scholarly journals University Entrance Exam Result and Preparatory Class Average Score as Predictors of College Performance

2014 ◽  
Vol 1 (4) ◽  
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Academic Performance ◽  
Average Score ◽  
First Year ◽  
Regression Analyses ◽  
College Performance ◽  
Entrance Exam ◽  
First Year College ◽  
Class Average ◽  
Exam Result

The purpose of this study was to assess the degree to which university entrance exam result (UEER) and preparatory class average score (PCAS) predict success in college academic performance. The subjects of this study were 484 students. The data were collected from the Registrar Office. Correlation and regression analyses were employed on the data. The results indicated that PCAS  and UEER  in order as selection instruments appeared to be valid predictors of first year college CGPA and jointly accounted for 33.70 percent of the variation in college performance. Besides, PCAS was found out to be more important than UEER as admission variable. Based on the findings recommendations were forwarded.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

The Study Skills of First Year Education Students and Their Academic Performance

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
MARIA NANCY Q. CADOSALES
Keyword(s):  
Academic Performance ◽  
Study Skills ◽  
College Of Education ◽  
First Year ◽  
Note Taking ◽  
Chi Square ◽  
First Year Students ◽  
College Life ◽  
First Year College ◽  
First Year College Students

First year students take time to adjust to college life. A number of priorities are considered in order to survive in the tertiary level. One of which is complying with the academic requirements. The study described the study skills of the first year students in the College of Education, La Salle University, Ozamiz City, Philippines. The framework used in identifying the study skills of the first year students was adopted from Lucas and Corpuz (2007:4).These study skills were correlated to the students’ academic performance using Kendall’s Tau B, Chi-square, and Multiple Regression tests. There were 128 first year students who were taken as respondents of the study. The study reveals that the first year students have the skills in organizing and planning their work, preparing assignments or projects, and note-taking and reading. The students’ skills in organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment/project correlate with their grades. The best predictor of students’ academic performance is note-taking and reading. First year college students need to develop the habit of studying their lessons, reading, and taking down notes to improve their academic performance.Keywords: Education, study skills, academic performance, descriptive design, Philippines

Modeling First Year Stop Out of Kalamazoo Promise Scholars: Mapping Influences of Socioeconomic Advantage and Pre-College Performance to College Performance and Persistence

2021 ◽  
pp. 152102512110296
Author(s):  
Daniel Collier ◽  
Isabel McMullen
Keyword(s):  
Student Performance ◽  
School Performance ◽  
Least Square ◽  
First Year ◽  
K Nearest Neighbors ◽  
College Performance ◽  
First Year College ◽  
Kalamazoo Promise ◽  
High School Performance ◽  
Main Model

The Kalamazoo Promise (KPromise) is amongst the most well-known and generous tuition-free policies. This study advances the understanding of Promise student performance and persistence. We used a weighted-least square means and variance adjusted (WLSMV) SEM approach and k-nearest neighbors (k-NN) to deal with missing data. The main model suggested first-year college GPA (β = –.48) possessed the strongest effect on a first-year stop out followed by socioeconomic advantage (β = –.26), high school performance (β = –.25), immediate enrollment (β = –.22), and KPromise funding (β =.06). Model differences from 06–10 and 11–15 cohorts, illustrate that in the later cohorts socioeconomic advantage’s effect on a first-year stop out lessened.

scholarly journals Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Mike Wilton ◽  
Daniel Katz ◽  
Anthony Clairmont ◽  
Eduardo Gonzalez-Nino ◽  
Kathy R. Foltz ◽  
...  
Keyword(s):  
Academic Performance ◽  
Student Retention ◽  
Peer Mentoring ◽  
Soft Skills ◽  
First Year ◽  
Mentoring Program ◽  
Regression Analyses ◽  
Mentorship Program ◽  
Biology Students ◽  
Peer Mentorship

This study evaluates the performance of a near-peer mentoring program for first-year biology majors. The program’s intention is to improve student retention generally, and academic and soft skills more specifically. The effect of the program was investigated via ethnographic methods, a program-specific survey, and regression analyses.

Reappraising test anxiety increases academic performance of first-year college students.

2018 ◽  
Vol 110 (3) ◽  
pp. 395-406 ◽  
Author(s):  
Shannon T. Brady ◽  
Bridgette Martin Hard ◽  
James J. Gross
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Test Anxiety ◽  
First Year ◽  
First Year College ◽  
First Year College Students

Prediction of the first year college performance of high aptitude students.

1963 ◽  
Vol 77 (7) ◽  
pp. 1-29 ◽  
Author(s):  
Robert C. Nichols ◽  
John L. Holland
Keyword(s):  
First Year ◽  
College Performance ◽  
First Year College

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

2015 ◽  
Vol 29 (1) ◽  
pp. 35-72 ◽  
Author(s):  
Martha Cecilia Bottia ◽  
Jason Giersch ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns ◽  
Stephanie Moller
Keyword(s):  
Distributive Justice ◽  
Gender Disparities ◽  
First Year ◽  
College Performance ◽  
Race And Gender ◽  
First Year College ◽  
And Gender
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