首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
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   

2.
The effects of students’ attitudes on time devoted to a course (i.e. time‐on‐task), and the subsequent effects of this time‐on‐task on their performance in the course and their overall grade point average (GPA) were studied. Over a three‐year period, engineering students (N = 231) were surveyed in weeks one, three, seven (after midterms) and 10 (before finals) of a 10‐week quarter in six sophomore and junior engineering classes (eight different sections). Results of this study show that most students are optimistic about their future performance in a new course, regardless of their previous overall GPA. All students appear to devote a relatively high and equal amount of time‐on‐task during the first week of the term. The students who earned grades between ‘B+’ and ‘A’ appear to optimise this time by the third week. Students who earned a final grade of ‘B’ study similar to ‘A’ students before midterms but significantly increase their efforts after midterms while the ‘C’ students decrease their time devoted to the course. This study finds that ‘A’ students know they will earn an ‘A’ as long as they do the work. In contrast, ‘C’ students are resigned to the fact that they will earn a ‘C’ and, thus, devote far less time to a course. The ‘B’ students want better grades and will devote the most effort towards achieving these grades.  相似文献   

3.
This study investigated the effects the demographic variables age, gender, and ethnicity and their interactions had on academic performance in online courses delivered by public two-year colleges in Kentucky. The study controlled for previous academic performance measured by cumulative grade point average (GPA). The study used a random sample (N = 320) of all students who had enrolled in at least one online course delivered by the institutions of the Kentucky Community and Technical College System in the spring 2008 semester. A linear hierarchical multiple regression acting as ANCOVA served as the main analysis, with the order entry as follows: cumulative GPA; independent variables (age, gender, ethnicity); interaction vectors; and product vectors. Final course grade served as the dependent variable. The results of the analysis indicated that only cumulative GPA was a significant predictor, explaining approximately 40% of the variance of the final grade. Although differences in final grades were present among the variables age and ethnicity, these differences disappeared when controlling for cumulative GPA. Significance of the results and recommendations for future research are discussed.  相似文献   

4.
Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning.  相似文献   

5.
Adjusting the Cumulative GPA Using Item Response Theory   总被引：1，自引：0，他引：1  
In college admissions, the predictive validity of preadmissions measures such as standardized test scores and high school grades is of wide interest. These measures are most often validated against the criterion of the first-year grade point average (GPA). However, neither the first-year GPA nor the four-year cumulative GPA is an adequate indicator of academic performance through four years of college. In this study, Item Response Theory (IRT) is used to develop a more reliable measure of performance, called an IRT-based GPA, which is used to estimate the validity of traditional preadmissions information. The data are preadmissions information and course grades for the Class of 1986 at Stanford University (N = 1564). Principal factor analysis is used as a precursor to determine the dimensionality of the course data and to partition courses into approximately unidimensional subsets, each of which is scaled independently. Results show a substantial increase in predictability when the IRT-based GPA is used instead of the usual GPA.  相似文献   

6.
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   

7.
This study analyses the effects which repeating a class has on ninth grade students’ development of mathematical competency. The following research questions were addressed: How many students repeat grades in the different types of schools? How do students who repeat a grade differ from those who do not in their performance and background characteristics? How much extra mathematics do students repeating a grade learn in one school year? What are the differences between various types of school? Can students with poor mathematics grades in particular profit from repeating a grade? The sample is a sub-sample of the PISA-I-Plus study and comprises N = 360 ninth grade students. The total sample of PISA-I-Plus is representative for all ninth/tenth grade students from the different school types in Germany. The data survey was carried out in the ninth grade and then repeated after the students had repeated a year. The results document differences in the amount of grade repeat quotas between types of school. Furthermore, compared to students not repeating, those repeating a grade had lower mathematics (d = 1.02) and german (d = 1.14) grades, a lower level of mathematical literacy (d = 0.51), and lower test results with regard to basic cognitive abilities (d = 0.32). In terms of the development of mathematical literacy, the students repeating a grade could improve by an average of 23 points (d = 0.27) on the PISA mathematics scale. However, the results identify 38 percent of students repeating a grade who do not make any significant improvement in mathematics or even get worse. A differentiation according to school types shows that students repeating a grade in integrated comprehensive secondary schools and in schools with several educational levels in particular do not, on average, show any noteworthy improvement in their mathematical literacy. The analysis of the school grades received in mathematics shows that students whose mathematics grades are unsatisfactory do not benefit more from repeating a grade than students whose mathematics performance has been rated as being “satisfactory” or better. The article concludes with a discussion of the possible consequences of changing the way in which repetitions of grades are dealt with.  相似文献   

8.
Among the academic community, there is a perception that there is an upward shift in grade point average over an extended period of time without a corresponding increase in achievement. This trend has become an alarming topic among educators, industry and the general public. Some attribute increases in GPA to improvements in student quality while others point to the emergence of a consumer‐based perception of education that unjustly awards high grades. The objective of this paper is to review various opinions regarding grade inflation, investigate whether grade inflation exists in engineering curricula, and analyze the related factors. Using eight years of detailed course data from a college of engineering, we seek insight into recent grading practices within each engineering discipline. The results indicate an upward trend in grade point average and an increasing prevalence of ‘A’ grades. However, both trends match increases in student achievement potential as measured by ACT composite score. The results also show different grade outcomes among the engineering departments and the importance of class size as a predictor of grades.  相似文献   

9.
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   

10.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers.  相似文献   

11.
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample.  相似文献   

12.
In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement.  相似文献   

13.
Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory biochemistry. We found no statistically significant differences between average biochemistry grades or grade distribution among students with or without the organic chemistry prerequisite. However, students who had not completed the organic chemistry prerequisite before biochemistry were more likely to withdraw from the course than those who had completed the prerequisite. In contrast to the lack of correlation between performance in biochemistry and completion of organic chemistry, we observed a strong, highly significant positive relationship between cumulative GPA and the biochemistry grade. Our data suggest that excluding students without organic chemistry would have less positive impact on student success in biochemistry than would providing additional support for all students who enroll in biochemistry with a cumulative GPA below 2.5.  相似文献   

14.
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   

15.
The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as “honors” or “advanced placement.” Adjusted GPAs—also known as weighted GPAs—are frequently used for computing students’ rank in class and in the college admission process. Despite the high stakes attached to GPA, weighting policies vary considerably across states and high schools. Previous methods of estimating weighting parameters have used regression models with college course performance as the dependent variable. We discuss and demonstrate the suitability of the graded response model for estimating GPA weighting parameters and evaluating traditional weighting schemes. In our sample, which was limited to self‐reported performance in high school mathematics courses, we found that commonly used policies award more than twice the bonus points necessary to create parity for standard and advanced courses.  相似文献   

16.
Computer aided assessment systems enable the collection of exact time and date information on students’ activity on a course. These activity patterns reflect students’ study habits and these study habits further predict students’ likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive study habits and to prevent or minimize habits that lead to poor student performance. Hypothetically, by identifying and adjusting the short-term patterns, the teachers might be able to do the same during the course. This publication examines students’ short-term study habits on an introductory level programming course and presents multiple statistically significant connections between students’ assignment submission patterns and their respective final grades. Students who receive the highest grade start and finish their work early, do not work on weekends, and do not work at night, whereas those who fail the course do not show similar behavior but exhibit significant enrichment among those who work large amounts during the night. Course’s mandatory tutorial sessions that act both as assignment release events and as collaborative assignment solving sessions strongly increase assignment submission counts regardless of the students’ final grades and ensure an early start to solving the assignments, possibly preventing those who would otherwise fail the course from starting their work near deadlines.  相似文献   

17.
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献   

18.
ABSTRACT

Capstone projects are common in undergraduate programmes, providing students with a culminating educational experience designed to draw on the knowledge and skills accumulated over the course of their studies. While there are many benefits to capstone projects, they are not without challenges. In particular, when these projects are conducted in groups, forming groups to optimise the learning outcomes and managing group dynamics can be challenging. In this article, we report on the analysis of data collected from 346 undergraduate business students who completed capstone projects at a Hong Kong university. Measures included students’ learning goal (mastery and performance), satisfaction with their supervisor and group diversity in relation to gender, prior academic achievement, self-report nationality and programme of study. Analysis of this data in conjunction with student grades for the project was conducted to inform improvements in design and delivery of the capstone subject to improve students’ learning outcomes. The results showed that for groups consisting of three students, group diversity in respect to prior academic achievement as measured by grade point average (GPA) is positively related to the grade achieved in the capstone project. However, diversity in respect to the nationalities in the group was related to poorer performance. Furthermore, the more teacher-focused the group supervisor’s approach was, the worse the grade achieved for the project. The results suggest that groups made up of students of different nationalities tend to have lower grades compared to homogeneous groups. In contrast, having a group with a mix of GPAs can result in higher grades on the project. While these findings have informed our understanding of group performance on capstone projects, work is needed to fully understand what underlies the diversity effects identified which will be explored with future cohorts.  相似文献   

19.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

20.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号