Brief Communication: Predictive Value of Veterinary Student Application Data for Performance in Clinical Year 4

2021 ◽  
pp. e20210012
Author(s):  
Steven D. Holladay ◽  
Robert M. Gogal ◽  
Samuel Karpen
Keyword(s):  
First Year ◽  
Graduate Record Examination ◽  
Academic Variables ◽  
Veterinary Students ◽  
Grade Point ◽  
Science Courses ◽  
University Of Georgia ◽  
Application Data ◽  
The University ◽  
Prerequisite Courses

Student application packages for admission to the University of Georgia College of Veterinary Medicine currently include the following information: undergraduate grade point average (GPA), GPA in science courses, GPA in non-science courses, GPA for the last 45 hours (GPALast45hrs), Graduate Record Examination Quantitative and Verbal Reasoning (GRE-QV) score, GRE Analytical Writing (GRE-AW) score, and grades for 10 required prerequisite courses. From these data, an “academics score” of up to 70 points is calculated. Faculty reviewers also score each applicant up to a maximum of 30 points (FileScore), giving a total possible score of 100 points. Previous analyses demonstrated that the file score and academic variables are significantly related to first-year GPA of veterinary students; however, it is unknown how these variables relate to performance in clinical rotations. The present study pooled the two most recent graduating classes to compare each academic score component to student clinical rotation grades received during year 4 (CGrYr4) in the teaching hospital. Only one component of the student application packages—the pre-admission GRE-QV score—significantly correlated with CGrYr4.

scholarly journals Predictive Value of Veterinary Student Application Data for Class Rank at End of Year 1

2020 ◽  
Vol 7 (3) ◽  
pp. 120
Author(s):  
Steven D. Holladay ◽  
Robert M. Gogal ◽  
Parkerson C. Moore ◽  
R. Cary Tuckfield ◽  
Brandy A. Burgess ◽  
...  
Keyword(s):  
Academic Success ◽  
First Year ◽  
Graduate Record Examination ◽  
Veterinary Students ◽  
Grade Point ◽  
Class Rank ◽  
Credit Hours ◽  
Science Courses ◽  
University Of Georgia ◽  
The University

Student applications for admission to the University of Georgia College of Veterinary Medicine include the following information: undergraduate grade point average (GPA), GPA in science courses (GPAScience), GPA for the last 45 credit hours (GPALast45hrs), results for the Graduate Record Examination Quantitative and Verbal Reasoning Measures (GRE-QV), results for the GRE Analytical Writing Measure (GRE-AW), and grades received for 10 required prerequisite courses. In addition, three faculty members independently review and score subjective information in applicants’ files (FileScore). The admissions committee determines a composite Admission Score (AdmScore), which is based on GPA, GPAScience, GPALast45hrs, GRE-QV, GRE-AW, and the FileScore. The AdmScore is generally perceived to be a good predictor of class rank at the end of year 1 (CREY1). However, this has not been verified, nor has it been determined which components of the AdmScore have the strongest correlation with CREY1. The present study therefore compared each component of the AdmScore for correlation with CREY1, for the three classes admitted in 2015, 2016 and 2017 (Class15, Class16, Class17). Results suggest that only a few components of the application file are needed to make strong predictive statements about the academic success of veterinary students during the first year of the curriculum.

Evaluation of a Pilot Program of Faculty Advising at an Urban Commuter University

1992 ◽  
Vol 12 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Joseph P. Stokes
Keyword(s):  
Grade Point Average ◽  
Transfer Students ◽  
First Year ◽  
Pilot Program ◽  
Academic Variables ◽  
Faculty Advising ◽  
Grade Point ◽  
Commuter University ◽  
Entering Students ◽  
The University

To evaluate a pilot program of faculty advising at a large, public, urban, commuter university, 448 pairs of entering students, both freshmen and transfer students, were matched on various demographic and academic variables. One student from each pair was assigned to a faculty advisor. Outcome variables included satisfaction with the university, perception of faculty, grade point average, and retention through the first year. The research design was compromised because of a low rate of participation by students assigned to an advisor. Results suggest that students who felt comfortable and respected during the advising session left with more favorable attitudes toward the university and the faculty.

scholarly journals Tron Days: Horizontal Integration and Authentic Learning

2017 ◽  
Author(s):  
Eugene Li ◽  
Chris Rennick ◽  
Carol Hulls ◽  
Mary Robinson ◽  
Michael Cooper-Stachowsky ◽  
...  
Keyword(s):  
Authentic Learning ◽  
First Year ◽  
Horizontal Integration ◽  
Warm Up ◽  
Science Courses ◽  
The University

Abstract—First year Mechatronics students at the University ofWaterloo consistently do not see the connection between their fundamentalmath and science courses with the practise of engineering.To address this issue, the first year instructors came together tolaunch a two day Hackathon style project for the students calledTron Days. Tron Days featured small warm up problems dealingwith advanced concepts in each of the courses, and big problemsthat drew from all of the first year courses. The challenges onlyhad communication marks associated with them and provided anopportunity for sustained engagement with the concepts. The metricsused to measure the event showed that it was successful at addressingthe desired outcomes, but could be further enhanced to address morematerial.

scholarly journals An Investigation of Selection Criteria for Admission to an Ontario University

1975 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Gordon Pollock ◽  
Richard J. Bowman ◽  
Paul Gendreau ◽  
Lorna Gendreau
Keyword(s):  
Traditional Method ◽  
First Year ◽  
Admission Criteria ◽  
Grade Point ◽  
University Admission ◽  
Significant Difference ◽  
Admission Interview ◽  
Teacher Recommendations ◽  
One Year ◽  
The University

The study investigated the effectiveness of five methods of university admission criteria in relation to academic results achieved after one year of university study. The admission criteria used were open admission, interview, teacher recommendations, Grade 13 academic achievement and SACU test scores. In addition these procedures were compared with a traditional method of admission at the university where the study was carried out. The characteristics of the admission groups were not significantly related to geographical distribution, sex distribution, government financial assistance, and attitude and personality questionnaire data. These characteristics were no different for these groups than the traditional method of selection and there was no significant difference between groups as to final first year grade point average or academic penalty i.e., probations and rustications. The open admissions group compared favourably on these latter variables with other admissions groups and particularly with the university's traditional method of admission.

scholarly journals How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

2011 ◽  
Vol 10 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Marcus Fechheimer ◽  
Karen Webber ◽  
Pamela B. Kleiber
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Operational Definition ◽  
Potential Contribution ◽  
Research Experience ◽  
Grade Point ◽  
University Of Georgia ◽  
Institutional Data ◽  
The University ◽  
The Impact

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations.

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Performance of FCAE diploma holders at USP

2002 ◽  
Vol 20 (1) ◽  
pp. 62 ◽  
Author(s):  
U J Dixit ◽  
V U Dixit ◽  
M V Reddy
Keyword(s):  
Statistical Analysis ◽  
South Pacific ◽  
Grade Point Averages ◽  
First Year ◽  
The South ◽  
Similar Nature ◽  
Grade Point ◽  
Advanced Education ◽  
Study Programme ◽  
The University

The University of the South Pacific (USP is currently attracting many students who have completed a Diploma at the Fiji College of Advanced Education (FCAE) into its study programmes. These students are not required to do certain courses, mostly those at the first year level, as they had done courses of a similar nature at FCAE and hence these are cross-credited towards their study programme as USP. In order to ensure that the granting of cross-credits for these FCAE courses is justified, USP needs to study the performance of these students. In this paper, we have carried out a statistical analysis using the Cumulative Grade Point Averages (CGPA) of all 67 such students. Results of the analysis indicate that the performance of these students justifies the granting of cross-credits.

scholarly journals Study of performance of first year USP students with respect to their form seven marks

2002 ◽  
Vol 20 (1) ◽  
pp. 45
Author(s):  
U J Dixit ◽  
M V Reddy
Keyword(s):  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Significance Level ◽  
Entry Level ◽  
Type 1 Error ◽  
Significant Difference ◽  
Entry Requirements ◽  
Level Of Significance ◽  
The University

To see if there is a significant difference between the performance of the first year (100 level) students at the University of the South Pacific (USP) having different Form Seven marks, a statistical analysis is carried out using their Cumulative Grade Point Averages (CGPA). For this analysis, relevant data was obtained for the years 1997-2001 and the Form Seven marks (Total of English and best 3 subjects) were divided into the classes 250 – 259, 260 – 269, and ≥ 270. Results indicate that there is a significant difference between the CGPA of these three classes. A further analysis is then carried out by using the CGPA of only the first two classes 250 – 259 and 260 – 269 in order to determine if an increase in the entry requirements from 250 to 260 will be justified. Under its current admission regulations, USP accepts into its degree programmes all students who have passed the seventh form examination with an aggregate of at least 250 marks out of 400 with a minimum of 50% in English. The results of our analysis indicate that the minimum entry requirement could be increased to 260 if USP feels that the level of significance (Type 1 Error) is more than 3.17 percent. However, the minimum entry level should remain as 250 if the significance level is at most 3.17 percent.

scholarly journals Predicting Undergraduate Level Students’ Performance Using Regression

2021 ◽  
Vol 4 (1) ◽  
pp. 129-139
Author(s):  
S Akuma ◽  
H Abakpa
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
First Year ◽  
Grade Point ◽  
University Environment ◽  
First Semester ◽  
Cumulative Grade Point Average ◽  
Moderating Factors ◽  
The University

Students’ academic performance in the university environment changes from one academic year to another as they climb up the ladder of their academic programme. Predicting students’ academic performance in higher educational institutions is challenging due to the lack of a central database of students’ performance records. The other challenge is the lack of standard methods for predicting students’ performance and other moderating factors like physical, economic and health that affect students’ progress. In this work, we predicted students’ performance based on previous academic results. A model to predict students’ performance based on their Cumulative Grade Point Average (CGPA) was developed using Linear Regression Algorithm. A dataset of 70 undergraduate students studying Computer Science was analyzed and the results show that the model was able to predict the 4th year CGPA of the Students using the previous Cumulative Grade Point of the past three years with an accuracy of 87.84%, and a correlation of 0.9338. This study also identified students’ second semester CGPA in the first year and their first semester CGPA in the second year as the most important CGPAs that affect the accuracy

scholarly journals Causes and Effects of Absenteeism among First Year College Students of the Mindanao State University – Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 345-352
Author(s):  
Adamel K. Lukman
Keyword(s):  
College Students ◽  
Mean Value ◽  
Individual Student ◽  
First Year ◽  
Low Grade ◽  
State University ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
The University

One of the major barriers to learning faced by the students and teachers in schools today is lack of consistent attendance. Poor student attendance has a far-reaching effect on the individual student especially on their academic performance in the school. This problem is caused by this major perennial problem—absenteeism. Absenteeism is a chronic absence in nature. It is habitual failure to attend school. When students regularly miss out classes consistently would entail disadvantages academically. However, the main purpose of this study was to identify the causes and effects of absenteeism among first year college students of the Mindanao State University-Sulu, as well as to determine and figure out possible remedies to address this problem. In analyzing and computing the data, the researcher used SPSS version 21.0, and utilized checklist questionnaire and an open-ended questionnaire, respondents were consisted of 100 first year college students and 9 faculty members the researcher was able to find out the leading cause of absenteeism among the first year college students of MSU-Sulu and that is ‘school is far from home’ with (3.06) mean value . While low grade point average (GPA) with mean value (3.78)  was the leading effect of absenteeism followed by poor critical thinking skills, other effects of absenteeism were, poor classroom performance, low examination results, poor oral recitation, poor creative skills, poor communication skills, lack of self-confidence, low comprehension and high risk of dropouts. The researcher was able to figure out remedies that can be applied to address the problem on absenteeism. The remedies include (a) there must be a student dormitory inside the campus to house the students since majority of the students enrolled in the university  are from distant island municipalities (b) conduct orientation to students and parents prior to the opening of regular classes (c) the university must have a strict policy dealing with students’ absenteeism (d) teacher or instructor should conduct regular assessment in the form of quiz at the end of the session (e) motivate and encourage the students to give more attention and emphasize the importance of education in their future (f) classroom atmosphere should be conducive to learning.

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