Author: George S. NaglePublisher:
ISBN:
Category :
Languages : en
Pages : 176
Book Description
The Prediction of Academic Success with High Risk Students
Author: George S. NaglePrediction of Academic Success in a High-risk Collegiate Population
Author: Kenneth J. VictorPublisher:
ISBN:
Category : Developmental studies programs
Languages : en
Pages : 180
Book Description
Using Noncognitive Assessment to Predict Academic Success for At-risk Students
Author: Paul OrschelnPublisher:
ISBN:
Category : Electronic Dissertations
Languages : en
Pages : 85
Book Description
The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school grade point average, can predict student success (first-semester grade point average, first to second year retention and five year graduation rate) for 154 academically at-risk college freshmen admitted into the Conditional Admissions Program (CAP) at the University of Central Missouri for the Fall 2007 semester. In this investigation, student success was defined as a first semester GPA of 2.0 or higher, retaining to the second year and graduating within a five year time frame. Through the six- question short answer-style Insight Resume, noncognitive attributes were evaluated based on each student's life experiences and what they learned from those experiences. Correlations were calculated measuring the relationship between the Insight Resume and the dependent variables. Findings revealed there were only slight correlations between Insight Resume score and earning a first semester GPA of 2.0 or greater, retaining from the first to the second year, and graduating in five years. In addition, logistic regression was used to measure the predictive value of the combination of the Insight Resume scores, HSGPA and composite ACT scores on predicting first semester GPA of 2.0 or higher, retention from year one to year two, or five year graduation rate. Results indicated that there was no indication any of the predictor variables significantly improved the ability to predict earning a first semester GPA of 2.0 or higher or whether a student would retain or graduate.
USING A RISK PREDICTION MODEL WITH FIRST-YEAR COLLEGE STUDENTS: EARLY INTERVENTION TO SUPPORT ACADEMIC ACHIEVEMENT
Author: Kristen DinoviPublisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :
Book Description
Educational Psychology
Research in Education
Author: How to Help At-Risk Students Succeed A Study of Critical Success Factors
Author: Lethel Polk, JrPublisher: Page Publishing Inc
ISBN: 1683481186
Category : Education
Languages : en
Pages : 111
Book Description
How do we help at-risk students who are failing in a traditional setting? That was the question I set out to answer when I attempted to do this research project. In order to gather the most accurate data, I narrowed my focus to college and university students. However, these same three success factors could be used to help at-risk students at the high school and middle school levels and any other organization that set out to help the at-risk students. The research data concluded that tutoring programs, mentoring programs, and financial aid programs are key components to assisting struggling at-risk students achieve and succeed in an academic setting. When at-risk students are given a little extra assistance, they tend to do well.
The College Success of Academic High Risk Students
Author: Barbara Kay PollandPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 314
Book Description
A Comparison of the Performance of High Risk Student Admission to Nursing with that of Regularly Admitted Students
Author: Margaret Jones HeinsPublisher:
ISBN:
Category : Nursing
Languages : en
Pages : 220
Book Description
Overcoming Barriers to Student Understanding
Author: Jan MeyerPublisher: Routledge
ISBN: 113418994X
Category : Education
Languages : en
Pages : 258
Book Description
It has long been a matter of concern to teachers in higher education why certain students ‘get stuck’ at particular points in the curriculum whilst others grasp concepts with comparative ease. What accounts for this variation in student performance and, more importantly, how can teachers change their teaching and courses to help students overcome such barriers? This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods. It also provides innovative case material from a wide range of institutions and disciplines, including the social sciences, the humanities, the sciences and economics.
Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development
Author: Makua, ManyanePublisher: IGI Global
ISBN: 1668470608
Category : Education
Languages : en
Pages : 351
Book Description
Conversations, debates, and policies toward higher education remain in an uncritical mode of normality on issues such as inclusion, exclusion, and equity. In addition, the onset of the COVID-19 pandemic has starkly highlighted the fragility of the higher education system and has raised salient questions related to inclusivity and quality in all aspects. Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development fills a gap in the existing literature by introducing current practices and procedures in the face of the new normal as they affect the higher education sector. The book also addresses the various issues of current interest in the higher education sector relative to teaching and learning, student support, staff development, curriculum development, educational technologies, learning design models, and resource allocation. Covering key topics such as student engagement, assessment practices, and academic development, this premier reference source is ideal for administrators, researchers, scholars, academicians, practitioners, instructors, and students.