Statistical Analysis of Factors Affecting Grade Point Average of Level 100 Students: A Case Study of University of Ghana Legon Campus

2019 ◽  
Vol 4 (2) ◽  
pp. 87-96
Author(s):  
Anani Lotsi
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Academic Degree ◽  
Grade Point ◽  
Residential Status ◽  
Factors Affecting ◽  
Degree Programme ◽  
The University ◽  
University Of Ghana

Grade Point Averages (GPA) are known to give fair assessment of students performance in an academic degree programme, and students ability to successfully complete a degree programme is also known to depend on their level 100 GPA. In this paper we sought to determine factors that significantly affect academic performance of Level 100 students of the University of Ghana. Questionnaires method was used to collect the data for analysis, and regression analysis was carried out on the data to determine the effect of gender, residential status, and previous high school on Grade GPA of level 100 students. At the end of the analysis it was found that the above-mentioned factors do not significantly affect GPA. However, we found that the programme a level 100 student offers, significantly affects the student’s GPA.

Prediction of Cumulative Grade Point Average: A Case Study

2020 ◽  
pp. 33-42
Author(s):  
Anan Sarah ◽  
Mohammed Iqbal Hossain Rabbi ◽  
Mahpara Sayema Siddiqua ◽  
Shipra Banik ◽  
Mahady Hasan
Keyword(s):  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average

scholarly journals 7. Wider Horizons: Fostering a Culture of Undergraduate Research

2012 ◽  
Vol 5 ◽  
pp. 39
Author(s):  
Roxanne Harde ◽  
Neil Haave
Keyword(s):  
Grade Point Average ◽  
Undergraduate Research ◽  
Campus Culture ◽  
Degree Programs ◽  
Roundtable Discussion ◽  
Grade Point ◽  
University Of Alberta ◽  
Student Access ◽  
Academic Conference ◽  
The University

This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana’s initiatives: Independent Studies courses, the Student Academic Conference, and summer research assistantships. Common concerns from roundtable participants included whether or not student access to undergraduate research should be limited by grade point average, how to implement undergraduate research from first to final year of student degree programs, how to fund undergraduate research, and finally how to approach undergraduate research across the academy.

Meta-Interpreting the Correlation Between the Grade Point Average and Employability:a case study

2021 ◽  
Author(s):  
Kamar Tahri Joutei ◽  
Fatima Zahra Belhadj ◽  
Asmae Chraibi ◽  
Yousra Chtouki ◽  
Nabil Benamar
Keyword(s):  
Grade Point Average ◽  
Grade Point

scholarly journals Shaping the future medical workforce: take care with selection tools

2013 ◽  
Vol 5 (4) ◽  
pp. 269 ◽  
Author(s):  
Phillippa Poole ◽  
Boaz Shulruf
Keyword(s):  
General Practice ◽  
Medical School ◽  
Grade Point Average ◽  
Grade Point ◽  
Medical School Selection ◽  
Strong Interest ◽  
Practice Methods ◽  
The University ◽  
School Selection ◽  
Selection Tools

INTRODUCTION: Medical school selection is a first step in developing a general practice workforce. AIM: To determine the relationship between medical school selection scores and intention to pursue a career in general practice. METHODS: A longitudinal cohort study of students selected in 2006 and 2007 for The University of Auckland medical programme, who completed an exit survey on career intentions. Students are ranked for selection into year 2 of a six-year programme by combining grade point average from prior university achievement (60%), interview (25%) and Undergraduate Medicine and Health Sciences Admission Test (UMAT) scores (15%). The main outcome measure was level of interest in general practice at exit. Logistic regression assessed whether any demographic variables or admission scores predicted a ‘strong’ interest in general practice. RESULTS: None of interview scores, grade point average, age, gender, or entry pathway predicted a ‘strong’ interest in general practice. Only UMAT scores differentiated between those with a ‘strong’ interest versus those with ‘some’ or ‘no’ interest, but in an inverse fashion. The best predictor of a ‘strong’ interest in general practice was a low UMAT score of between 45 and 55 on all three UMAT sections (OR 3.37, p=0.020). Yet, the academic scores at entry of students with these UMAT scores were not lower than those of their classmates. DISCUSSION: Setting inappropriately high cut-points for medical school selection may exclude applicants with a propensity for general practice. These findings support the use of a wider lens through which to view medical school selection tools. KEYWORDS: Cognitive tests; general practice; health workforce; medical student career choice; selection; UMAT

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

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.

scholarly journals Enhancing Diversity in Science: Is Teaching Science Process Skills the Answer?

2006 ◽  
Vol 5 (3) ◽  
pp. 218-226 ◽  
Author(s):  
Clarissa Dirks ◽  
Matthew Cunningham
Keyword(s):  
Undergraduate Research ◽  
Grade Point Averages ◽  
Underrepresented Minorities ◽  
Process Skills ◽  
Introductory Biology ◽  
Grade Point ◽  
Science Process Skills ◽  
Science Degree ◽  
The University ◽  
Beginning Students

The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree.

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

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