scholarly journals Logistics Regression Modelling on Student Career Path Choices at the Statistics Department, FMIPA UNM Makassar

2021 ◽  
Vol 2123 (1) ◽  
pp. 012002
Author(s):  
M A Tiro ◽  
B Poerwanto ◽  
M Fahmuddin
Keyword(s):  
Grade Point Average ◽  
Logistic Model ◽  
Predictive Power ◽  
Career Path ◽  
Place Of Birth ◽  
Parental Occupation ◽  
Grade Point ◽  
Logistics Regression ◽  
Logit Transformation ◽  
Binary Logistic Model

Abstract Survey of career path that students plan after completing their undergraduate in statistics department was carried out through questionnaire on google form from May 6 to May 24, 2021. There were 114 students who filled out the questionnaire, consisting of 20 students from class 2018, 23 students from class 2019, and 71 students from class 2020. Dependent variable is career path plan (Y), while independent variables are tendency to choose career paradigm (CPC), gender (GDR), Grade Point Average (GPA), parental occupation (POC), number of siblings (NOS), place of birth (POB) and year of university entrance (YOE). The data are analysed by binary logistic model with logit transformation and the result is g ( Y ) = ln [ π ( Y ) 1 − π ( Y ) ] = − 13 , 525 + 2 , 332 ( CPC ) − 1 , 036 ( GDR ) + 4 , 466 ( GPA ) + 2 , 421 ( POC 1 ) − 0 , 405 ( POC 2 ) + 2 , 390 ( POC 3 ) + 0 , 236 ( NOS ) − 1 , 817 ( POB ) + 0 , 448 ( YOE 1 ) − 2 , 660 ( YOE 2 ) Results of the analysis show that predictive power of the model to explain tendency of students to choose career according to statistics is around 34% to 56% based on variables in the model. Beside that tendency of career paradigm choice (CPC), Grade Point Average (GPA), parental occupation (POC1 civil servant), place of birth (POB), and year of entry (YOE2 2019) significantly affect chosen career goals by student.

scholarly journals Why grit requires perseverance and passion to positively predict performance

2018 ◽  
Vol 115 (40) ◽  
pp. 9980-9985 ◽  
Author(s):  
Jon M. Jachimowicz ◽  
Andreas Wihler ◽  
Erica R. Bailey ◽  
Adam D. Galinsky
Keyword(s):  
Grade Point Average ◽  
Predictive Power ◽  
Critical Role ◽  
Grade Point ◽  
Passion Plays ◽  
Predicting Performance ◽  
Final Study ◽  
Contradictory Evidence

Prior studies linking grit—defined as perseverance and passion for long-term goals—to performance are beset by contradictory evidence. As a result, commentators have increasingly declared that grit has limited effects. We propose that this inconsistent evidence has occurred because prior research has emphasized perseverance and ignored, both theoretically and empirically, the critical role of passion, which we define as a strong feeling toward a personally important value/preference that motivates intentions and behaviors to express that value/preference. We suggest that combining the grit scale—which only captures perseverance—with a measure that assesses whether individuals attain desired levels of passion will predict performance. We first metaanalyzed 127 studies (n= 45,485) that used the grit scale and assessed performance, and found that effect sizes are larger in studies where participants were more passionate for the performance domain. Second, in a survey of employees matched to supervisor-rated job performance (n= 422), we found that the combination of perseverance, measured through the grit scale, and passion attainment, measured through a new scale, predicted higher performance. A final study measured perseverance and passion attainment in a sample of students (n= 248) and linked these to their grade-point average (GPA), finding that the combination of perseverance and passion attainment predicted higher GPAs in part through increased immersion. The present results help resolve the mixed evidence of grit’s relationship with performance by highlighting the important role that passion plays in predicting performance. By adequately measuring both perseverance and passion, the present research uncovers grit’s true predictive power.

scholarly journals Prediction of Academic Performance at Undergraduate Graduation: Course Grades or Grade Point Average?

2020 ◽  
Vol 10 (14) ◽  
pp. 4967 ◽  
Author(s):  
Ahmet Emin Tatar ◽  
Dilek Düştegör
Keyword(s):  
Grade Point Average ◽  
Predictive Power ◽  
Recent Trend ◽  
Machine Learning Algorithms ◽  
College Performance ◽  
Grade Point ◽  
Course Grades ◽  
Academic Standing ◽  
Educational Challenges

Predicting the academic standing of a student at the graduation time can be very useful, for example, in helping institutions select among candidates, or in helping potentially weak students in overcoming educational challenges. Most studies use individual course grades to represent college performance, with a recent trend towards using grade point average (GPA) per semester. It is unknown however which of these representations can yield the best predictive power, due to the lack of a comparative study. To answer this question, a case study is conducted that generates two sets of classification models, using respectively individual course grades and GPAs. Comprehensive sets of experiments are conducted, spanning different student data, using several well-known machine learning algorithms, and trying various prediction window sizes. Results show that using course grades yields better accuracy if the prediction is done before the third term, whereas using GPAs achieves better accuracy otherwise. Most importantly, variance analysis on the experiment results reveals interesting insights easily generalizable: individual course grades with short prediction window induces noise, and using GPAs with long prediction window causes over-simplification. The demonstrated analytical approach can be applied to any dataset to determine when to use which college performance representation for enhanced prediction.

scholarly journals PAPS predictive validity in predicting the learning success of master of professional psychology students

2019 ◽  
Vol 23 (2) ◽  
pp. 117-128
Author(s):  
Flaviana Rinta Ferdian ◽  
Saifuddin Azwar
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Predictive Power ◽  
Professional Psychology ◽  
Research Subjects ◽  
Grade Point ◽  
Graduate Entry ◽  
Cumulative Grade Point Average ◽  
Learning Success ◽  
Verbal Subtest

This study aims to determine the ability of Tes Potensi Akademik Pascasarjana (PAPS Test) in predicting the grade point average (GPA) of the graduate students of the Master of Professional Psychology. PAPS test is the graduate entry requirement test in UGM. Graduate students’ GPA includes semester grade point average (semester GPA), cumulative grade point average (cumulative GPA), grade point average of master courses, and grade point average of professional courses. The data were obtained in the form of PAPS test scores (verbal subtest, reasoning subtest, quantitative subtest, and total score) and the GPA of the graduate students of Master of Professional Psychology of Universitas Gadjah Mada in the class of 2013, 2014, and 2015. The research subjects were 214 students. The analysis was carried out using correlation analysis. The results of the analysis generally indicate that the PAPS test is able to become a predictor of learning success for the graduate students in the Master of Professional Psychology of Universitas Gadjah Mada. The learning success consists of semester GPA, cumulative GPA, GPA of master courses, and GPA of professional courses. If analyzed per subtest, the quantitative subtest has the highest predictive power. On the other hand, the verbal subtest is only a good predictor for GPA of professional courses.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

Relationships of the D 48 With Otis Iq and Grade Point Average

1973 ◽  
Vol 33 (2) ◽  
pp. 453-457 ◽  
Author(s):  
William A. McLaurin ◽  
Pauline Pendergrass ◽  
Sandra Kennedy
Keyword(s):  
Grade Point Average ◽  
Grade Point

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Attention Problems and Hyperactivity as Predictors of College Grade Point Average

2007 ◽  
Vol 11 (3) ◽  
pp. 368-373 ◽  
Author(s):  
Kerry A. Schwanz ◽  
Linda J. Palm ◽  
Sara A. Brallier
Keyword(s):  
Grade Point Average ◽  
Attention Problems ◽  
Grade Point
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