Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?

2013 ◽  
Vol 35 (17) ◽  
pp. 2905-2927 ◽  
Author(s):  
Maria Adamuti-Trache ◽  
George Bluman ◽  
Thomas Tiedje
Keyword(s):  
High School ◽  
Student Success ◽  
First Year ◽  
Mathematics Courses ◽  
University Physics ◽  
And Mathematics ◽  
First Year University

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

First Year University Physics Courses

1954 ◽  
Vol 5 (57) ◽  
pp. 181-187
Author(s):  
K A G Mendelssohn ◽  
S Weintroub
Keyword(s):  
First Year ◽  
Physics Courses ◽  
University Physics ◽  
First Year University

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

scholarly journals The Impact of High School Program Reform on First-Year University Students’ Academic Performance. Case Study: Biology

2021 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Mimoza Milo ◽  
Anila Paparisto ◽  
Flamur Bidaj ◽  
Fatmira Shehu
Keyword(s):  
High School ◽  
Academic Success ◽  
University Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Preparation ◽  
First Year ◽  
First Year University ◽  
The Impact ◽  
Students Success

The student transition from high school to university is a complex process in which various factors operate. One of these factors is the degree of the students’ academic preparation in certain subjects. This article analyzes the impact of this factor on the students’ success in the first year of university studies, in the conditions when the subject program in high school has been reformed. This impact on the students’ success, which is expressed both in the degree of academic preparation and in the students’ attitude in the relevant subject, has been assessed employing statistical analysis. The analysis covers a period of 3 years (2017-2020), and is based on a sample of first year students of the Bachelor degree in Biology. The results of the questionnaire, conducted with first year university students, show the impact of their high school academic preparation on the success they have in the first year of university. This success is measured by assessing the change in average grade and their pass rates. Evidence of the impact of this factor in teaching has helped to know in detail these intermediate phases of this process. The built model makes it possible to analyze the impact of the high school curriculum reform on the students’ success, creating the opportunity for further improvements. Despite the fact that the object of the study is the Biology curriculum and the evaluation of the impact in academic success of students who graduated from high schools where a competence based curriculum was implemented, this methodology can be used for the study in other subjects, especially life sciences.

scholarly journals High School to University: What Skills Do Students Need?

2021 ◽  
pp. 53-61
Author(s):  
Eileen Daniel
Keyword(s):  
High School ◽  
New Technologies ◽  
School Teacher ◽  
High School Teacher ◽  
Academic Librarians ◽  
First Year ◽  
Computer Search ◽  
High School To College ◽  
Teacher Librarians ◽  
First Year University

The problem of transferring library and information searching skills from high school to college is not new, but has become intensified in the last decade by the pressures of the information explosion, new technologies and budget reductions. While skills objectives for both high school and first year university are similar, the context and emphasis for the use of these skills differs in several respects. The survival skills students acquire in high school, particularly in the areas of periodical index use and computer search strategies, need to be expanded. Increased communication between high school teacher-librarians and academic librarians is recommended.

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