scholarly journals Early identification of first-year students at risk of dropping out of high-school entry medical school: the usefulness of teachers’ ratings of class participation

2018 ◽  
Vol 24 (2) ◽  
pp. 251-268 ◽  
Author(s):  
Alexandra M. Araújo ◽  
Carlos Leite ◽  
Patrício Costa ◽  
Manuel João Costa
Keyword(s):  
High School ◽  
At Risk ◽  
Medical School ◽  
Early Identification ◽  
School Entry ◽  
Dropping Out ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Class Participation

scholarly journals Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

2019 ◽  
Vol 9 (4) ◽  
pp. 265
Author(s):  
Chambers ◽  
Salter ◽  
Muldrow
Keyword(s):  
At Risk ◽  
Scientific Literacy ◽  
Student Experiences ◽  
Control Group ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Stem Pipeline ◽  
Literacy Course ◽  
The Impact

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

scholarly journals Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4637 ◽  
Author(s):  
Camelia Truta ◽  
Luminita Parv ◽  
Ioana Topala
Keyword(s):  
Higher Education ◽  
Academic Engagement ◽  
Family Background ◽  
Drop Out ◽  
Dropping Out ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Academic Context ◽  
Early Dropout

The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

scholarly journals The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation

2021 ◽  
Vol 11 (9) ◽  
pp. 510
Author(s):  
David E. Reed ◽  
Guinevere Z. Jones
Keyword(s):  
High School ◽  
At Risk ◽  
First Year ◽  
Social Changes ◽  
Student Survey ◽  
First Year Students ◽  
First Semester ◽  
High School To College ◽  
Transition From High School ◽  
The University

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.

scholarly journals Planting and Sowing Seeds of Hope: A Case Study on the Resonance of Tagline to Learners

2021 ◽  
Vol 2 (11) ◽  
pp. 1206-1210
Author(s):  
Jennifer M. Tiburcio ◽  
Camille Z. Lariosa ◽  
Jonathan P. Nacua
Keyword(s):  
High School ◽  
At Risk ◽  
Action Plan ◽  
Dropping Out ◽  
Students At Risk ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
Honor Students ◽  
Organizational Action

This research aimed to identify the resonance of the tagline on the students of Ignacio B. Villamor Senior High School. The researchers utilized the case study as the method of the study.  The participants of the study are students-at-risk of dropping out, SSG students, and honor students in second quarter of S.Y. 2020-2021. There are 108 students who became the participants of the study.  To gather data, the researchers used purposive sampling in the study. It is a non-probability sampling. The researcher identified common codes, categories, and themes. Aside from these, the researchers included statements of the participants of the study; but, their names are not identified to maintain confidentiality. The researchers proposed an organizational action plan based on themes emerged from the study.

scholarly journals Awareness and Academic Accommodations Provided by Teachers to Students At-Risk

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ma. Agnes H. Callanta ◽  
Guiller P. Pendon
Keyword(s):  
At Risk ◽  
Dropping Out ◽  
Entire Group ◽  
First Year ◽  
State University ◽  
Academic Accommodations ◽  
Students At Risk ◽  
Descriptive Research ◽  
Academic Accommodation ◽  
Legal Foundation

<div><p><em>The pervasive problem</em><em> that the Philippine education</em><em> faces today is teaching students whose attempts at learning result in failure and eventually dropping out of school. This study attempted to identify students at-risk so that teachers may understand their needs and support them. This descriptive research determined the level of awareness of teachers of West Visayas State University-Janiuay Campus, Iloilo regarding students at-risk and their academic accommodation. This study attempted to determine whether the level of awareness of teachers regarding student at-risk affects their accommodation practices they provide. The respondents of the study were the twenty four (24) first year advisers selected through total enumeration of the population. The study showed that when taken as an entire group and when grouped according to various categories, teachers’ level of awareness of student at-risk was fairly aware. Only teachers who master’s degree holders were very aware and with master’s units were less aware. On the other hand, the level of awareness of teachers on academic accommodation of students at-risk were consistently very aware when taken as an entire group and when grouped according to various categories. Only male teachers and teachers of the schools of Hotel and Services Technology and Industrial Technology were extremely aware.</em></p><p><em>Generally, the most frequently used accommodation practices of teachers while dealing with students at-risk was management followed by assessment and instruction. Another topic featured in the literature includes discussion of the risk factors that act as antecedents to at-risk and the legal foundation of the study.</em></p></div>

scholarly journals Social Support and Academic Motivation of Students at Risk of Dropping Out

2021 ◽  
Vol 4 (2) ◽  
pp. 43-52
Author(s):  
Emelyn Ramos ◽  
Celo I. Magallanes
Keyword(s):  
Social Support ◽  
High School ◽  
At Risk ◽  
Academic Motivation ◽  
Intervention Program ◽  
Dropping Out ◽  
Students At Risk ◽  
Academic Motivation Scale ◽  
Correlational Research ◽  
High Degree

Numerous students in a high school in Negros Occidental are at risk of dropping out. However, literature linking their social support and academic motivation is scarce. This descriptive-correlational research investigated the degree of social support and academic motivation of 336 students at risk of dropping out (SARDO) using the Multidimensional Scale of Perceived Social Support and Academic Motivation Scale (AMS-HS 28) High School Version and the relationship between these variables. Demographic variables included sex, year level, family monthly income, family structure, and SARDO category. Results revealed a high degree of social support and academic motivation and a nonsignificant relationship between the demographics and the two variables. However, social support and academic motivation correlated significantly. The results served as the basis for the proposed intervention program aimed to cater to the SARDO’s needs.

College Adjustment Experiences of First-Year Students: Disengaged Athletes, Nonathletes, and Current Varsity Athletes

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
John R. Lubker ◽  
Edward F Etzel
Keyword(s):  
High School ◽  
College Adjustment ◽  
Academic Adjustment ◽  
Athletic Identity ◽  
Total Sample ◽  
First Year ◽  
First Year Students ◽  
Freshman Year ◽  
First Year College ◽  
Varsity Athletes

The freshman year of college is usually acknowledged as a stressful time of social and academic adjustment. During this period, first-year students face many social and intellectual challenges. For high school athletes, the combined impact of college transition plus disengagement from sport can further complicate first-semester adjustment and may also affect first-year retention. Together, this complex phenomenon may diminish self-concept, challenge one’s felt sense of being an athlete, and elicit emotional responses usually associated with college and elite athlete disengagement resulting in a negative adjustment to the college environment. The purpose of this investigation was to examine the differences in the reported athletic identity and college adjustment patterns of first-year college males and females (N = 317) and how disengagement from sports may affect these variables. Three status groups were used in this study: disengaged athletes (DAs; n = 133), high school senior nonathletes (n = 106), and current first-year college varsity athletes (n = 78). Significant differences were observed between groups in reported level of athletic identity where disengaged high senior athletes had significantly different scores than both college athletes and high school nonathletes. This finding may warrant an investigation on how we conceptualize the terms “athlete” and “nonathlete.” The investigation into college adjustment patterns found that first-year females reported higher academic adjustment to college than males in the total sample. Specifically in the DA athlete group, significant differences in college adjustment for both gender and level of athletic identity were found. For this group, significant differences in college adjustment were found related to the nature of disengagement and perceived level of social support. Potential applications of these findings for college personnel and future directions related to research are explored.

Sign in / Sign up

Export Citation Format

Share Document