Download or read book Predictor Variables of Academic Success for First time Freshmen at Clemson University written by Cheryl Olivia Lane and published by . This book was released on 2003 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Academic Success for Conditionally Admitted First time Freshmen at a Four year Public University written by Robert S. Hornberger and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined a sample of 249 conditionally admitted firsttime freshman at a four year public university to answer four research questions pertaining to the potential prediction of academic success and college retention for conditional admits. The single-stage, convenience sample (Creswell, 2003) included variables related to student demographic, academic admission, first year academic success, and college admission factors were included in the study. The findings of the study revealed that an emphasis on core curriculum classes taken during high school, especially the senior year, and the core curriculum coursework GPA should be emphasized by policymakers as determinants for admission exceptions. The results also highlighted the ACT English sub score for the full sample, and the high school GPA for the male sub group, as significant predictors of academic success and college retention. Other factors analyzed in the study, including the type of high school, whether a student earned college credit prior to college, whether a student participated in high school athletics, whether a student was an athlete at the college of study, ethnicity and race, whether the student received application for admission fee waiver, and the type of conditional admit, did not qualify as significant predictors in the final statistical model.
Download or read book Factors that Influence Academic Success and Persistence of First time Freshmen Students at a Historically Black College and University in Texas written by Michara Delaney and published by . This book was released on 2016 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Undergraduate Academic Success written by Sheri L. Glick-Cuenot and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Download or read book Correlations Between Selected Predictor Variables and Academic Achievement of Freshmen in the College of Agriculture written by Nguyen Hoang Son and published by . This book was released on 1975 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1994 with total page 1008 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictor Variables of Academic Success for First year Technikon Students in Applied Sciences written by Carol Anne Vogel and published by . This book was released on 1995 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making the Grade written by Roderick D. Perry and published by . This book was released on 2013 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was three-fold. The first purpose was to examine if there was a difference in the academic success of 239 first-year student-athletes between the type of institution they attended, public or private. These student-athletes represented 12 intercollegiate varsity sports at two NCAA Division I institutions in the Midwest during the 2007-2009 academic years, and the study used the five pre-college predictor variables of NCAA GPA, standardized test scores, gender, race, and institution type. The second purpose was to determine which of these predictor variables were statistically significant in predicting academic success of student-athletes by sport. The third purpose was to predict how well these predictor variables could distinguish between student-athletes attending the public institution and student-athletes attending the private institution. The study found that student-athletes at the private institution entered the institution with a better overall academic profile than did the student-athletes at the public institution as related to the predictor variables of high school GPA, NCAA GPA, ACT scores, SAT scores, and first-year college cumulative GPA. The statistically significant relationships between the predictors variables correlated between r = .94 and r = .17. Several stepwise multiple regression analyses were conducted to predict first-year academic success. The study concluded that, when ACT and SAT scores are included, separately, in the model with the predictor variables, then NCAA GPA, ACT scores, gender, and race are statistically significant predictors for student-athletes attending the public institution, while NCAA GPA and ACT scores are statistically significant predictors for student-athletes attending the private institution. NCAA GPA, SAT scores, and gender are statistically significant predictors for student-athletes attending the public institution, and NCAA GPA and SAT scores are statistically significant predictors for student-athletes attending the private institution. Together, these findings suggest that Non-White female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete at the public institution when ACT scores are added to the model, and female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete when SAT scores are added to the model. A stepwise discriminant analysis was conducted to predict how well the predictor variables distinguish between the public and private institutions. Based on the findings, NCAA GPA, standardized test scores, and race are the statistically significant variables in the model. Overall, 66.9% of the student-athletes in the study were classified correctly into public and private institution. The student-athletes attending the public institution were classified with slightly better accuracy (67.9%) than the student-athletes attending the private institution (66.2%).
Download or read book Selected Academic Variables as Predictors of First Semester Academic Success of At risk Football Student athletes at the University of Missouri written by Bryan S. Maggard and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify selected academic variables that may serve as predictors of first semester academic success of at-risk scholarship football student-athletes who matriculated at the University of Missouri during the academic years of 2002-03, 2003-04, and 2004-05. The variables analyzed were high school grade point average (GPA), high school rank, and standardized test score. The results of the study indicated that high school GPA was the only significant predictor of first semester college GPA for at-risk student-athletes accounting for 21 percent of the explained variance.
Download or read book Personality Types and Traits as Academic Success Predictors written by Wells Blakeslee Doty and published by . This book was released on 1999 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting the Academic Performance of Freshmen at the University of Wisconsin La Crosse written by Janis A. Von Ruden and published by . This book was released on 1988 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the possibility of predicting the academic performance of first semester freshmen through the use of selected academic and nonacademic variables obtained from admissions information. The population studied was the 1987-88 fall semester freshman class at the University of Wisconsin-La Crosse. Student data was obtained from the Administrative Computing Center, and analyzed using Analysis of Variance and Multiple Regression. Through the test of the null hypothesis, it was found that high school class rank was the best overall predictor of first semester academic performance. There was also a significant relationship between first semester GPAs and the students' choice of housing while attending UWL. ACT subtest and composite scores did show a significant relationship when analyzed individually with first semester GPA, however, when included as a part of the Multiple Regression equation with all other variables, the ACT scores were not significant. Other variables used in the study, major indecision, hometown population, parents' level of income, and sex differences, were found to be insignificant when studying their relationship to first semester GPAs.
Download or read book The Predictive Relationship of Pre enrollment Cognitive and Non cognitive Variables to Student Academic Success and Persistence During the First to Second Academic Year for First year Students Enrolled at a Christian Liberal Arts University written by Andy Denton and published by . This book was released on 2012 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year in the United States, nearly one million new students enroll at a four-year post-secondary institution. However, one third of these students do not enroll for their second year of college. Researchers and practitioners say that the period between the freshman and sophomore years is the most critical time regarding student retention and persistence. They have spent considerable time and energy producing studies and developing theories as to why students persist or leave an institution. Admission pressures and competition for students at colleges and universities are expected to continue to increase. Greater challenges to attract new students enhance the significance of developing methodologies to retain the students. Admissions offices are attempting to design predictive models that enable them to determine which students are most likely to experience academic success and persist. This study analyzed the predictive relationship of pre-enrollment cognitive and non-cognitive variables to student academic success and persistence during the first to second academic year for first-year students enrolled at a Christian liberal arts university in the Midwest. A quantitative approach was used to predict academic success and student persistence utilizing hierarchical multiple and logistic regression analyses to answer the research questions. The independent cognitive and non-cognitive variables resulted in a model which was a statistically significant predictor of both the dependent variables, first-year grade point average and second-year retention. The two strongest predictors of first-year grade point average were ACT score and high school grade point average. Results showed ACT score, high school grade point average, and having a parent or sibling as an alumnus of Evangel University were significant predictors of persistence.
Download or read book An Investigation of Intellectual and Non intellectual Variables as Predictors of Academic Success of High Risk College Freshmen at Southern Illinois University at Carbondale written by Harriet E. Wilson and published by . This book was released on 1978 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Academic Success Among First generation and Non first generation College Students written by Tiffany Abeyta and published by . This book was released on 2015 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Download or read book Predictors of Academic Success in High Risk College Freshmen written by Cheryl Ann Gaudreault and published by . This book was released on 1975 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Non cognitive Variables as a Predictor of Academic Achievement Among Freshmen Sophomores and Juniors at Abilene Christian College written by Joseph J. Marshall and published by . This book was released on 1968 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
