scholarly journals Exploring selected factors that determine graduation times in an undergraduate programme

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Grade Point Average ◽  
Work Experience ◽  
Health Program ◽  
Health Science ◽  
First Year ◽  
Grade Point ◽  
University Of Technology ◽  
Undergraduate Programme ◽  
The Mean ◽  
Aggregate Grade

Introduction: Timely graduation is of colossal importance to students, universities, and other stakeholders. The purpose of this retrospective study was to examine the time taken to graduate and to determine if pre-enrolment demographic and experiential characteristics of students are predictive of the aggregate grade point average. The secondary purpose of the study was to identify individual aspects between cohorts based on the time taken to complete the course. Method: The sample for this study included all students enrolled in the Bachelor of Health Science (Oral Health) program at the Auckland University of Technology from 2008 to 2016. The desensitized data were subjected to descriptive and inferential statistical analysis. Results: The mean grade point average in the first year was lowest in the cohort that took five years to complete and highest in the cohort that took three years to complete. Each year’s grade point average was positively correlated to the next year’s grade point average. The level of prior education and work experience were predictive of the aggregate grade point average in those completing in three years (P<0.05) but not in those completing in four years (P>0.05). Conclusion: Pre-enrollment factors, level of prior education and work experience were predictive of aggregate grade point average in the cohort completing in three years but not in the cohort completing in four years.  

scholarly journals Comparison of National Board of Chiropractic Examiners part I examination scores between tutors and tutees at a chiropractic college

2016 ◽  
Vol 30 (2) ◽  
pp. 104-107 ◽  
Author(s):  
Amilliah W. Kenya ◽  
John F. Hart ◽  
Charles K. Vuyiya
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Effect Sizes ◽  
Grade Point ◽  
Board Examination ◽  
National Board ◽  
The Subject ◽  
The Mean ◽  
The Difference ◽  
Tutor Group

Objective: This study compared National Board of Chiropractic Examiners part I test scores between students who did and did not serve as tutors on the subject matter. Methods: Students who had a prior grade point average of 3.45 or above on a 4.0 scale just before taking part I of the board exams were eligible to participate. A 2-sample t-test was used to ascertain the difference in the mean scores on part I between the tutor group (n = 28) and nontutor (n = 29) group. Results: Scores were higher in all subjects for the tutor group compared to the nontutor group and the differences were statistically significant (p &lt; .01) with large effect sizes. Conclusion: The tutors in this study performed better on part I of the board examination compared to nontutors, suggesting that tutoring results in an academic benefit for tutors themselves.

Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength

2020 ◽  
pp. 152102512091585
Author(s):  
Kelly H. Snyder ◽  
Virginia M. McClurg ◽  
Jiaju Wu ◽  
R. Steve McCallum
Keyword(s):  
Learning Disability ◽  
Grade Point Average ◽  
American College Test ◽  
Retention Rates ◽  
First Year ◽  
Twice Exceptional ◽  
Grade Point ◽  
Major Selection ◽  
Reverse Pattern ◽  
First Year Retention

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p >  .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p <  .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach

1993 ◽  
Vol 18 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
Empirical Bayes ◽  
Doctoral Programs ◽  
First Year ◽  
Mba Programs ◽  
Grade Point ◽  
Final Grade ◽  
Complex Models ◽  
Parsimonious Model

A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.

The Role of Institutional Selectivity in the Prediction of Podiatric Medical School Performance

2010 ◽  
Vol 100 (6) ◽  
pp. 479-486 ◽  
Author(s):  
Kevin M. Smith ◽  
Simon Geletta
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
School Performance ◽  
Ethnic Origin ◽  
First Year ◽  
Grade Point ◽  
Medical College ◽  
Institutional Selectivity ◽  
Admission Test

Background: This pilot study explores the influence of preadmission data on podiatric medical school performance, specifically, the role of undergraduate institutional selectivity. This type of study has never been described in the podiatric medical education literature. We conducted a longitudinal analysis of preadmission data on 459 students from the graduating classes of 2000 to 2009 at the College of Podiatric Medicine and Surgery at Des Moines University. Methods: Multivariate linear regression was used to assess the relationship between performance during the first year of podiatric medical school and a set of independent variables that represent certain preadmission student characteristics. Student demographic characteristics, such as race/ethnicity and sex, were also included in the regression analysis as control variables. Results: The regression analysis revealed that ethnic origin, undergraduate grade point average, Medical College Admission Test biological science and verbal reasoning scores, and institutional selectivity together had a significant effect on the dependent variable (F = 18.3; P &lt; .001). The variance for the independent variable/constant variables was 32%. Almost twice as many students were dismissed or withdrew in poor academic standing who attended undergraduate institutions in the lowest selectivity category. Conclusions: This analysis revealed that in the College of Podiatric Medicine and Surgery, some preadmission variables, such as institutional selectivity, undergraduate grade point average, ethnic origin, and Medical College Admission Test verbal reasoning and biological science scores, are statistically significant in predicting first-year podiatric medical school grade point average. The selectivity of a student’s undergraduate institution should be considered when screening potential podiatric medical school applicants. (J Am Podiatr Med Assoc 100(6): 479–486, 2010)

California Psychological Inventory: Profile of a Sample of First-Year Law Students

1976 ◽  
Vol 39 (3) ◽  
pp. 871-874 ◽  
Author(s):  
Stephen Reich
Keyword(s):  
Grade Point Average ◽  
Class Ii ◽  
Law Students ◽  
Class I ◽  
First Year ◽  
California Psychological Inventory ◽  
Public And Private ◽  
Grade Point ◽  
Group Profile ◽  
Psychological Inventory

94 first-year male law students completed Gough's California Psychological Inventory. Although the 18 scales did not correlate significantly with first-year law grade point average, the group profile of the law students was striking. Class I measures described them as a group which is aggressive, persuasive, socially ascendant, self-seeking, and outspoken. Class II measures described them as awkward, moody, dogmatic, impulsive, defensive, insecure, and nervous. There is a great variance between their public and private personalities.

Predicting Clinical Success in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (2) ◽  
pp. 479-488
Author(s):  
Lydia Richardson ◽  
Elizabeth Roberts ◽  
Shelley Victor
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Work Experience ◽  
Clinical Success ◽  
Personality Type ◽  
Speech Language Pathology ◽  
Academic Variables ◽  
Grade Point ◽  
Language Pathology ◽  
Nonacademic Variables

Purpose Admissions committees rely heavily on quantitative academic variables such as undergraduate grade point average (UGPA) and scores on the Graduate Record Examination (GRE). However, the ability of these factors to predict the clinical success of speech-language pathology (SLP) graduate students has not been substantiated. The purpose of the current study was to examine the relationship between academic variables (i.e., UGPA, major grade point average, GRE scores) and nonacademic variables (i.e., age, personality type, prior work experience in the field) and determine the degree to which each of these variables predicts clinical success. Method Data were extracted from academic records of 45 students enrolled in a graduate SLP program at a public institution of higher learning between 2014 and 2016. Descriptive statistics and correlation coefficients were used to identify the relationships between academic and nonacademic variables with clinical success. Results Correlation results did not identify a significant relationship between academic variables and clinical success as well as between nonacademic variables and clinical success. However, relationships between the academic variables and nonacademic variables were discovered. Predictive power of clinical success was not identified due to lack of correlations between the variables. Conclusions Academic variables (GRE, UGPA, major grade point average) nor nonacademic variables (age, personality type, previous work experience) were found to have a significant correlation to clinical success in SLP graduate students. There continues to be a lack of evidence in identifying individual variables as sole predictors for success in SLP graduate programs.

scholarly journals Winning Models for Grade Point Average, Grit, and Layoff in the Fragile Families Challenge

2019 ◽  
Vol 5 ◽  
pp. 237802311882041 ◽  
Author(s):  
Daniel E. Rigobon ◽  
Eaman Jahani ◽  
Yoshihiko Suhara ◽  
Khaled AlGhoneim ◽  
Abdulaziz Alghunaim ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Data Science ◽  
Mean Value ◽  
Training Data ◽  
Fragile Families ◽  
Grade Point ◽  
Out Of Sample ◽  
The Mean ◽  
Selection Operator ◽  
Better Than

In this article, the authors discuss and analyze their approach to the Fragile Families Challenge. The data consisted of more than 12,000 features (covariates) about the children and their parents, schools, and overall environments from birth to age 9. The authors’ modular and collaborative approach parallelized prediction tasks and relied primarily on existing data science techniques, including (1) data preprocessing: elimination of low variance features, imputation of missing data, and construction of composite features; (2) feature selection through univariate mutual information and extraction of nonzero least absolute shrinkage and selection operator coefficients; (3) three machine learning models: random forest, elastic net, and gradient-boosted trees; and finally (4) prediction aggregation according to performance. The top-performing submissions produced winning out-of-sample predictions for three outcomes: grade point average, grit, and layoff. However, predictions were at most 20 percent better than a baseline that predicted the mean value of the training data for each outcome.

The GRE and Students With Disabilities: A Validity Study at 10 Universities

2019 ◽  
Vol 86 (2) ◽  
pp. 193-208
Author(s):  
Guangming Ling ◽  
Heather Buzick ◽  
Vinetha Belur
Keyword(s):  
Students With Disabilities ◽  
Grade Point Average ◽  
Graduate School ◽  
First Year ◽  
Professional Schools ◽  
Grade Point ◽  
Differential Prediction ◽  
Different Types ◽  
General Test ◽  
Grading Scale

We evaluated the validity of using the GRE General Test to assist with graduate school admissions for individuals with disabilities. We studied a sample of 16,239 graduate students from 10 U.S. research universities in three groups: students without any reported disabilities, students who reported disabilities and took the computer-delivered GRE with accommodations, and students who reported disabilities but took the computer-delivered GRE without accommodations. We examined differential prediction using multilevel modeling and residual analyses. The results revealed that the first-year graduate grade point average of students with disabilities was neither over- nor underpredicted by more than one tenth of a point on the 0- to 4-grading scale. However, variations on the magnitude and direction of differential prediction existed among students with different types of disabilities. We discuss data collection needs and research on students with disabilities attending graduate and professional schools.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

Differentiating between Women in Hard and Soft Science and Engineering Disciplines

2009 ◽  
Vol 11 (3) ◽  
pp. 363-384 ◽  
Author(s):  
Amanda G. Camp ◽  
Diane S. Gilleland ◽  
Carolyn Pearson ◽  
James Vander Putten
Keyword(s):  
Grade Point Average ◽  
Parental Support ◽  
First Year ◽  
High School Mathematics ◽  
Social Psychological ◽  
Science And Engineering ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Math Scores ◽  
Engineering Mathematics

The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

Sign in / Sign up

Export Citation Format

Share Document