Does Developmental Education Help? Findings from the Academic Performance of Adult Undergraduate Students in Community Colleges

2016 ◽  
Vol 41 (7) ◽  
pp. 387-404 ◽  
Author(s):  
Joshua D. Hawley ◽  
Shu-Chen Chiang
Keyword(s):  
Academic Performance ◽  
Community Colleges ◽  
Developmental Education ◽  
Undergraduate Students ◽  
Adult Undergraduate

Factors Affecting Students' Academic Performance: The Case of Students at Community Colleges in Bhaktapur District

2021 ◽  
Vol 5 (1) ◽  
pp. 23-38
Author(s):  
Balaram Duwal ◽  
Lalita Khonju
Keyword(s):  
Academic Performance ◽  
Community Colleges ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Survey Method ◽  
Academic Factors ◽  
Factors Affecting ◽  
Student’S Performance ◽  
The Impact

This study aims to investigate the important academic factors; teaching method, study habits of students and attendance of students that affect students' academic performance. The study used a survey method and analytical research design. A stratified sampling method was used to select 150 respondents from 1,525 total number of undergraduate students from four high student enrolment community colleges of Bhaktapur district. Regression analysis was used to identify the impact of independent variables on student's academic performance. Mann-Whitney test was used to identify the differences between perceived student's performance across gender, age and faculty.  To test for differences between perceived student's performance across study year and guardian occupation, Kruskal-Wallis test was conducted. The result shows that the teaching method and attendance of students have a significant positive impact on perceived student's performance but student's habit has no significant impact on perceived student's performance.  However, it has been proved that gender, age, faculty, study year and guardian occupation do not have any differences in perceived student's performance.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

scholarly journals Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

2017 ◽  
Vol 7 (3) ◽  
pp. 42
Author(s):  
Vikash Rowtho
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Detection ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Regression Analyses ◽  
Linear Discriminant ◽  
Student Dropout ◽  
Performance Predictors ◽  
A New Technique

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

scholarly journals Emotional intelligence and academic performance in undergraduate students

2015 ◽  
Vol 32 (2) ◽  
pp. 268-285 ◽  
Author(s):  
Martha Luz Páez Cala ◽  
José Jaime Castaño Castrillón
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Undergraduate Students

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals Students' Personal and Academic Attributions of University Withdrawal

1995 ◽  
Vol 25 (2) ◽  
pp. 53-77
Author(s):  
Genevieve M. Johnson ◽  
George H. Buck
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Psychological State ◽  
Full Time ◽  
Apparent Lack ◽  
Canadian Universities ◽  
Student Academic Performance ◽  
Wide Range

A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.

Sign in / Sign up

Export Citation Format

Share Document