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Author: Michael Alexander Kelly Publisher: ISBN: Category : College students Languages : en Pages : 140
Book Description
When considering the GPA of Lake Forest College students, it is important to consider the contributing factors of it. Students invest a lot of money into college and it is important to determine whether students can do well academically. Does the student's financial background or financial aid package influence the student's academic performance? Looking at Lake Forest College students' high school GPAs, test scores, and other financial variables, this thesis attempts to model the contributing factors to academic achievement. It is found that parent income is not significant to academic performance, but scholarships, grants, and loans are statistically significant when predicting GPA. These financial aid variables negatively affect GPA on average. High school GPA and ACT test scores remain the most significant factors when predicting college GPA. As students take more college credits, they begin to make choices that will maximize their GPA.
Author: Michael Alexander Kelly Publisher: ISBN: Category : College students Languages : en Pages : 140
Book Description
When considering the GPA of Lake Forest College students, it is important to consider the contributing factors of it. Students invest a lot of money into college and it is important to determine whether students can do well academically. Does the student's financial background or financial aid package influence the student's academic performance? Looking at Lake Forest College students' high school GPAs, test scores, and other financial variables, this thesis attempts to model the contributing factors to academic achievement. It is found that parent income is not significant to academic performance, but scholarships, grants, and loans are statistically significant when predicting GPA. These financial aid variables negatively affect GPA on average. High school GPA and ACT test scores remain the most significant factors when predicting college GPA. As students take more college credits, they begin to make choices that will maximize their GPA.
Author: Sui Huang Publisher: 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.
Author: Nathan James Mentzer Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
The purpose of this correlational research study was to determine if students' academic success was correlated with: (a) the student change in achievement during an engineering design challenge; and (b) student change in mental motivation toward solving problems and critical thinking during an engineering design challenge. Multiple experimental studies have shown engineering design challenges increase student achievement and attitude toward learning, but conflicting evidence surrounded the impact on higher and lower academically achieving students. A high school classroom was chosen in which elements of engineering design were purposefully taught. Eleventh-grade student participants represented a diverse set of academic backgrounds (measured by grade point average [GPA]). Participants were measured in terms of achievement and mental motivation at three time points. Longitudinal multilevel modeling techniques were employed to identify significant predictors in achievement growth and mental motivation growth during the school year. Student achievement was significantly correlated with science GPA, but not math or communication GPA. Changes in achievement score over time are not significantly correlated with science, math, or communication. Mental motivation was measured by five subscales. Mental focus was correlated with math and science GPA. Mental focus increases over time were negatively correlated with science GPA, which indicated that the initial score differential (between higher and lower science GPA students) was decreased over time. Learning orientation and cognitive integrity were not correlated with GPA. Creative problem solving was correlated with science GPA, but gains over time were not correlated with GPA. Scholarly rigor was correlated with science GPA, but change over time was not correlated with GPA.
Author: Leigh N. Wood Publisher: Springer ISBN: 9811027919 Category : Education Languages : en Pages : 364
Book Description
This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth. It addresses the meaning of success taking a variety of perspectives, including student, staff and employer views. The chapters present a series of initiatives that have proven to be successful in assisting students in developing their academic potential throughout university and beyond. The authors of the chapters use a variety of methodologies and approaches reflecting the diverse local contexts and requirements. These international perspectives demonstrate a triumph of practice that has led to the empowerment of individuals and groups. The approaches from twelve universities located in eight different countries stem directly from the coalface and provide many valuable lessons and tools that colleagues in the sector will be able to consider and adapt in their own contexts. Small interventions matter, from a mentor of a nervous student who goes on to achieve greatness, to the use of a curriculum design model that hooks a whole group of students into learning and achievement. This book covers both the small, individual victories and the larger scale strategies that support success. Contributions emanate from Australia, Bangladesh, India, China, New Zealand, United Kingdom, Canada, USA, Uruguay and South Africa.
Author: Michael Alexander Kelly
Author: Michael Alexander Kelly
Author: Reva Jean Peariso
Author: David E. Lavin
Author: Carlos Wilbur Gibbons
Author: Augustin Averill Root
Author: Sui Huang
Author: Nathan James Mentzer
Author: Leigh N. Wood
Author: Carlos Wilbur Gibbons
Author: Norbert Karl Baumgart