共查询到20条相似文献，搜索用时 62 毫秒
1.
Erin M. Buchanan Kathrene D. Valentine Michael L. Frizell 《Journal of Experimental Education》2019,87(2):288-298
Student retention rates are increasingly important in higher education. Higher education institutions have adopted various programs in the hopes of increasing graduation rates and grade point averages (GPAs). One of the most effective attempts at improvement has been the Supplemental Instruction (SI) program. We examined our SI program relative to three facets: attendance, attendance's influence on final scores, and graduation rates for students who had participated in these courses. These questions were also investigated focusing on specific comparison groups, as we looked into how these effects differed for minority students and nontraditional students compared with those of White and traditional peers. Overall, SI attendance led to positive outcomes— increased final course grades and graduation rates—even after adjusting for previous achievement. 相似文献
2.
In this study, the authors examined the effect of taking a learning strategies course on grade point average, retention, and graduation rate of 351 first-year students over their first 4 terms in comparison with 351 matched non–course takers. The course taught 4 learning strategies and 8 substrategies to help students overcome procrastination, build self-confidence, take responsibility, learn from lecture and text, prepare for exams, write papers, and manage their lives. First-year students who took the course in their first term had statistically significantly higher grade point averages in each of their first 4 terms. They also demonstrated statistically significantly higher retention rates and were six times more likely to be retained. In addition, they had statistically significantly higher graduation rates than did their matched controls. In particular, graduation rates were 50% higher for students initially in academic difficulty. These findings reveal the value of teaching learning strategies to first-year students by means of a structured course based on educational psychology. This research holds potential importance for other universities and colleges seeking to improve the performance and persistence of first-year students. 相似文献
3.
C. S. Khachikian D. W. Guillaume T. K. Pham 《European Journal of Engineering Education》2011,36(6):595-605
Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback. 相似文献
4.
Ricky S. Gutierrez Debra Reeves-Gutierrez Ronald Helms 《Journal of Criminal Justice Education》2013,24(3):356-380
Service learning courses provide meaningful community service for students in order to assist them with the integration of theory and practice. A partnership with local high schools allows students in a large criminal justice program on the west coast to serve as mentors for students who are referred to the program by school counselors and/or social workers. Data on student performance are used to assess whether the exposure to service learning improves matriculation. All criminal justice students who participated in the program were included in this analysis. The impact of this pedagogy is highlighted by using a randomized sample of criminal justice students who have not participated in this particular course. Findings from this program assessment indicate that race and gender are not strong predictors of graduation. Students with high GPAs and those taking service learning courses are more likely than their low GPA and no service learning course counterparts to obtain a degree. 相似文献
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Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance 总被引：1，自引：0，他引：1
People high in learned resourcefulness are purported to be better than others at controlling their negative emotions and managing stressful tasks. We hypothesised that highly resourceful students would be more effective than others at protecting themselves from the adverse effects of academic stress, and not allowing that stress to impact their grades. A sample of 141 first-year undergraduate students completed measures of academic stress and learned resourcefulness. Their first-year grade point averages were obtained from university records. Analyses revealed that academic stress was negatively associated with academic performance. As expected, this negative association was moderated by learned resourcefulness. High academic stress adversely impacted the grades of low resourceful students but had no effect on high resourceful students. We discuss the implications of these findings for improving academic performance. 相似文献
7.
How does gender relate to social skills? Exploring differences in social skills mindsets,academics, and behaviors among high‐school freshmen students 
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下载免费PDF全文 Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th‐grade students (n = 323) in one high school in central Illinois, this study involves interaction analyses of student mindsets about their social skills and gender. Findings indicated that females who perceive social skills as more important had higher grade point averages (GPAs), higher attendance rates, and fewer disciplinary problems than their male counterparts. Conversely, females who perceive social skills as of lesser importance have lower GPAs, poorer attendance, and more disciplinary referrals than their male counterparts. Findings highlight pertinent gender differences in the relation between social skills mindsets and outcomes among high‐school freshmen students. 相似文献
8.
Both students and advisers often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on one-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found. 相似文献
9.
Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores. 相似文献
10.
Tyler J. Griffin Kenneth Plummer Devynne Barret 《Assessment & Evaluation in Higher Education》2014,39(3):339-348
One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations of teaching (SETs); however, this global correlation did not hold true for individual teachers and courses. In fact, there was a large variance in the correlations between GPAs and SETs, including some teachers with a negative correlation and a large variance between courses. 相似文献
11.
Many students who enter college are insufficiently prepared to follow a demanding college-level curriculum. Thus, higher education institutions often require low-performing students to repeat failed courses, a full term, or even a full year. This paper is the first to investigate the effects of such a “(grade) retention” policy on student performance in higher education. We study a setting where first-year undergraduates who fall short of a pre-defined performance requirement have to repeat all first-year courses before they can proceed to the second year. To determine the causal effect of retention and repetition on student performance, we apply a sharp regression discontinuity design to administrative data from a Swiss university. Based on a sample of 5000 students, we find that grade retention increases dropout probabilities after the first year by about 10 percentage points. Repetition of a full year persistently boosts grade point averages by about 0.5 standard deviations, but does not affect study pace and major choices. 相似文献
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This paper presents an illustration of how the regression‐discontinuity design can be used to obtain an unbiased estimate of the causal effect of participating in a university remedial English program on first‐year grade point average. First‐year grade point averages were collected for 197 first‐time, full‐time university students, along with the scores they received on an English placement examination, and a measure of remedial program assignment. Regression discontinuities indicate that first‐year grade point averages were approximately 0.392 points higher for students who participated in a remedial English program as compared to equivalent students who did not participate in the remedial program. We also present various threats to validity and limitations of the regression‐discontinuity design. 相似文献
13.
Jason Millman Simeon P. Slovacek Edward Kulick Karen J. Mitchell 《Research in higher education》1983,19(4):423-429
Two studies were conducted to examine the effect of grade inflation on the piling up of grades in fewer grade categories and on the reliability of grade point averages (GPAs). In all comparisons, grades were more bunched after grade inflation, which in turn, was associated with only slight, nonsignificant decreases in GPA reliability. As expected, grades were more bunched when the traditional 5-point letter scale was used than when plus and minus grades were also allowed. In the latter case as well, grade inflation seemed to have had very little effect on the reliability of GPAs. GPA reliability began to suffer, however, for graduate programs in which almost all grades were placed into just two categories, A and B. 相似文献
14.
This study compared college course grade outcomes, both during and after high school, of dual-enrollment students to those of traditional students. The study was based on a large, multiyear sample of Iowa high school and community college students. The results showed that while in high school, dual-enrollment students consistently outperformed traditional students in community college courses. However, much of the difference might be due to underlying differences in the two groups associated with the type of college the students chose to attend after high school (i.e., four-year vs. two-year). Dual enrollment students tended to perform about the same as traditional students in terms of post-high-school community college course grades. For students who enrolled in four-year institutions after high school, analyses of college course grade data suggested a small positive effect of dual enrollment on first-year college grade point average (GPA). 相似文献
15.
The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation
in first-year programs is significantly related to students’ academic success. Because students choose to participate in first-year
programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present
research examined the effects on first-semester grades of students participating in themed learning communities at a research
university in the Midwest. Results indicated that membership in themed learning communities was positively associated with
higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income
status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning
communities on grades were not statistically significant. The results have implications for campus leaders and assessment
practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate
educational experiences on their campuses. 相似文献
16.
In the spirit of William Georgetti: scrutiny of a prestigious national scholarship selection process
Postgraduate scholarship programmes are increasingly important for supporting gifted students from diverse backgrounds. Systems and processes in the application, determination and delivery of scholarships must be robust, transparent, accountable and equitable. However, they are rarely evaluated. One of the most prestigious scholarships in New Zealand – the William Georgetti Scholarship – is investigated here for the impact of student’s grade point averages (GPAs) and sex on applicant’s progression, the level of agreement between Scholarship Board member rankings, and whether applicants or members’ sex is material to any outcomes. Data from 2007 to 2015 were extracted, and contained 301 applicants considered for shortlisting, 78 who were shortlisted and 60 successful recipients evaluated by 17 Scholarship Board members (5 female, 12 male). Mean GPAs significantly increased over time amongst applicants, those shortlisted, and those successful. While 60% of applicants were female, only 49% of those shortlisted were female; however, this was explained by GPA differences. Some 52% of successful applicants were female. Ranking discordance amongst members was relatively high, but no differential sex biases were noted. The empirical results suggest that current systems and processes are consistent with the scholarship’s deed, although the difference in GPA scores between female and male applicants is of concern. 相似文献
17.
Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes 下载免费PDF全文
下载免费PDF全文 There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes. 相似文献
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Randy V. Bradley Chetan S. Sankar Howard R. Clayton Victor W. Mbarika P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes. 相似文献
20.
This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach – Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a 2-factor structure. Participants exhibiting the 1st behavioural type demonstrated reflective, well-organized study behaviours and favoured high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the 2nd behavioural type were found to manage time poorly and primarily focus on memorizing facts; thus were labelled “Disorganized Procrastinators”. Type 1 students had significantly higher grade point averages (GPAs) than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrolment status. Theoretical and practical implications were discussed. 相似文献