dan Bhs., vol. 2, no. 3, pp. 75–83, 2023.
Y. Ariyanto, B. Harijanto, and S. Y. Watequlis, “Implementation basic network design with NetKit for evaluation of network learning,” Int. J. online Biomed. Eng., 2019, doi: 10.3991/ijoe.v15i08.9795.
J. Holguin-Alvarez, J. Cruz-Montero, J. Ruiz-Salazar, R. L. Atoche Wong, and I. Merino-Flores, “Effects of feedback dynamics and mixed gamification on cognitive underachievement in school,” Contemp. Educ. Technol., vol. 17, no. 1, pp. 1–25, 2025, doi: 10.30935/cedtech/15717.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Van-Linh Nguyen, Bao Tran
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Academic Biology and Biology Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
