Author: Gilbert SingletaryPublisher:
ISBN:
Category :
Languages : en
Pages : 232
Book Description
Predicting Academic Achievement of Nontraditional College Students
Author: Gilbert SingletaryPredicting Academic Achievement and Retention of Mexican-American and Anglo-American College Students Using Traditional and Nontraditional Factors
Author: Alma Norma RodriguezPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 202
Book Description
Academic Achievement of the Nontraditional Student in Higher Education
Author: Charise NahmNontraditional and Traditional Community College Students
Author: Ferris Roger ByxbePublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 328
Book Description
A Comparative Analysis Between Traditional and Nontraditional Aged Students on the Impact of Quality of Effort as it Relates to Academic Achievement
Author: Michael Harry MiyamotoPublisher:
ISBN:
Category :
Languages : en
Pages : 242
Book Description
Academic Versus Nonacademic Variables in Predicting Academic Success of Nontraditional Nursing Students
Author: Paula HollomanPublisher:
ISBN:
Category : Adult learner
Languages : en
Pages : 60
Book Description
Student Characteristics Used to Predict Academic Success in an Non-traditional Delivery System
Author: Randall G. GreenwellPublisher:
ISBN:
Category :
Languages : en
Pages : 192
Book Description
Over the past 30 years, there has been very little research done related to predicting academic achievement utilizing a mastery learning based delivery system. The majority of research concerning student characteristics and academic achievement was conducted within four-year institutions and focused on the traditional lecture-based classroom. Descriptive variables such as age and gender were the two most often cited as significant predictors of academic achievement. Cognitive variables such as high school grade point average and rank were also found to be significant predictors of academic performance. Specific measures of motivation, such as locus of control, were also cited as significant predictors of academic achievement. This study was a descriptive research project using a survey design. A total of 203 subjects participated, 101 enrolled in traditional lecture courses and 102 enrolled in open learning courses. Due to the deviation of the data from a normal distribution, nonparametric statistical tests were used. Ninety males participated of which 51 were enrolled in traditional courses while 39 were taking courses in open learning. One hundred thirteen females participated, 50 were enrolled in open learning and 63 in traditional classes. Analysis of the data indicates that the delivery system made little difference in overall success rates. For only those subjects taking open learning classes was there a statistically significant relationship between locus of control and academic achievement. For both subject groups there was a statistically significant relationship between the high school grade point average, rank and academic achievement. For subjects in the traditional classroom there was a statistically significant relationship between gender and academic achievement.
The Prediction of College Student Academic Performance and Persistence
Author: Hal A. TaylorPublisher:
ISBN: 9781423502142
Category : Academic achievement
Languages : en
Pages : 230
Book Description
This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the prediction of college GPA and persistence, prediction relative to nontraditional students, race, and gender, and information supply chain management. Information supply chain management is a business concept informative to this dissertation for its modeling of information flow between educational institutions. Chapter III describes the methodology. Statistical analysis includes descriptive statistics, hierarchical multiple regression analyses, and discriminant analysis. Chapter IV is a summary of the results. The regression models accounted for 20.1% (p
Predicting Students' Academic Performance in College Using a New Non-cognitive Measure
Author: Sui HuangPublisher:
ISBN:
Category :
Languages : en
Pages : 178
Book Description
Abstract: There have been voluminous studies upon the potential predictive power of students' non-cognitive attributes such as self-confidence, motivation and student's interaction with institutions on their collegiate performance. While much effort have been put towards identifying the utilities of these attributes, little endeavors have been made to design a concise yet precise composite measure of all the collegiate performance-related non-cognitive attributes. Such measure could be beneficial not just to the future research studies about non-cognitive correlates of students' academic performance in college; it could also be more than informative to the admission officials in higher institutions. The initial intent of this study was to develop an instrument to measure relevant non-cognitive drivers of students' academic performance in college. A Meta analysis was conducted to guide the selection of non-cognitive constructs to include in the proposed instrument. Academic self-efficacy and achievement motivation were the two constructs that were shown to be significantly correlated with students' academic performance in college across research studies. Considering the momentum that student engagement is acquiring in evaluating the quality of higher institutions and predicting students' success in college, the author also included student engagement as one of the constructs to measure. Items were created for each of the aforementioned constructs by reviewing, selecting and revising the existing measures. Face and content validity were established through expert reviews. A forty item initial survey were sent out electronically in two mid-west higher institutions. 497 responses from two Ohio higher institutions were collected. Reliability of the proposed instrument was initially established based on Cronbach's alpha. Classical Test Theory and Item Response Theory as well as Exploratory Factor Analysis were conducted in the refinement of the instrument. Confirmatory Factor Analysis was utilized to validate the construct validity of the final survey, which was consist of the 20 selected items from the initial survey. A structural equation exploration was conducted after establishing the reliability and validity of the proposed survey with the intent of studying the added values of non-cognitive attributes on students' cumulative GPA in college after controlling for the influence of their prior success, which was measured by their high school GPA and SAT scores. Two hypothesized models were tested and compared. Results indicated that students' non-cognitive constructs (i.e. Academic self-efficacy, achievement motivation and student engagement) have significant influence on students' cumulative GPA in college while not taking into account their prior academic success. However, when students' prior academic success was included as covariate in the model, most of the aforementioned non-cognitive attributes were no longer significant predictors of their academic performance in college, which in other words could be interpreted that the aforementioned students' non-cognitive constructs are, to some degree, proxies of their prior academic success, which ultimately influence their performance in college.
Involvement of Nontraditional Students and Communication Variables Predictive of Academic Success and Persistence
Author: Holly E. NortonPublisher:
ISBN: 9781124417370
Category : Academic achievement
Languages : en
Pages : 196
Book Description