Some Factors Associated with Academic Suspension of Students at Pahlavi University

1976 ◽  
Vol 38 (3) ◽  
pp. 839-842 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Economic Status ◽  
High School Graduation ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Academic Suspension ◽  
School Graduation ◽  
Large Families ◽  
The University

A survey of all students suspended for academic reasons during the academic years of 1971–72 and 1972–73 uncovered 198 students (160 males and 38 females). The over-all mean of the high school grade point average of the group was significantly lower than that of average university students. The rate of attrition was the same for both sexes. Most subjects were admitted to the university immediately after high school graduation and were majoring in sciences, agriculture, and social sciences; 95% were freshmen and sophomores. The percentages of students of lower socio-economic status were rather high. Approximately 80% of the group were members of large families.

Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College

1984 ◽  
Vol 4 (1) ◽  
pp. 47-57 ◽  
Author(s):  
ALAN D. SMITH ◽  
MICHAEL N. SUGARMAN
Keyword(s):  
College Students ◽  
High School ◽  
Nontraditional Students ◽  
Grade Point Average ◽  
Technical College ◽  
School Grade ◽  
Grade Point ◽  
Community And Technical College ◽  
High School Grade ◽  
The University

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.

Relationship between Male Infants' Vocal Responses to Mother and Stranger at Three Months and Self-Reported Academic Attainment and Adjustment Measures in Adulthood

2001 ◽  
Vol 89 (2) ◽  
pp. 255-258 ◽  
Author(s):  
Kiki V. Roe
Keyword(s):  
High School ◽  
Substance Abuse ◽  
Grade Point Average ◽  
Adult Development ◽  
Emotional Adjustment ◽  
Vocal Response ◽  
School Grade ◽  
Grade Point ◽  
Stable Relationship ◽  
High School Grade

This study explored whether 3-mo.-old male infants' differential vocal response to mother vs a female stranger, which has been related to cognitive and academic functioning up to 12 years of age, is also related to adult development. Of the 12 subjects who had been seen from infancy through 12 years, 10 were located at Ages 21 and 28 years and were asked about their high school grade point average, scores on the SAT, years of schooling, emotional adjustment, substance abuse, and if they were in a stable relationship by the age 28. Responses showed 3-mo.-olds' differential vocal response was related positively to high school grade point average, scores on the SAT, years of completed education by age 28, and stability of relationship by age 28, and negatively related to substance abuse. No relationship was found between differential vocal response and reported emotional problems. Results suggest that early infant social interactions may be linked to adult development or adjustment.

Patterns of College Grades across Curricular Areas: Some Implications for GPA as a Criterion

1975 ◽  
Vol 12 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Lyle F. Schoenfeldt ◽  
Donald H Brush
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
School Grade ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Grade ◽  
College Grades

Transcript records of over 1,900 college students were transformed into a profile of grades across 12 curricular areas. The record for each subject also included high school grade point average (GPA) and the Scholastic Aptitude Test scores. Intercorrelations among the 12 college GPA variables were comparable to previous research which analyzed GPA over successive semesters. Factor analysis resulted in two GPA factors, General Academic Achievement and Grades Independent of Achievement/Aptitude, indicating that GPA is not unitary, but is also not a multifaceted composite. It was concluded that the system of grades could be considered singular for most predictive purposes.

An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1163-1168 ◽  
Author(s):  
William M. Bart ◽  
Karen Evans-Stout
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
High School Teachers ◽  
Cultural Literacy ◽  
School Grade ◽  
School Teachers ◽  
School Students ◽  
Grade Point ◽  
High School Grade

Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; scores on cultural literacy increased with education. In addition, test scores correlated strongly with other measures of academic success, i.e., scores on the American Cultural Literacy Test, correlated .77 with scores on the verbal aptitude part of the Scholastic Aptitude Test and .63 with high school grade point average.

scholarly journals Impact of the foundation program and high school grade in predicting the cumulative grade point average (CGPA) among the graduates of the nursing program at the Ministry of Health Educational Institutes in Oman

2018 ◽  
Vol 8 (12) ◽  
pp. 98
Author(s):  
Said A. Alghenaimi ◽  
Maiyasa G. Al-Saadi ◽  
Hamed K. Al Reesi
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
School Grade ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
High School Grade ◽  
Foundation Program ◽  
One Year

Background and objective: Higher education has witnessed significant changes in order to provide quality education that meets the needs of the 21st century. To be in par with international best practices, the foundation program was established to prepare the high school leavers for higher education in Oman, a middle-eastern country. The aims of this study were to (1) assess the relationship between students’ high school scores and their cumulative grade point average (CGPA) among the graduates of the nursing program in Oman, and (2) compare the CGPA of the student who attended the general foundation program (GFP) compared to the ones who did not attend the GFP. Methods: Secondary data analysis approach was used to access the alumni files one year before and one year after the implementation of the GFP. A retrospective approach was used to gather data from the alumni files, which included high school grade, whether the graduates have attended the foundation program or not, their first year Grade point average (GPA), and their CGPA.Results: Six hundred twenty-seven (n = 627) graduates were recruited from two cohorts, one attended the GFP (n = 287; 45.8%) and the others did not attend the GFP (n = 340; 54.2%). Majority of the participants who were included in this study were female graduate (n = 535; 85.3%). The students who attended the GFP were found to have higher first year GPA and higher CGPA compared to those who did not attend the GFP. High Diploma Scores and First Year GPA were significant predictors of the graduation CGPA of the graduates who did not enroll in the GFP whereas First Year GPA was the main predictors of the CGPA of the graduates who attended the GFP. It was also obvious that the first year GPA showed a higher significant correlation with CGPA among GFP attenders (r = 0.912, p < .01) in comparison to non GFP attenders (r = 0.775, p < .01).Conclusions: This study sheds light into the impact of foundation program on the overall students’ performance in the nursing program. It significantly reveals that GFP, has a positive impact on the overall CGPA, as it equipped the students with the necessary study skills and increased their English proficiency levels.

Comparison of Successful and Unsuccessful Students at Pahlavi University

1975 ◽  
Vol 36 (1) ◽  
pp. 15-20 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Grade Point Average ◽  
High School Graduates ◽  
Economic Status ◽  
Grade Point ◽  
Socio Economic Status ◽  
Successful Group ◽  
The University ◽  
Successful Students ◽  
Better Than

In September, 1972, a survey was undertaken of all students at Pahlavi University who had a grade point average of 3.00 or more as well as those who had a grade point average of less than 2.00. The survey of students' files in the Office of the Registrar, covered 3872 students, of whom 324 were in the first group (successful) and 730 were in the second group (unsuccessful). The third group was comprised of 355 students selected randomly from the rest of the 2818 average students whose grade point average was 2.00 to 2.99. Analysis showed the over-all mean of the high school point average of the successful group was significantly higher than that of the unsuccessful group. Girls in general scored higher than boys both in the high school and the university. The change of major fields of study was less frequent among the successful group than among the unsuccessful students. The “fresh” high school graduates were more successful students in the college. Students of middle socio-economic status performed better than those of high and low socio-economic status.

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