Investigating the Predictability of Academic Participation and Performance on First-Year Retention of College Freshmen

ABSTRACT The purpose of this study was categorized into three. First, to describe the effective sentence mastery of the first year students at SMK Negeri 2 Padang. Second, to describe the writing skills of a exposition of the first year students at SMK Negeri 2 Padang. Third, to describe the contribution of the effective sentence mastery into the writing skills of a exposition text made by the first year students at SMK Negeri 2 Padang. The design of this research was quantitative with a descriptive method. Then, this study also was a correlational design. The population of this study was the first year students at SMK Negeri 2 Padang for about 498 students. The sample of this study was taken by using a proportional random sampling technique (15%), which was 70 students. The data of this study were the results of effective sentence mastery and the results of the writing skill of a exposition text. The instrument of this study was an objective test to measure effective sentence mastery and performance tests to measure expositon text. There were several results of this study. First, the effective sentence mastery of the first year students at SMK Negeri 2 Padang was in Good qualifications (B). Second, the writing skills of a exposition of the first year students at SMK Negeri 2 Padang was in a Good qualification (B). Third, describe the effective sentence mastery contributed 82,00% to the exposition text writing skills of the first year students of SMK Negeri 2 Padang. Kata Kunci: kontribusi, penguasaan kalimat efektif, keterampilan menulis teks eksposisi

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Summer Transition Program: A Model For Impacting First Year Retention Rates For Underrepresented Groups

10.18260/1-2--5071 ◽

2020 ◽

Author(s):

Ruba Alkhasawneh ◽

Rosalyn Hobson

Keyword(s):

Transition Program ◽

Retention Rates ◽

First Year ◽

Underrepresented Groups ◽

First Year Retention

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From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

INNOVATIONS in pharmacy ◽

10.24926/iip.v7i2.425 ◽

2016 ◽

Vol 7 (2) ◽

Cited By ~ 3

Author(s):

Shannon Reidt ◽

Keri Hager ◽

James Beattie ◽

Amy Pittenger ◽

Maureen Smith ◽

...

Keyword(s):

Student Performance ◽

Student Perceptions ◽

Evidence Based Medicine ◽

Integrated Design ◽

First Year ◽

Evidence Based ◽

And Performance ◽

Pharmacy Curriculum ◽

Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum. Type: Case Study

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Evaluation of a First-Year Retention Project: Findings at Halftime

10.18260/1-2--19565 ◽

2020 ◽

Author(s):

Alan Niemi ◽

Matthew Green ◽

Melanie Roudkovski

Keyword(s):

First Year ◽

First Year Retention

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Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences

Bioscience Education ◽

10.3108/beej.15.4 ◽

2010 ◽

Vol 15 (1) ◽

pp. 1-14 ◽

Cited By ~ 11

Author(s):

Debbie Bevitt ◽

Chris Baldwin ◽

Jane Calvert

Keyword(s):

Performance Monitoring ◽

First Year ◽

And Performance

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DEVELOPMENTAL AND PSYCHOLOGICAL TEST SCORES IN CHILDREN OF LOW BIRTH WEIGHT

PEDIATRICS ◽

10.1542/peds.45.1.9 ◽

1970 ◽

Vol 45 (1) ◽

pp. 9-20

Author(s):

Linda C. Eaves ◽

J. C. Nuttall ◽

H. Klonoff ◽

H. G. Dunn

Keyword(s):

Birth Weight ◽

Low Birth Weight ◽

Test Scores ◽

Scale Up ◽

First Year ◽

Prospective Survey ◽

Developmental Scale ◽

And Performance ◽

Weight Groups ◽

Better Than

In a prospective survey, 420 out of 502 infants of low birth weight (≶ 2,041 gm, or 4½ lb) and all but one of 207 control children of full birth weight (> 2,500 gm, or 5½ lb) have survived for more than 3 years. One hundred fifty of the low birth weight (LBW) group have passed the age of 6 years. Developmental and psychological tests have given the following results: (1) Control children performed better than LBW infants on the Griffiths Developmental Scale up to the age of 18 months; among the LBW infants mean Griffiths Scores in 250 gm birth weight groups mosty differed significantly in direct relation to the weight. (2) LBW girls scored higher than boys after the first year on the hearing-speech subscale and, to a lesser extent, on the personal-social and performance subscales of the Griffiths test and also on the Stanford-Binet and Graham-Ernhart tests at 4 years of age. (3) Whereas the effect of birth weight on I.Q. became less distinct at 2½ to 4 years, the effect of socioeconomic status only became definite at that age. (4) In general, "small-for-dates" (SFD) children, including those born before term, scored higher than "true prematures" up to the age of 12 months and slightly lower at 2½ to 6½ years, but the differences were only significant in a few weight groups. When the SFD children were subdivided into those born at less than 37 weeks' gestation and those born later, the latter scored significantly better than the former only at 3 and 6 months. (5) Isolated Griffiths infant test scores at 6 months per se have little predictive value for I.Q. scores of children at 4 years of age, even at the extremes of intelligence.

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