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Author: Mandi Derryberry Publisher: ISBN: Category : Academic achievement Languages : en Pages : 18
Book Description
"The purpose of this study was to evaluate the grade point average of student-athletes versus non-athlete students. The research question proposed was "is there a significant difference in GPA between student-athletes and non-athlete-students?" The data was collected from suburban districts in Missouri and Arizona. A Statistical Program (ASP) and Microsoft Excel were used to analyze and produce the data. A t-test was used to challenge the null hypothesis. The study proved that there is a significant difference in GPA between student-athletes and non-athlete-students. The average GPA of student-athletes was 3.56, while the average GPA of non-athlete-students was 3.40."
Author: Mandi Derryberry Publisher: ISBN: Category : Academic achievement Languages : en Pages : 18
Book Description
"The purpose of this study was to evaluate the grade point average of student-athletes versus non-athlete students. The research question proposed was "is there a significant difference in GPA between student-athletes and non-athlete-students?" The data was collected from suburban districts in Missouri and Arizona. A Statistical Program (ASP) and Microsoft Excel were used to analyze and produce the data. A t-test was used to challenge the null hypothesis. The study proved that there is a significant difference in GPA between student-athletes and non-athlete-students. The average GPA of student-athletes was 3.56, while the average GPA of non-athlete-students was 3.40."
Author: Kara Fleming Publisher: ISBN: Category : Academic achievement Languages : en Pages : 17
Book Description
This study was completed to analyze the grade point average of students who participate in athletics compared to the students who do not. The statistics for this research were from a suburban school district's 2015 graduating class of 393 students. Microsoft Excel and A Statistical Program (ASP) were used to analyze the data provided from Power School. A t-test was used to challenge the null hypothesis. The results showed that student athletes (3.28) have a significantly higher GPA in comparison to non-student athletes (2.98).
Author: Ryan Stegall Publisher: ISBN: Category : Academic achievement Languages : en Pages : 19
Book Description
The purpose of this study was to analyze the grade point average of student athletes versus that of non-student athletes. The research conducted produced answers to the following questions. "Do student athletes have a higher GPA than non-athletes?", "Is there a significant difference in the grades of athletes and non-athletes?", and "What effects do athletics have on student's grades?" Statistics for this research product were provided by a Midwest suburban school district. Microsoft Excel and A Statistical Program (ASP) software were used to analyze the provided data. A t-test was used to challenge the null hypothesis. Findings from the study indicated that there was a significant difference in the GPA of athletes vs. non-athletes. The group of athletes was determined to have a higher GPA, averaging 3.25. The non-athletes averaged a GPA of 3.01, significantly lower than the athletes.
Author: Richard Edward Lapchick Publisher: ISBN: Category : Education Languages : en Pages : 52
Book Description
This monograph focuses on the virtually ignored issues of the academic problems of high school athletes. All the problems of college sport exist at the high school level. For example, "redshirting" occurs when a school has an athlete sit out a year so that the athlete can mature physically and have four years of eligiblity. This problem exists in the secondary grades as well as in colleges. The ramifications of the National Collegiate Athletic Association's Proposition 48 are discussed as they have an impact on students at both high school and college level. The legal aspects of "No Pass No Play" policies in Texas and other areas are discussed. Recommendations are made for higher academic requirements for talented student athletes. Current state academic requirements for athletes are listed and references are included. (JD)
Author: Chelsea L. Smith Publisher: ISBN: Category : Academic achievement Languages : en Pages : 176
Book Description
"It has been suggested that the demand of university athletics can hinder academic success. Furthermore major selection may be dependent on ease of eligibility and lead to academic clustering. The purpose of this study was to determine how student athlete's sport and major affect their grade point average (GPA) at the University of Central Oklahoma (UCO). There has yet to be a study relating individual sports team's major selection and GPA. This study used unidentifiable academic data from Fall 2005 to Fall 2012 of UCO student athletes. This study included 743 student athletes from seven major sports and all eight academic colleges. A sample size of 743 student athletes from the academic Fall 2005 to Spring 2012 was used for the study. For all of the differences, one way ANOVAs were conducted with a p value of 0.05. Since there was no homogeneity found between any of the groups, all post hoc tests were conducted with Games Howell. The results demonstrated in GPA to sport there was a significant difference in males and females (p = 0.01). The male sports (football, baseball and wrestling) had a significantly different GPA compared to the female sports (rowing, basketball, softball and track). Female sports had a higher GPA averaging 2.94 (SD = 0.07), compared to males with a mean GPA of 2.27 (SD = 0.8). There was a significant difference between the College of Education (CEPS) to Math and Science (CMS), F(7, 742) = 9.47, p = 0.024, and Undeclared, F(7, 742) = 9.47, p = 0.01. Of the ten most frequent majors General Studies, F(4, 151) = 10.035, p = 0.01, Industrial Safety, F(2, 52) = 6.451, p = 0.01, and Undeclared, F(5, 43) = 2.864, p = 0.01, major had a significant difference between the sports. Academic clustering occurred with 48% of student athletes choosing majors in CEPS. Overall there was a significant difference in GPA by team and major. Female team reported higher GPAs than males in many of the majors. The differences in GPA were best demonstrated in the Undeclared major. Females reported a higher GPA and less roster years in this major. Females may be declaring a major earlier than male student athletes, which dictates more academic success. This researcher implies that if student athletes declare a major earlier, they may adapt to the strains of academic life earlier. This acclamation will allow for higher GPA and more roster years, which are both the implications of the APR. Further research on academic clustering of the sports during this time period is needed. More research about change in college enrollment of student athletes and demographics is warranted to better describe academic clustering at UCO. Other demographic factors such as race and academic preparation may also aid in demonstrating the difference in GPA by major and sport."--Abstract of thesis.
Author: Reagan E. Moffit Publisher: ISBN: Category : College athletes Languages : en Pages : 42
Book Description
"Motivation is positively related to grade point average (GPA). This relationship has not been well studied in the college student-athlete population. Purpose: To evaluate the differences in GPA 1) between student-athletes and non-athletes and 2)among motivation types to attend college. In addition, this study aimed to 3) examine the relationship between motivation type and athlete status, and 4) examine motivation to attend college as a moderating variable in the in the relationship between student athlete status and GPA. Methods: Participants were recruited through a health-related college and athletic program at a Division II Liberal Arts College in the Midwest and were asked to complete a survey (n=209). Multiple demographic variables were assessed, including athlete status and college cumulative GPA. In addition, student were asked to complete the American Motivation Scale College Version. Independent samples t-test, Fischer's exact test, ANOVA and ANCOVA were used to assess purposes 1, 2, 3, and 4 respectively. Results: The majority of students were freshmen (33.5%), female (75.1%), and white (90.4%). On average, students reported a GPA of 3.42±0.43. Most students identified as externally motivated (82%), 6% identified an intrinsically motivated, 12% identified as both, and no participants identified as a motivated. No differences were found in GPA (athletes=3.43±0.43; non athletes = 3.41±0.44, p=70), or in motivation type (p=0.09) between the between athletes and non-athletes. No differences were found in GPA among motivation types (p=0.751). The interaction between motivation type and athlete status did not significantly relate to GPA (p=0.854). Conclusion: Athlete status and motivation type do not relate to self-reported college student GPA. Future research should continue to investigate extrinsic motivation in college students and its influence on academic success." -- From page 1.
Author: Janet Cain Moore Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 188
Book Description
The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.
Author: Lisa J. Harry Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
"The purpose of this study was to determine if there was a difference in the academic performance of high school senior athletes and non-athletes. Four Michigan schools participated in the study. Quantitative data were gathered on 349 students in grade 12 from the four schools for the 2000-01 school year. The grade point averages of the athletes and non-athletes were compared. The results of this study led to the conclusion that the High School Seniors who participated in interscholastic athletics in the four Michigan schools surveyed in this study outperformed their non-athlete counterparts when comparing mean GPA scores. This finding was consistent with the related literature on other studies when mean GPA was compared."--Abstract.
Author: William G. Bowen Publisher: Princeton University Press ISBN: 1400840708 Category : Education Languages : en Pages : 497
Book Description
In Reclaiming the Game, William Bowen and Sarah Levin disentangle the admissions and academic experiences of recruited athletes, walk-on athletes, and other students. In a field overwhelmed by reliance on anecdotes, the factual findings are striking--and sobering. Anyone seriously concerned about higher education will find it hard to wish away the evidence that athletic recruitment is problematic even at those schools that do not offer athletic scholarships. Thanks to an expansion of the College and Beyond database that resulted in the highly influential studies The Shape of the River and The Game of Life, the authors are able to analyze in great detail the backgrounds, academic qualifications, and college outcomes of athletes and their classmates at thirty-three academically selective colleges and universities that do not offer athletic scholarships. They show that recruited athletes at these schools are as much as four times more likely to gain admission than are other applicants with similar academic credentials. The data also demonstrate that the typical recruit is substantially more likely to end up in the bottom third of the college class than is either the typical walk-on or the student who does not play college sports. Even more troubling is the dramatic evidence that recruited athletes "underperform:" they do even less well academically than predicted by their test scores and high school grades. Over the last four decades, the athletic-academic divide on elite campuses has widened substantially. This book examines the forces that have been driving this process and presents concrete proposals for reform. At its core, Reclaiming the Game is an argument for re-establishing athletics as a means of fulfilling--instead of undermining--the educational missions of our colleges and universities.
Author: James L. Shulman Publisher: Princeton University Press ISBN: 1400840694 Category : Education Languages : en Pages : 497
Book Description
The President of Williams College faces a firestorm for not allowing the women's lacrosse team to postpone exams to attend the playoffs. The University of Michigan loses $2.8 million on athletics despite averaging 110,000 fans at each home football game. Schools across the country struggle with the tradeoffs involved with recruiting athletes and updating facilities for dozens of varsity sports. Does increasing intensification of college sports support or detract from higher education's core mission? James Shulman and William Bowen introduce facts into a terrain overrun by emotions and enduring myths. Using the same database that informed The Shape of the River, the authors analyze data on 90,000 students who attended thirty selective colleges and universities in the 1950s, 1970s, and 1990s. Drawing also on historical research and new information on giving and spending, the authors demonstrate how athletics influence the class composition and campus ethos of selective schools, as well as the messages that these institutions send to prospective students, their parents, and society at large. Shulman and Bowen show that athletic programs raise even more difficult questions of educational policy for small private colleges and highly selective universities than they do for big-time scholarship-granting schools. They discover that today's athletes, more so than their predecessors, enter college less academically well-prepared and with different goals and values than their classmates--differences that lead to different lives. They reveal that gender equity efforts have wrought large, sometimes unanticipated changes. And they show that the alumni appetite for winning teams is not--as schools often assume--insatiable. If a culprit emerges, it is the unquestioned spread of a changed athletic culture through the emulation of highly publicized teams by low-profile sports, of men's programs by women's, and of athletic powerhouses by small colleges. Shulman and Bowen celebrate the benefits of collegiate sports, while identifying the subtle ways in which athletic intensification can pull even prestigious institutions from their missions. By examining how athletes and other graduates view The Game of Life--and how colleges shape society's view of what its rules should be--Bowen and Shulman go far beyond sports. They tell us about higher education today: the ways in which colleges set policies, reinforce or neglect their core mission, and send signals about what matters.
Author: Mandi Derryberry
Author: Mandi Derryberry
Author: Kara Fleming
Author: Ryan Stegall
Author: Richard Edward Lapchick
Author: Chelsea L. Smith
Author: Reagan E. Moffit
Author: Janet Cain Moore
Author: Lisa J. Harry
Author: William G. Bowen
Author: James L. Shulman