共查询到20条相似文献，搜索用时 31 毫秒
1.
Suzanne E. Hizer P. W. Schultz Richard Bray 《Journal of Science Education and Technology》2017,26(1):100-115
Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment. 相似文献
2.
Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment 总被引：6，自引：0，他引：6
Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory. 相似文献
3.
This paper analyzes the effects of a higher education accountability system in Brazil. For each discipline, colleges were assigned a grade that depended on the scores of their students on the ENC, an annual mandatory exam. These grades were then disclosed to the public and colleges were rewarded or penalized based on them. I find that the ENC had a positive effect on the education and the proportion of full-time faculty and that it increased the number of vacancies offered, applicants and enrollments. Colleges were affected differently depending on grades, ownership and academic organization, changing the distribution of students among them. 相似文献
4.
《Journal of Further & Higher Education》2012,36(6):864-882
There is growing concern about the detrimental effect of term-time employment on university students’ academic success. We report results from an online survey of 1837 students of the University of Canterbury in New Zealand, whose responses were later matched to their academic records for a semester. The majority of employed students reported working out of financial necessity. There was no difference in grades between employed and non-employed students, but hours worked had a direct negative linear effect on the grades of employed students. Subsequent analysis suggested that employed students might have had significantly higher grades than the non-employed subsample if they had not worked. Mediating and moderating effects on the relationship between hours worked and academic performance were identified, and a model of the work–achievement relationship developed. Universities could do more to accommodate the reality of part-time work by their students. 相似文献
5.
Catherine W. Shoulders Donald M. Johnson Corliss A. O'Bryan Philip G. Crandall 《Journal of Food Science Education》2018,17(3):94-98
The 1st step in successfully intervening with students who may fail a course is to identify them as early as possible in the semester. The objective of this study was to create a model to predict student performance in FDSC 4304, the required capstone Food Chemistry class, using academic performance in prerequisite courses as potential predictors. We analyzed data for 116 undergraduates who completed Food Chemistry (FDSC 4304) between 2008 and 2015. Data included semester of enrollment and grade earned in FDSC 4304; transfer status; grades in prerequisite classes in science, math, and statistics courses and an introductory Food Science course, FDSC 1103; and the students’ university GPA at the time of enrollment in FDSC 4304. Cumulative GPA had the strongest significant (P < 0.001) positive correlation with FDSC 4304 grade (r = 0.64), followed by grade in statistics GPA (r = 0.52), FDSC 1103 grade (r = 0.45), pre‐requisite chemistry GPA (r = 0.44), and biology GPA (r = 0.42). When using partial correlations to control for cumulative GPA, only grades in FDSC 1103 (completed by 62.9% of students) were significantly correlated with grades in FDSC 4304. Linear regression indicated cumulative GPA and FDSC 1103 grades explained 35.5% of the variance in FDSC 4304 grades. When cumulative GPA (available for 91.6% of students) alone was regressed on FDSC 4304, it explained 40.6% of the variance for the larger group. Lower cumulative GPAs and FDSC 1103 grades are suggestive but not determinative of potential student struggles in FDSC 4304. Instructors should use cumulative GPAs and introductory food science course grades (either alone or in combination) with actual early course performance measures to identify students in need of additional help. 相似文献
6.
This paper describes an analysis of faculty grading patterns at a large public university. It introduces a methodology to both normalize and stabilize grade data by courses. Using this method, we report on grading patterns for over 1,000 teachers, giving more than 40,000 grades in approximately 2,000 courses. The findings indicate that the academic field of the course is strongly related to the types of grades assigned. Courses emphasizing quantitative and factual learning tend to have assigned lower grades. The higher grades are found in career-oriented courses, such as teacher training. This was shown in separate analyses for undergraduate and graduate courses. For undergraduate courses, lower grades were found in freshman and sophomore courses as compared with junior and senior courses. The academic credentials and personal characteristics of the teachers were only moderately related to grades. Temporary teachers had higher grades in their courses, but such personal characteristics as sex, marital, and minority status were not systematically related to grades given. There was a tendency in undergraduate courses that as class size increased, the proportion of higher grades decreased. 相似文献
7.
8.
Mehdi Kaighobadi Marcus T. Allen 《Decision Sciences Journal of Innovative Education》2008,6(2):427-436
Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to understand factors that affect academic success for business students by examining gender, age, ethnicity, and performance in two required core knowledge courses as predictors of academic success for a large sample of undergraduate students at a Association to Advance Collegiate Schools of Business–accredited business school. The results suggest that student performance is significantly related to some basic demographic variables, but the strongest predictors of overall academic success are the grades the students receive in core knowledge courses that are typically taken in the earlier semesters of business students' plans of study. 相似文献
9.
Emilio Santa Rita Jr. 《Community College Journal of Research & Practice》2013,37(5):519-529
The study was an investigation of the usefulness of 50 variables in predicting the academic performance of 86 students readmitted to Bronx Community College following academic suspension. The variables included scores on the City University of New York placement tests, the Maudsley Personality Inventory, and the Survey of Study Habits and Attitudes. Other variables included 8 educational history items, 20 biographical items, and students' opinions about the contribution of 12 factors to their previous academic failure. The criterion measure was the academic performance (pass or fail) in the re‐entry semester. The principal conclusions to be derived from this study are that, for the population of academic failures characterized by average high school achievement and average scholastic aptitude, specific academic skills are important, past academic record seems unimportant, and a general factor called incentive seems important in the attainment of passing grades upon readmission. 相似文献
10.
This study tested the factor structure of the explanatory style for failure (ESF) using confirmatory factor analysis (CFA), tested measurement invariant across direct entry and transfer students, tested latent mean differences between these groups on the ESF factors, and tested a theoretical path model, whereby ESF explains variance in grades indirectly through one’s academic resourcefulness. A sample of 743 direct entry and 371 transfer students, with an overall mean age of 21.85 years, completed the ESF and a scale assessing academic resourcefulness, and year-end grades were attained. There was mixed support for the ESF 4-factor structure, though it was invariant across groups. Latent mean analysis showed that transfer students were less likely to attribute academic disappointments to lack of effort, bad luck, and lack of personal ability than direct entry students. Analysis of indirect effects showed that ESF indirectly predicted grades through academic resourcefulness. 相似文献
11.
Jeffery H. Marshall 《International Journal of Educational Development》2003,23(6):591-605
This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that first time grade repetition, as well as repeating previous grades, is associated with lower marginal achievement on the UMCE exams, although the same is not true for students who are repeating the second or third time. The strongest predictor of grade failure is previous repetition, despite the inclusion of controls for achievement and attendance. The implications of this apparently strong stigma effect associated with grade repetition are discussed, as well as other policy issues related to grade repetition in developing countries. 相似文献
12.
Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster‐randomized 112 students within a single New York City public high school to participate in either school‐based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self‐regulation, executive function, well‐being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE. 相似文献
13.
This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice. 相似文献
14.
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. 相似文献
15.
The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE. 相似文献
16.
James S. Terwilliger 《Educational Measurement》1989,8(2):15-19
What is the process by which grades should be assigned to students? Which learning objectives should be the basis for pass/fail decisions? Which learning objectives should be the basis for assigning better grades? How might this procedure be implemented? 相似文献
17.
A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in distinct forms of the behavior by surveying undergraduates at a large public university in the USA. Of 292 students, 57.19% reported some form of academic dishonesty in the previous six months, with cheating on a test being the most frequent form (51.71%). Men and students in a study strategies course had a significantly higher report rate for both plagiarism and making false excuses in comparison to women and students in a science course, respectively. Low grades corresponded with high rates of academic dishonesty, specifically in terms of having provided false excuses. Implications for college teaching settings are discussed. 相似文献
18.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
19.
The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college. 相似文献
20.
高等教育大众化阶段大学生学业失败成因分析及对策 总被引：1，自引：0，他引：1
王新峰 《黑龙江教育学院学报》2011,30(10):14-16
高等教育大众化阶段,地方普通本科院校大学生学业失败现象比较普遍。通过对某高校部分学生学业失败的成因分析,探讨学校教育教学工作中有待改进的问题,以期找到适合大众化阶段学生特点的人才培养新思路。 相似文献