Undergraduates' Class Standing and Critical Thinking

1994 ◽  
Vol 75 (3) ◽  
pp. 1402-1402 ◽  
Author(s):  
Joel Royalty
Keyword(s):  
Critical Thinking ◽  
Grade Point Average ◽  
American College Test ◽  
Composite Score ◽  
Grade Point ◽  
Class Standing

After controlling for American College Test composite score and grade point average, class standing of 160 college undergraduates accounted for .02 proportion of the variability in scores on the Cornell Critical Thinking Test.

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.

Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education

2016 ◽  
Vol 20 (3) ◽  
pp. 328-349 ◽  
Author(s):  
Jafeth E. Sanchez ◽  
Jennifer L. Lowman ◽  
Kathleen A. Hill
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Research University ◽  
American College Test ◽  
Selective Medium ◽  
Retention Rates ◽  
Gear Up ◽  
Grade Point ◽  
Playing Field

Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students’ first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers.

Using demographic variables to predict graduating university students' critical thinking disposition

2020 ◽  
Vol 48 (10) ◽  
pp. 1-13
Author(s):  
Ahmet Karahan ◽  
Gökhan İskifoğlu
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Grade Point Average ◽  
Education Level ◽  
Entrance Examination ◽  
Reading Habits ◽  
Grade Point ◽  
Critical Thinking Disposition ◽  
Cumulative Grade Point Average ◽  
Thinking Disposition

We explored the extent to which 7 dimensions (truth-seeking, openmindedness, analyticity, systematicity, inquisitiveness, criticalthinking, self-confidence, and maturity of judgment) of the critical thinking disposition of graduating university students can be explained by their reading habits, age, university entrance examination grade, cumulative grade point average, family socioeconomic level, mother's education level, and father's education level. Participants comprised 1,164 students who were graduating from various universities in Turkey. We used descriptive and inferential approaches to data analysis. Results indicate that reading habits was the most significant first-order factor predicting a strong critical thinking disposition, followed by mother's education level, cumulative grade point average, and university entrance examination grade. Age and father's education level explained the smallest amount of variance in critical thinking disposition. Implications of the results are discussed.

Perceptual Learning Styles: Their Link to Academic Performance, Sex, Age, and Academic Standing

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1091-1094 ◽  
Author(s):  
Earl J. Ginter ◽  
Joseph Scalise ◽  
Steve Brown ◽  
William Ripley
Keyword(s):  
Learning Styles ◽  
Grade Point Average ◽  
Learning Style ◽  
Remedial Courses ◽  
Grade Point ◽  
Academic Standing ◽  
Class Standing ◽  
Sex Type ◽  
Perceptual Learning Styles ◽  
University Setting

The primary purpose of this investigation was to ascertain whether students' learning styles affected performance in remedial courses. The study also investigated whether learning styles differed in terms of age, sex, and class-standing in a university setting While type of learning style did not differ with respect to class-standing or sex, type of learning style differed significantly with respect to age. Most importantly, type of learning style significantly influenced grade point average in remedial courses. Students using an interactive learning style obtained higher grades than those using a combination of two learning styles.

scholarly journals Tracking Changes of Chinese Pre-Service Teachers’ Aerobic Fitness, Body Mass Index, and Grade Point Average Over 4-years of College

2019 ◽  
Vol 16 (6) ◽  
pp. 966 ◽  
Author(s):  
Xiaofen Keating ◽  
Rulan Shangguan ◽  
Kunpeng Xiao ◽  
Xue Gao ◽  
Connor Sheehan ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Grade Point Average ◽  
Body Mass ◽  
Aerobic Fitness ◽  
Longitudinal Research ◽  
Growth Models ◽  
Grade Point ◽  
Class Standing ◽  
And Gender ◽  
Pre Service Teacher

Although increasing attention has been given to student academic achievement, usually measured by grade point average (GPA), and fitness in children and adolescents, much fewer studies have been conducted in higher education settings, especially in China. This study investigated the longitudinal associations of aerobic fitness (AF), body mass index (BMI), and GPA in Chinese pre-service teachers at a university. A longitudinal research design was employed to track changes in AF, BMI, and GPA, for a total of 1980 students for four years. Multi-level growth models were used to examine the interactive changes of the above three variables. It was found that GPA and BMI increased each year, while AF declined dramatically at the fourth year. The three-way interaction among GPA, gender, and BMI was significant, suggesting females who were overweight/obese had lower GPA. The data from the current study suggested that AF did not impact students’ GPA. Class standing (i.e., the fourth year) and gender (i.e., females) need to be taken into consideration when designing interventions to improve student overall fitness and academic performance in Chinese pre-service teacher populations.

scholarly journals Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory

2018 ◽  
Vol 7 (4) ◽  
pp. 179 ◽  
Author(s):  
Umit Demiral
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Science Teachers ◽  
Grade Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Preservice Science Teachers ◽  
Significant Difference

The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f=7) and high-level (f=7) preservice teachers selected by means of purposive sampling method from these pre-service teachers participating in the study. Regarding the quantitative and qualitative data obtained; it has been determined that the critical thinking skills of the preservice teachers did not show any significant difference according to gender, grade level and academic grade point average, but there was a significant difference in terms of the activities performed. Preservice teachers expressed that their family structures, social environments in which they interact, and characteristic features were said to be effective in the development of critical thinking skills. Regarding the findings, it has been concluded that trainings that will evoke higher level skills such as critical thinking skills in universities can be effective, but the social and cultural background of the preservice teachers are also effective on these skills. It is recommended to prepare contents that enhance higher level skills such as critical thinking skills as well as education for pedagogy or content knowledge given at universities.

Hope as a Predictor of Academic Performance

2008 ◽  
Vol 103 (2) ◽  
pp. 411-414 ◽  
Author(s):  
Susan P. Buckelew ◽  
R. Scott Crittendon ◽  
Jessica D. Butkovic ◽  
Katie B. Price ◽  
Michelle Hurst
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Trait Anxiety ◽  
American College Test ◽  
State Trait Anxiety Inventory ◽  
Act Scores ◽  
Grade Point ◽  
College Sample ◽  
Anxiety Trait ◽  
Partial Correlations

This study was designed to assess whether the two subscales of the Hope Scale significantly predict semester grade point average (GPA), over and above American College Test (ACT) scores and Trait Anxiety (Spielberger State-Trait Anxiety Inventory.) The Hope Scale includes two subscales, goal-directed determinism (Agency) and the ability to plan ways to attain goals (Pathway). As predicated, scores on the Hope Scale correlated significantly with semester GPA. Scores on the Agency subscale correlated positively with semester GPA in this college sample, but not those on the Pathways subscale. Partial correlations retained the association of scores on the Agency subscale and GPA, even when intelligence (ACT scores) and anxiety (Trait Anxiety scores) were controlled. Implications are discussed.

scholarly journals The impact of attitudes beliefs and cognitive reflection on the development of critical thinking skills in online students

2020 ◽  
Author(s):  
Boban Simonovic ◽  
Katia Vione ◽  
Dean Fido ◽  
Edward Stupple ◽  
James Martin ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Critical Thinking ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Grade Point ◽  
Cognitive Reflection ◽  
The Impact

Learning and development of critical thinking skills in higher education is essential for academic achievement. The following experiment is first to examine the effect of online student perceptions and attitudes towards critical thinking across dimensions of confidence, valuing, misconceptions cognitive reflection and authors writing. Furthermore, we developed and examined the effect of four critical thinking workshops with an aim to help students improve their grade point average. Our analyses demonstrated that student’s confidence and cognitive reflection predict academic achievement. Moreover, the online CT intervention improved students’ CT attitudes, skills, and academic performance. Significant interactions were observed between time (pre and post-intervention) and intervention in cognitive reflection (as measured by the extend version of the cognitive reflection test; CRT) confidence beliefs and attitudes related to critical thinking (as measured by the critical thinking toolkit CriTT), and student grade point average (GPA; as measured by students performance on online modules). It was concluded that the critical thinking can be thought and that an intervention based ‘how to think’ rather than ‘what to think’ mixed approach can help students develop critical thinking, strengthen their confidence in critical thinking and help students improve their academic performance in an online setting.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

The Importance of Counseling Basic Skills for the Councelors in School

2018 ◽  
Author(s):  
Nova Erlina ◽  
Syafrimen Syafril ◽  
Norhayati Mohd. Noor ◽  
Jusnimar Umar
Keyword(s):  
Social Science ◽  
Grade Point Average ◽  
Quantitative Method ◽  
Basic Skills ◽  
Counseling Session ◽  
Grade Point ◽  
Faculty Of Education ◽  
Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

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