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 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

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.

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.

scholarly journals Learning to Leap

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Deborah Mixson-Brookshire ◽  
Stephanie M. Foote ◽  
Donald Brookshire
Keyword(s):  
Academic Performance ◽  
Experiential Learning ◽  
Self Esteem ◽  
Grade Point Averages ◽  
First Year ◽  
State University ◽  
Grade Point ◽  
First Semester ◽  
First Year Seminars ◽  
First Year Seminar

This article describes the effect of participation in experiential activities in a first-year seminar on students’ perceptions of self-esteem and academic performance in their first semester at Kennesaw State University. Findings suggest that student participants had greater levels of self-esteem and achieved higher grade point averages than their peers who were in first-year seminars that were not experientially oriented. The article concludes with strategies for instructors to use to purposefully incorporate experiential learning into a first-year seminar.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

scholarly journals Getting back on track at Twilight

2018 ◽  
Vol 100 (1) ◽  
pp. 29-32
Author(s):  
Elise M. Tobin ◽  
Sean Colley
Keyword(s):  
High School ◽  
Blended Learning ◽  
After School ◽  
First Year ◽  
Instructional Techniques ◽  
Freshman Year ◽  
First Semester

The Twilight School at Danbury High School in Connecticut helps students who are in danger of failing their freshman year to get back on track. In its first year, the program offered special credit-bearing after-school courses in biology and English to students who failed those classes in their first semester. The smaller class sizes and informal atmosphere engaged the students and enabled the DHS educators who taught these courses to experiment with new-to-them instructional techniques, such as blended learning, some of which were later rolled out schoolwide. Of the 75 students who completed the course, 64 earned credits that helped them advance to their sophomore year.

“I Know That I Should Be Here”: Lessons Learned From the First-Year Performance of Borderline University Applicants

2016 ◽  
Vol 20 (1) ◽  
pp. 92-115 ◽  
Author(s):  
Rebecca Covarrubias ◽  
Ronald Gallimore ◽  
Lynn Okagaki
Keyword(s):  
Standardized Test ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
First Year ◽  
Summer Bridge ◽  
First Semester ◽  
Bridge Program ◽  
High School Grades ◽  
Campus Diversity ◽  
And Performance

At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an “admissions experiment” designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants’ performance to two comparison samples of regularly admitted students ( N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants’ college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students’ performance and experiences on 4-year campuses.

The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School

2016 ◽  
Vol 32 (1) ◽  
pp. 84-94 ◽  
Author(s):  
Catalina V. Mourgues ◽  
Sascha Hein ◽  
Mei Tan ◽  
Ray Diffley III ◽  
Elena L. Grigorenko
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Private School ◽  
Self Efficacy ◽  
Latent Class ◽  
Standardized Test ◽  
School Level ◽  
Grade Point ◽  
Noncognitive Factors

Abstract. Compared to the vast literature on the cross-sectional relationships between cognitive and noncognitive factors and academic performance across all stages of schooling, relatively few studies have explored these relationships longitudinally at the high school level, especially in students who exhibit high academic performance. In this study, surveys of self-efficacy, locus of control, and intrinsic motivation were administered to 8,586 applicants to a prestigious private college-preparatory high school during the admissions process; simultaneously, standardized test scores (SSAT) were obtained. Enrolled and nonenrolled students were compared on prior academic performance and noncognitive measures. Further, noncognitive variables and trajectories of GPA (grade point averages) across 4 years (12 time points) were explored among the enrolled students (n = 818). The enrolled students, compared to the nonenrolled, showed advantageous scores on all measures. Also the relationships between noncognitive measures and academic performance were more weak between the enrolled than the nonenrolled students. Finally, a latent class growth analysis showed four trajectories of academic performance among the enrolled students. The only noncognitive measure distinguishing the students in different trajectories was anxiety about their own self-efficacy. The differences in the relationships between noncognitive measures and academic performance in high-achieving students in a high performance environment will be discussed.

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.

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