scholarly journals High school training outcome and academic performance of first-year tertiary institution learners - Taking 'Input-Environment-Outcomes model' into account

Heliyon ◽  
2021 ◽  
pp. e07700
Author(s):  
Bianca Ifeoma Chigbu ◽  
Fhulu.H. Nekhwevha
Keyword(s):  
High School ◽  
Academic Performance ◽  
First Year ◽  
Tertiary Institution ◽  
Training Outcome ◽  
School Training

scholarly journals Self-Efficacy and Academic Performance in Algebra among First-Year Private Non – Sectarian High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Lolly Jean C. Simbulas
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Cognitive Strategies ◽  
Survey Method ◽  
First Year ◽  
School Students ◽  
First Year Students

The determinants of students’ academic performance caught the attention of many scholars for many years now. Among other factors, self-efficacy proved to be an important predictor of academic performance. In an educational context, self-efficacy refers to students’ expectations about their ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete the task, often give up when they encounter difficulties. This study tested the relationship between self-efficacy and academic performances in Algebra among first-year private non-sectarian high school students. The research design was descriptive- correlation survey method that utilizes a modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from different high schools in Davao City. The academic performance measured in this study was based on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory. Self-efficacy was not significantly related to academic performance in Algebra. The study recommends using a standardized test in algebra to measure students’ academic performance and with a bigger sample proportionate to the population of each school.Keywords— Mathematics Education, self–efficacy, academic performance, algebra, first year students, private non-sectarian, descriptive-correlational design, Davao City, Philippines

Examining the Relationships and Differences of Early College High School Models

2020 ◽  
pp. 33-46
Author(s):  
Briana Hagelgans
Keyword(s):  
High School ◽  
Academic Performance ◽  
Positive Relationship ◽  
Early College High School ◽  
Early College ◽  
First Year ◽  
Significant Difference ◽  
The Difference ◽  
The Impact

This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

The study of correlation between the result of exams in mathematics and students´ academic performance in higher education

10.12737/6475 ◽  
2014 ◽  
Vol 8 (4) ◽  
pp. 49-55
Author(s):  
Людмила Переяславская ◽  
Lyudmila Pereyaslavskaya ◽  
Виталий Переяславский ◽  
Vitaliy Pereyaslavskiy
Keyword(s):  
High School ◽  
Academic Performance ◽  
Normal Distribution ◽  
Life Stage ◽  
Correlation Coefficients ◽  
Average Score ◽  
First Year ◽  
Math Scores ◽  
Frequency Of Use ◽  
Normal Law

This article is a continuation of the study by the same authors on the relationship of mathematics achievement in high school with academic performance in mathematics and other subjects at school. Adding statistics on students of the firstyear ofRussian State University of Tourism and Service allowed to increase the sample size in several times and to obtain more reliable results, which were originally obtained only for students of Finance and Technology Academy (FTA). Data was collected from 104 students FTA ofthe first year (2013/2014 year students) and 290 students ofRSUTS of the first year (2012/2013 year of study), and the later were represented by 180 students from the Faculty of Economics (FE), and 110 students from the Faculty of service (FS). For FTA the data contain the following parameters: the average score in mathematics in the certificate, the USE in math, USE in Russian, a total score of USE (Unified State Examination) to enroll in college and academic performance in high school mathematics. For RSUTS the data was obtained on the same parameters, except for the average score in mathematics in the certificate. For these parameters were found accurate interval estimates of the correlation coefficients, as well as histograms of frequencies to test the hypothesis of normal distribution. For statistical calculations and histograms the authors used formulae oj"mathematicalstatistics andcomputersoftwareforstatisticaldata processing STATISTICA. The study of interval frequency parameters showed that the USE in Russian has a distribution of frequencies close to the normal law. While the frequency of USE in math scores is significantly different from the normal distribution. This suggests a significant impact on the results of USE in maths by factors which do not possess the nature of the random deviations. It is shown that admission to university, and as a result a new life stage, a change of scenery and teachers provide students with additional opportunities in revealing mathematical abilities.

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

2009 ◽  
Vol 11 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Barry A. Friedman ◽  
Rhonda G. Mandel
Keyword(s):  
High School ◽  
Academic Performance ◽  
College Student ◽  
Student Retention ◽  
Student Performance ◽  
Goal Setting ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

scholarly journals Die voorspelling van akademiese prestasie na die eerste universiteitsjaar

1998 ◽  
Vol 24 (1) ◽  
Author(s):  
G. K. Huysamen
Keyword(s):  
High School ◽  
Academic Performance ◽  
School Performance ◽  
First Year ◽  
The Mean ◽  
High School Performance

The prediction of academic performance after the first year at university. In agreement with findings elsewhere, the correlations of high school performance (Swedish Formula Point) and the verbal and nonverbal GSAT scores with the mean percentage marks (MPMs) gradually decreased from the first through sixth semester at university, whereas the decrease in the corresponding correlations with the cumulative mean percentage marks (CMPMs) was less pronounced. The later the semester for which either an MPM or a CMPM was used as a predictor, the higher the latter tended to correlate with the MPMs of subsequent semesters but these correlations also decreased in size over the ensuing semesters. The best predictor of the MPM of any given semester was either the MPM of the immediately preceding semester or the CMPM of all the preceding semesters. Opsomming In ooreenstemming met bevindings elders, het die korrelasies van hoërskoolprestasie (Sweedse Formulepunt) en verbale en nie-verbale ASAT-tellings met die gemiddelde persentasiepunte (GPP's) geleidelik van die eerste tot die sesde semester op Universiteit afgeneem, terwyl die afname in die ooreenstemmende korrelasies met die kumulatiewe gemiddelde persentasiepunte (KGP's) minder opvallend was. Hoe later die semester waarvan die GGP of KGP as voorspeller gebruik is, hoe hoër was dit geneig om met die GGP's van die daaropvolgende semesters te korreleer, maar die korrelasies het: eweneens met die toename in laasgenoemde semesters in grootte afgeneem. Die beste voorspeller van die GPP van enige gegewe semester was of die GPP van die pas afgelope semester, of die KGP van al die voorafgaande semesters.

scholarly journals Fostering Passion Among First Year Engineering Students

2010 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Quamrul H. Mazumder ◽  
Mary Jo Finney
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
University Students ◽  
Engineering Students ◽  
The United States ◽  
First Year ◽  
School Students ◽  
Engineering Programs ◽  
Post Test

Engineering is a complex field of study.  Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order.   Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession.  This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students.  A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic.  Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance.  Professor’s passion was highly valued by students though it did not increase their own passion.  

scholarly journals The Determinants of First-Year Academic Performance in the College of Agriculture at Kansas State University, 1990–1999

2004 ◽  
Vol 36 (2) ◽  
pp. 437-448 ◽  
Author(s):  
Andrew P. Barkley ◽  
Jerry J. Forst
Keyword(s):  
High School ◽  
Academic Performance ◽  
Standardized Test ◽  
First Year ◽  
State University ◽  
College Of Agriculture ◽  
First Semester ◽  
Credit Hours ◽  
Kansas State University ◽  
College Grades

This research identifies and quantifies the determinants of first-year academic performance in the College of Agriculture at Kansas State University, 1990–1999. Forty-eight percent of the variation in first-semester college grades was explained by high school grades, standardized test scores, socioeconomic variables, high school characteristics, credit hours completed, and major field of study. Approximately 62% of the variation in second-semester grades was explained. First-semester college grades explained 43% of second-semester grades. Several statistically significant relationships are detected, and the implications for students, advisors, and administrators are discussed.

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Vol 12 (2) ◽  
pp. 348-363
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

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