Author: Robert Arthur EltingPublisher:
ISBN:
Category :
Languages : en
Pages : 528
Book Description
The Prediction of Freshman Year Academic Performance of Foreign Students from Pre-admission Data
Author: Robert Arthur EltingPublisher:
ISBN:
Category :
Languages : en
Pages : 528
Book Description
A Meta - Analysis of Studies on the Academic Success of Foreign Students
Author: Zarine VogelInternational Education: Dissertation and Theses. 169 p. II: Periodical articles ... part I: General XXXV. 546 p. II: Part II: Area studies and indexes. 550-1093 p
Author: Agnes N. TyssePublisher:
ISBN: 9780810806863
Category :
Languages : en
Pages : 188
Book Description
Proceedings of the International Conference on Advanced Intelligent Systems and Informatics 2019
Author: Aboul Ella HassanienPublisher: Springer Nature
ISBN: 3030311295
Category : Technology & Engineering
Languages : en
Pages : 1093
Book Description
This book presents the proceedings of the 5th International Conference on Advanced Intelligent Systems and Informatics 2019 (AISI2019), which took place in Cairo, Egypt, from October 26 to 28, 2019. This international and interdisciplinary conference, which highlighted essential research and developments in the fields of informatics and intelligent systems, was organized by the Scientific Research Group in Egypt (SRGE). The book is divided into several sections, covering the following topics: machine learning and applications, swarm optimization and applications, robotic and control systems, sentiment analysis, e-learning and social media education, machine and deep learning algorithms, recognition and image processing, intelligent systems and applications, mobile computing and networking, cyber-physical systems and security, smart grids and renewable energy, and micro-grid and power systems.
Investigation of the Role of Pre- and Post-admission Variables in Undergraduate Institutional Persistence, Using a Markov Student Flow Model
Author: Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
This study used selected student record data to investigate the effect of students? characteristics prior to university admission (pre-admission variables), and academic actions and educational achievement indicators (post-admission variables) on retention in higher education. The analysis followed first-year undergraduate students at a large Midwestern university through four academic levels (freshman-senior). A Markov student-flow model was employed to estimate the probabilities of stopping out, staying at the same academic level, or advancing to a higher academic level up to graduation. Logistic regression was used to calculate fourteen transition probabilities of specific flow-model events given a profile of independent variable scores. Based on the yearly transitions, predicted probabilities of graduating after 4, 5 and 6 years were also computed. The key results are (a) The Markov student flow model and its use as a predictive tool, which allow calculation of a persistence risk value using institutional data. (b) The finding that many variables vary in predicting persistence depending on the academic level, which corroborates the need to organize the model by academic levels and indicates that it is incorrect to conclude that variables that affect persistence at one academic level do so at all levels. Relevant to the specific institution studied are the findings that variables such as Age at Entrance, and Pell Grant Indicator consistently predict lower probabilities of progressing towards graduation for all academic levels, holding other variables in the model constant. Cumulative GPA and Not Changing Majors also predict higher transition probabilities, with the strongest effect at the sophomore level. Target Minority, ACT score and High School Percentile predict higher probabilities of persisting at the Freshman level, but the effect becomes negative at the Senior level. If tested and implemented in an institution, the proposed simulation tool would allow dec.
Comprehensive Dissertation Index, 1861-1972: Education
Author: Xerox University MicrofilmsPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1040
Book Description
Cumulated Index Medicus
Author: Resources in Education
Author: Student Success
Author: Lianne BriggsPublisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 302
Book Description
Despite retention being a significant focus of higher education research, graduation rates remain of concern. Increased numbers of students are advancing to college bringing with them a wider range of abilities, attributes, and characteristics. There is much we know about what predicts success for these students but our knowledge is far from complete. My study therefore explores to what extent pre-admission variables of academic preparation, personal attributes, and demographic characteristics are predictive of graduation with the goal of identifying students who are more or less likely to do well than their high school academic preparation would suggest. The study examines the records of 6,400 first-time-in-any-college freshmen (FTIACs) at one mid-sized university as it transitioned from an open admission policy to higher admission standards over a seven-year period. Twenty-two independent variables drawn from the student record system and ACT Interest Inventory were examined, as broken down by each admission standard cohort, data set, and field of study. Logistic regression analysis was used to find variables predictive of first- and second-year retention as well as graduation. Results revealed that for all groups, high school grade point average (HSGPA) was significant in predicting both retention and graduation. Standardized test scores such as the ACT were not significant. Other factors with a positive influence on retention and graduation among the groups included: living in a residence hall, extracurricular activities, AP credits, CLEP credits, and being female. Variables with a negative influence were being Pell eligible, higher educational aspirations, higher estimated first year GPA, distance from campus, and being a minority. Pell eligibility was significant for almost every group tested. For the weakest students the only variable which predicted retention or graduation was HSGPA. Findings indicated the two most important variables in predicting graduation were HSGPA and Pell eligibility. Focusing admission standards and retention programs on these two factors would have the greatest impact on graduation rates, as well as setting realistic shorter-term educational aspirations and estimated GPA goals. This research strongly suggests setting minimum admission standards based on HSGPA alone could be an appropriate option for higher education leaders.
Bulletin
Author: United States. Office of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 1052
Book Description