SLIIT International Conference on Advancements in Science and Humanities [SICASH]

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SLIIT International Conference on Advancements in Science and Humanities is organized by the Faculty of Humanities and Sciences of the Sri Lanka Institute of Information Technology (SLIIT), the annual research multi-conference of the faculty.

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    PublicationEmbargo
    Effects of Study Habits on Student’s Academic Success based on the Gender
    (Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Elvitigala, S
    Study habits have a significant impact on a students’ academic success or failure. Research studies have revealed that there is gender-based differences in the study habits of the students which have led to anomalies in their academic performance. This research was conducted to investigate the study habits of students based on their gender and how they affect their academic performance. A sample of grade eleven students including 237 boys and 150 girls from schools in Sri Jayewardenepura education zone, Sri Lanka was used for the study. It was found that girls are more likely than boys to follow study habits. The social roles expected from each gender also has caused a difference in how the study habits are applied to the learning process. This situation is also considered in several studies as a barrier in developing good study habits. According to the findings and suggestions of this study, both girls and boys must focus on adopting good study habits for better academic performance. It is the responsibility of teachers and parents to support and motivate students to practice them.
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    PublicationOpen Access
    Mindfulness for equity and engagement: A case study of innovative pedagogy in rural Sri Lanka
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Hapuarachchi, H. S. C; Samarasinghe, C
    This study examines the impact of mindfulness practices as an innovative pedagogy on holistic student development of grade 10 and 11 students at a secondary school in a rural area of Sri Lanka. Using a quasi-experimental design (N = 154), the study implemented structured mindfulness sessions three times per week over a six-week period, assessing their effects on students’ emotional well-being, social behavior, and academic performance. Quantitative results using DASS-21 revealed significant reductions in stress, anxiety, and depression (p < 0.001) among the mindfulness group. Quantitative self-report questionnaire data showed increases in social relations, focus, and concentration, but no statistically significant difference in academic achievement was discovered. This study shows that mindfulness intervention can effectively improve students' emotional control, attentiveness, and social interactions, supporting its potential as an inclusive, lifelong learning strategy aligned with global educational priorities.
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    PublicationOpen Access
    The Impact of Digital Learning Readiness on Academic Performance and Student Engagement in Sri Lanka
    (Department of Mathematics and Statistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nuwanthika, W. A. N.; Thathsarani, U.S.
    The rapid shift to virtual learning settings has unveiled disparities in preparedness, involvement, and scholarly performance among Sri Lankan government university undergraduate students. This study investigates the impact of Digital Learning Readiness (DLR), Teacher Support (TS), Perceived Usefulness (PU), and Motivation (MDL) on Student Engagement (ENG) and Academic Performance (AP). The general aim is to develop and validate a structural model that explains the mechanisms by which psychological and environmental factors lead to academic performance in online learning contexts. Quantitative research design was employed. A standardized questionnaire was completed by 301 undergraduate students sampled through simple random sampling across ten government universities. Data were analyzed using Structural Equation Modeling (SEM) supplemented by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Reliability and validity were tested using Cronbach's alpha, Average Variance Extracted (AVE), Composite Reliability (CR),and fit indices for the model through SPSS and SmartPLS. Greater digital learning readiness strongly facilitates student motivation, engagement, and academic achievement. Perceived digital tool usefulness mediates the influence of readiness on academic performance to some extent. Motivation and engagement also have central mediating roles. Support from teachers has a positive impact on motivation, which reinforces student engagement. The study confirms that digital readiness, motivational factors, perceived technology usefulness, and supportive pedagogy are integrated to influence academic performance in digital learning settings. The results have theoretical and practical suggestions for increasing the efficiency of digital learning in the higher education system of Sri Lanka.