共查询到20条相似文献，搜索用时 15 毫秒
1.
Angela M. Garcia Falconetti 《Community College Journal of Research & Practice》2013,37(3-4):238-255
The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement. 相似文献
2.
Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student‐teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first‐year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self‐reported beliefs in neuromyths do not differentiate between high‐ and low‐achieving initial teacher education students. 相似文献
3.
Pamela Lowry 《Performance Improvement》2007,46(8):8-12
This article explores the teaching styles of the professor, learning styles of the students, characteristics of the students, comparisons of Pearson's correlation coefficients between student grades earned in the course versus their cumulative grade point averages, and factors to consider for future Web‐enhanced courses. The objectives of the course were to develop students' understanding of productivity and work measurement. It also explored the ability to understand and apply systems thinking and innovative planning for the purpose of improving personal productivity, the productivity of other people, and the productivity of systems and organizations. 相似文献
4.
Bart Ganzert 《Community College Journal of Research & Practice》2013,37(9):783-793
This causal-comparative study researched the effects of dual enrollment and Huskins Bill course experience on traditional-age North Carolina community college students. The study examined course effects on academic success and graduation rate using quantitative statistical measures including parametric and nonparametric means comparisons. The study found that dual enrollment and Huskins Bill courses showed a positive effect on grade point average (GPA) and graduation rate, and this effect is evident in technical, medical, and college transfer programs. The study also showed a positive correlation between number of courses and student GPA and graduation rate. Findings in this study support continuing and expanding dual enrollment offerings as one aid for college readiness. 相似文献
5.
James C. McCroskey Steven Booth‐Butterfield Steven K. Payne 《Communication quarterly》2013,61(2):100-107
Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication. 相似文献
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7.
Using multilevel models, this study examined the effects of student- and course-level variables on monotonic response patterns in student evaluation of teaching (SET). In total, 11,203 ratings taken from 343 general education courses in a Korean four-year private university in 2011 were analyzed. The results indicated that 96 % of variance of monotonic response patterns could be explained by student characteristics, such as gender, academic year, major, grade point average, SET score, and perceptions about course difficulty, while controlling for course-level variables. Furthermore, 4 % of variance of monotonic response patterns was derived from course characteristics, including faculty age and class size, while controlling for student-level variables. The findings suggest that Korean higher education institutions need to take proper measures to encourage students to participate more actively and sincerely in SET for the best and proper use of the evaluation’s outcomes. 相似文献
8.
Melinda Mechur Karp Julia Raufman Chris Efthimiou Nancy Ritze 《Community College Journal of Research & Practice》2013,37(1):42-55
ABSTRACTIn response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that their impact fades over time. This article examines Bronx Community College’s efforts to restructure their student success course into a First Year Seminar (FYS) that integrates college orientation activities, disciplinary content, and academic success skills. The course emphasizes student-centered pedagogies in order to encourage learning that persists beyond the semester of participation. We use mixed methods to assess the early outcomes of students in FYS courses and understand whether and why the course’s impact has the potential to be sustained. Using propensity score matching to compare 1,138 FYS participants to 1,138 similar nonparticipants, we find early evidence that the FYS approach leads to positive outcomes, including higher grade point averages (GPA) and earning more credits. Using classroom observations (N = 40), instructor interviews (N = 10), and interviews with participants (N = 27), we find that FYS appears to facilitate student-centered, contextualized, and applied learning, thereby helping students apply their FYS-related skills in future courses. This study has implications for reforming student success courses in a way that achieves long-term positive student outcomes. 相似文献
9.
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
10.
The main goal of this study is to show that the association between university entrance score and first-year students’ academic performance varies randomly across courses after controlling for students’ sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student’s first choice, and the student’s gender, age and parents’ level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance. 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
12.
This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates.
It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional
on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade
point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but
the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are
not a key determinant of students’ average academic outcomes at Wellesley College. 相似文献
13.
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
14.
This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be “limited English proficient” into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower‐level science course. Students placed in the lower‐level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low‐achieving non‐Latino/a White students were disproportionately placed in upper‐level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 376–402, 2005 相似文献
15.
The relationship between academic achievement and the financial success of baccalaureate recipients in the workplace is the focal point of an investigation that covers the first 3 years following graduation. Employment activity and quarterly earnings of university baccalaureate recipients were tracked in a comprehensive study that merged state unemployment insurance records with student data files. Quarterly earnings were regressed on grade point averages while controlling for age, registration type (native vs. transfer), major, gender, race, and industry. Patterns were discovered over the 3 years following graduation. Grade point average had little impact on earnings, as did registration type. Age, major, and industry were found to be significant. Gender and race held no significance. In an attempt to further explore the relationship between academic achievement and workplace success, a two-way ANOVA, repeated measures design was used to examine differences in the individual earnings of high academic achievers and low academic achievers over a 3-year period. No significant between-group effects were found. 相似文献
16.
Performance Funding in Higher Education: The Effects of Student Motivation on the Use of Outcomes Tests to Measure Institutional Effectiveness 总被引：1，自引：0，他引：1
This study obtained data from 1,633 students who took the Collegiate Assessment of Academic Proficiency (CAAP) to evaluate whether the English, math, and critical thinking exams should be used as performance funding measures in the state. Analysis of Covariance (ANCOVA) was utilized to demonstrate that the use of the exams was problematic because students failed to give the assessments their best effort. Other variables in the analysis included level of English and math completed, grade point averages for English and math, cumulative grade point averages, and student characteristics. Policy implications for performance funding are also addressed in the study. 相似文献
17.
Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel. 相似文献
18.
Ebenezer F. Kolajo 《Community College Journal of Research & Practice》2013,37(4):365-371
Using an ex post facto analysis of outcomes data, this paper tracks the academic performances of developmental and non-developmental students and examines the effects that developmental courses have on subsequent academic progress leading up to graduation. Three-year data on developmental students and graduates were analyzed to discern the characteristics of students graduating from the College, and to compare and contrast the characteristics of developmental and non-developmental students who graduated. The College graduates were categorized into four groups with respect to their academic preparation as suggested by their placement scores. During the three-year period considered, over 61% of the College's graduates took one or more developmental courses. This study shows that there is a positive link between the number of developmental courses taken and time to graduation. Consistent with prior studies, it is remarkable that developmental students perform equally well in college level courses as non-developmental students, depending on the number of pre-college level courses taken. As higher education institutions are facing increasing demands for accountability and performance requirements, accurate assessment and placement of students needing interventions become more imperative. However, accountability measures linked to retention, graduation rates, and federal student financial aid may disadvantage community colleges, especially because roughly two-thirds of community college students attend part-time and require remediation. 相似文献
19.
Oren R. Shewach Kyle D. McNeal Nathan R. Kuncel Paul R. Sackett 《Educational Measurement》2019,38(1):25-35
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education. 相似文献
20.
Counselors, faculty, and student personnel specialists are often unaware that college students are experiencing serious academic or adjustment difficulties until it is too late to rectify the problem. Most universities would benefit from an early warning system that detects at-risk students before performance or social problems jeopardize their college careers. This investigation demonstrated that scores from the Survey of Academic Orientations (SAO) were predictive of first-semester freshmen grades. Subsequent analysis showed that the SAO significantly improved the prediction of grade point averages, after taking the effects of Scholastic Assessment Test scores and high school percentage rank into consideration. The SAO gives educators a new early warning device, a way to identify those undergraduates most at risk of receiving poor grades. The next steps in the research process are to: (1) assess the relationship of SAO scores to other important academic indexes, such as retention and student stress, and (2) determine if furnishing counselors and other college personnel with SAO scores is of therapeutic value. 相似文献