scholarly journals Factors Affecting Attrition among First Year Computer Science Students: the Case of University of Latvia

2015 ◽  
Vol 3 ◽  
pp. 36 ◽  
Author(s):  
Juris Borzovs ◽  
Laila Niedrite ◽  
Darja Solodovnikova
Keyword(s):  
High School ◽  
Computer Science ◽  
Drop Out ◽  
First Year ◽  
High School Mathematics ◽  
Intermediate Grades ◽  
Study Program ◽  
Factors Affecting ◽  
High School Grades ◽  
Core Courses

<p class="R-AbstractKeywords"><span lang="EN-GB">The purpose of our study was to identify reasons for high dropout of students enrolled in the first year of the computer science study program to make it possible to determine students, who are potentially in risk. Several factors that could affect attrition, as it was originally assumed, were studied: high school grades (admission score), compensative course in high school mathematics, intermediate grades for core courses, prior knowledge of programming. However, the results of our study indicate that none of the studied factors is determinant to identify those students, who are going to abandon their studies, with great precision. The majority of the studied students drop out in the 1st semester of the 1st year, and the dropout consists mostly of those, who do not really begin studies. Therefore, one of the main conclusions is such that the planned activities of informing about the contents of the program should be carried out, and the perspective students should be offered a possibility to evaluate their potential to study computer science before choosing a study program. </span></p>

Strategies to Reduce Attrition among First Year Computer Science Students

2016 ◽  
pp. 98-120 ◽  
Author(s):  
Juris Borzovs ◽  
Laila Niedrite ◽  
Darja Solodovnikova
Keyword(s):  
Management Information System ◽  
Action Plan ◽  
First Year ◽  
Science Students ◽  
High School Mathematics ◽  
Intermediate Grades ◽  
Aptitude Tests ◽  
Core Courses ◽  
E Learning ◽  
The University

The observed trend to lose from one-third to half of students in the first year of computing studies at the University of Latvia served as the motivation to explore the causes of dropout and to find methods, how to determine potential dropouts in advance. The study investigates students enrolled in the year 2013 using integrated data from surveys, management information system and e-learning environment. Several factors that could affect attrition were studied: admission score, compensative course in high school mathematics, intermediate grades for core courses, prior knowledge in programming. The research revealed that the trend of non-beginning studies might indicate the wrong choice of the study field and possible lack of understanding of what is programming by enrolled students. An action plan is proposed to reduce dropout, which is based on the activities already conducted at the Faculty of Computing and is supplemented by one of the existing programming aptitude tests.

Computer science in high school mathematics

1966 ◽  
Author(s):  
Elliott I. Organick ◽  
Thomas A. Keenan ◽  
Sylviarp Charp ◽  
Alexandra Forsythe
Keyword(s):  
High School ◽  
Computer Science ◽  
School Mathematics ◽  
High School Mathematics

No Home Work for Mathematics Pupils

1921 ◽  
Vol 14 (6) ◽  
pp. 334-336
Author(s):  
Horace C. Wright
Keyword(s):  
High School ◽  
School Mathematics ◽  
First Year ◽  
High School Mathematics ◽  
Home Work ◽  
The University ◽  
Mathematics Department

In August, 1919, at a departmental meeting of the University High School mathematics department, I asked for permission to conduct a section of first year pupils without assigning them homework. Permission was granted and the idea was carried out in all the freshmen mathematics classes.

So-called Shortcuts Often Cause Confusion

1947 ◽  
Vol 40 (2) ◽  
pp. 62-64
Author(s):  
Edith L. Mossman
Keyword(s):  
High School ◽  
Senior High School ◽  
School Mathematics ◽  
Eighth Grade ◽  
First Year ◽  
High School Mathematics ◽  
College Mathematics ◽  
Algebra Theory ◽  
And Algebra

In arithmetic through the eighth grade and in first year algebra, is not the thorough understanding of fundamental principles of first importance? That this need of first importance has not been generally taken care of, is evidenced in many ways: (1) Such reports as that given by Admiral Nimitz, pointing out the weakness of our boys in junior and senior high school mathematics. (2) J. Kadushin's statements about the inability of men in the factories to handle simplest work in fractions, and their fear of taking any course in mathematics. (3) Constant complaint from teachers of physics, chemistry and algebra theory as to ignorance of the formula: what it is, what can and cannot be done to it. (4) The experience of much tutoring going on in universities, showing that great numbers have trouble with college mathematics because they did never really understand their work in arithmetic and algebra.

scholarly journals Predictive Validity of Saudi Admission Criteria for Freshmen Students’ English Performance: Experience of King Saud Bin Abdulaziz University for Health Sciences

2020 ◽  
Vol 11 (1) ◽  
pp. 108
Author(s):  
Abdulaziz Althewini ◽  
Abdulmohsen Alkushi
Keyword(s):  
High School ◽  
English Language ◽  
Health Sciences ◽  
First Year ◽  
Admission Criteria ◽  
First Year Students ◽  
Higher Education System ◽  
High School Grades ◽  
Freshmen Students ◽  
Admission Tests

This study examines the relationship and correlation between initial admission criteria and  English performance of first year students at King Saud bin Abdulaziz University for Health Sciences. The performance of 1,595 English language students was compared to the initial academic admission criteria to determine if a correlation exists between academic achievement pre and post admission.  Admission criteria include high school grades, General Aptitude Test score (GAT), and Scholastic Achievement Admission Test scores (SAAT). Deep statistical analyses, including independent t tests and multiple linear regression reveal a correlation between pre and post admission performance. For this student population, GAT score was more predictive of English performance than SAAT scores, while the high school grade had no significant relationship to performance on the course. Furthermore, GAT had a higher predictive weight of 7% when compared individually with other admission criteria. However, in a combined model, all of the admission tests cumulatively predicted 17.3% of  English performance. Such power is relatively low and requires additional variables to accurately predict a student’s final English score. This study provides unique analyses of performance within the Saudi higher education system and provides insight for those teaching or studying English as a second language. This study is therefore relevant for educators in universities using English for the instruction of non-English, native students and raises questions as to the value of current admission criteria.

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