What predicts student performance in the first college-level IS course?

2002 ◽  
Author(s):  
Diane Lending ◽  
S. E. Kruck
Keyword(s):  
Student Performance ◽  
College Level

scholarly journals Student Ability Best Predicts Final Grade in a College Algebra Course

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Kyle Anthony O'Connell ◽  
Elijah Wostl ◽  
Matt Crosslin ◽  
T. Lisa Berry ◽  
James P. Grover
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Research University ◽  
Principal Component ◽  
College Level ◽  
Past Performance ◽  
Grade Point ◽  
Final Grade ◽  
Course Success ◽  
Targeted Interventions

Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students’ past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses.

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.

Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population

2010 ◽  
Vol 34 (3) ◽  
pp. 150-155 ◽  
Author(s):  
Patrick J. P. Brown
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Inquiry Learning ◽  
College Level ◽  
Guided Inquiry ◽  
Final Exam ◽  
College Chemistry ◽  
Anatomy And Physiology ◽  
Time Period ◽  
Process Oriented

Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and senior biology, biochemistry, and forensic science majors. Fifty percent of the lectures in the course were replaced with POGIL activities, performed in class by students working collaboratively in small groups. The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations. Overall course scores increased from a mean score of 76% to 89% in the three semesters after POGIL was introduced. Performance on the same multiple-choice final exam rose from a mean of 68% to 88% over the same time period. Most significantly, the rate of students earning a D or F in the course was halved in the first two semesters after POGIL was introduced and was 0% in the third semester. Student satisfaction with the method was high, and most students perceived the value of this form of instruction.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

Mobilizing Developmental Education: The Causal Effect of Mobile App Courseware on the College Outcomes of Developmental Education Students

2021 ◽  
pp. 016237372110137
Author(s):  
Matt S. Giani ◽  
Allison Martin
Keyword(s):  
Developmental Education ◽  
Student Performance ◽  
Causal Effect ◽  
Low Cost ◽  
Mobile App ◽  
College Level ◽  
Education Students ◽  
College Outcomes ◽  
Barriers To Implementation ◽  
And Performance

Developmental education, in which college students deemed unprepared for college-level coursework enroll in non-credit-bearing courses, is widespread in American higher education. This study evaluates the effect of mobile app courseware on the college outcomes of developmental education students. We used a research design that randomly assigned course sections to receive access to the apps or not. The results show that access to the apps significantly improved student performance in developmental education outcomes and marginally improved medium-term college persistence and performance but did not affect credential attainment in the study timeframe. Despite a number of barriers to implementation, the results suggest the intervention has the potential to improve the short-term outcomes of developmental education students in addition to being low-cost and scalable.

Human Capital in The Classroom: The Role of Teacher Knowledge in Economic Literacy

2011 ◽  
Vol 56 (2) ◽  
pp. 47-57 ◽  
Author(s):  
Roger B. Butters ◽  
Carlos J. Asarta ◽  
Tammie J. Fischer
Keyword(s):  
Human Capital ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Formal Education ◽  
Educational Background ◽  
Learning By Doing ◽  
College Level ◽  
Economic Literacy ◽  
State And Local ◽  
Economic Understanding

Renewed emphasis on increasing student academic achievement highlights the importance of improving educational quality despite limited educational budgets. This paper illustrates that investing in teachers' human capital has significant returns in the classroom. Using test and survey data on the educational background of teachers, we show that teacher knowledge and training have a significant impact on student performance and classroom productivity. Specifically, formal college-level instruction, learning by doing, and explicit measures of economic understanding all play important roles. Additionally, the data show that general in-service training is an imperfect substitute for formal education in economics. These results can be used to guide educational research, instructional programming, and school reform at the state and local levels.

Predicting Community College and University Student Success

2016 ◽  
Vol 18 (4) ◽  
pp. 431-456 ◽  
Author(s):  
Monica L. Heller ◽  
Jerrell C. Cassady
Keyword(s):  
Community College ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Learning Strategies ◽  
Prediction Models ◽  
Performance Outcomes ◽  
College Level ◽  
Grade Point ◽  
Predicting Student Performance

The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

scholarly journals Role of entrepreneurial education in nurturing entrepreneurial orientation among engineering students

2020 ◽  
Vol 14 (2) ◽  
pp. 139-149
Author(s):  
Sujiv Nair ◽  
Sushmitha Sundar ◽  
Ganesh Mangadu Paramasivam
Keyword(s):  
Student Performance ◽  
Entrepreneurial Orientation ◽  
Engineering Students ◽  
Ordinary Least Squares ◽  
Entrepreneurial Firms ◽  
College Level ◽  
Entrepreneurial Education ◽  
Content Type ◽  
Management Concepts ◽  
Empirical Context

Purpose The purpose of this paper is to understand whether entrepreneurial education imbibes entrepreneurial orientation (EO) among engineering students. The authors wanted to test whether students’ performance in the Technology Entrepreneurship Programme (TEP) influences the propensity of entrepreneurial firms to hire them. Design/methodology/approach Data was collected from 1,296 students who were enrolled with the two-year TEP during the academic year 2016–2018 using structured questionnaires. Multinomial and Ordinary Least Squares regressions were used to examine the hypotheses. Findings The findings of this study suggest that superior student performance in the programme is positively correlated with the students being hired by entrepreneurial firms. Practical implications This study identifies aspects of EO that relates with employability. The positive relationship found between student performance in the programme and chances of getting hired insists on the need to inculcate entrepreneurial values among students at the college level. The findings will also provide valuable insights for graduate entrepreneurs, policymakers, corporates and educators on multiple dimensions for customizing EO among students during their study at college level. Originality/value The authors used a live intervention titled TEP as empirical context to explore how training in entrepreneurial, design and management concepts influences EO. The authors also tracked the success of the programme through actual job offers made to the participants of the programme.

Beyond High School: Does the High School Economics Curriculum Make a Difference?

1994 ◽  
Vol 38 (1) ◽  
pp. 62-69 ◽  
Author(s):  
Jane S. Lopus ◽  
Nan L. Maxwell
Keyword(s):  
High School ◽  
Student Performance ◽  
School Curriculum ◽  
College Level ◽  
High School Curriculum ◽  
Economics Courses ◽  
The Relationship

Results from previous studies assessing the effect of high school economics courses on student performance in college economics courses have been inconclusive. We argue that this research fails to distinguish between high school economics courses that focus on traditional college macroeconomic and microeconomic topics and those that focus on less theoretical topics. We correct for this error by examining the relationship between the high school curriculum and knowledge of college-level economics. Although we find no evidence that students who studied high school economics are better equipped to study college economics than students who did not, we find that the curriculum does make a difference for students who have taken high school economics.

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