scholarly journals The relationship between high school GPA and information literacy pre and post-test scores

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Eric Shannon
Keyword(s):  
High School ◽  
Information Literacy ◽  
Test Scores ◽  
Honors Students ◽  
Library Instruction ◽  
Grade Point ◽  
High School Gpa ◽  
Post Test ◽  
First Year College Students ◽  
The Relationship

Although many studies explore the effect of library instruction on information literacy test scores, there are far fewer studies exploring the relationship between high school Grade Point Average (GPA) and scores on information literacy pre- and post-tests of first year college students. This research study compares the scores of three cohorts of Franklin Pierce University students--honors students, Center Scholars (students with a cumulative high school GPA of below 2.5) and Average GPA students --on an information literacy pre-test administered in the first two weeks of the fall, and a similar post-test administered after students have attended a library instruction session. The results of this study show a relationship between high school GPA and pre-test scores and reveal an even stronger relationship between high school GPA and scores on the post-test, with honors students attaining the highest scores and Center Scholars the lowest. This article proposes explanations for these results as well as recommendations for addressing the test score disparities between these three cohorts.

Correlations among College Students' Grade Point Averages and American College Test Scores

1995 ◽  
Vol 76 (1) ◽  
pp. 336-338 ◽  
Author(s):  
Terry F. Pettijohn
Keyword(s):  
College Students ◽  
High School ◽  
Test Scores ◽  
American College Test ◽  
Grade Point Averages ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa

This study examined whether students who did well in high school continued their success in college. For the 42 students who completed the survey, a significant correlation of .62 was found between 4-yr. high school GPA and college GPA and a significant correlation of .63 between American College Test scores and college GPA. Apparently, students who succeeded in high school continue to succeed in college.

scholarly journals Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program

2012 ◽  
Vol 7 (1) ◽  
pp. 82 ◽  
Author(s):  
Melissa Bowles-Terry
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Student Experiences ◽  
Library Instruction ◽  
Grade Point ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Upper Level ◽  
Different Levels

Abstract Objectives – This study examines the connection between student academic success and information literacy instruction. Locally, it allowed librarians to ascertain the institution’s saturation rate for information literacy instruction and identify academic programs not utilizing library instruction services. In a broader application, it provides an argument for a tiered program of information literacy instruction and offers student perspectives on improving a library instruction program. Methods – Focus groups with 15 graduating seniors, all of whom had attended at least one library instruction session, discussed student experiences and preferences regarding library instruction. An analysis of 4,489 academic transcripts of graduating seniors identified differences in grade point average (GPA) between students with different levels of library instruction. Results – Students value library instruction for orientation purposes as beginning students, and specialized, discipline-specific library instruction in upper-level courses. There is a statistically significant difference in GPA between graduating seniors who had library instruction in upper-level courses (defined in this study as post-freshman-level) and those who did not. Conclusions – Library instruction seems to make the most difference to student success when it is repeated at different levels in the university curriculum, especially when it is offered in upper-level courses. Instruction librarians should differentiate between lower-division and upper-division learning objectives for students in order to create a more cohesive and non-repetitive information literacy curriculum.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

scholarly journals Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

AERA Open ◽  
2016 ◽  
Vol 2 (4) ◽  
pp. 233285841667060 ◽  
Author(s):  
Daniel Koretz ◽  
Carol Yu ◽  
Preeya P. Mbekeani ◽  
Meredith Langi ◽  
Tasmin Dhaliwal ◽  
...  
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Test Scores ◽  
College Admissions ◽  
Grade Point ◽  
Admissions Test

The Quick Test as a Predictive Instrument for College Success

1977 ◽  
Vol 41 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Joseph C. Pentecoste ◽  
William F. Lowe
Keyword(s):  
High School ◽  
Test Scores ◽  
College Success ◽  
Aptitude Test ◽  
Grade Point ◽  
First Semester ◽  
Quick Test ◽  
Midwestern University ◽  
Predictive Instrument ◽  
High School Rank

Three forms of the QT (1, 2, and 3) were administered to a randomly selected sample of 42 black entering freshmen at a Midwestern university. Scholastic Aptitude Test scores and high school rank were also used as predictor variables for grade point average. The results indicated that the Quick Test provides a better prediction of first semester college grades than either high school rank or the aptitude test scores.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

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.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

scholarly journals Nonmedical Use of Prescription Stimulants and Analgesics: Associations with Social and Academic Behaviors among College Students

2008 ◽  
Vol 38 (4) ◽  
pp. 1045-1060 ◽  
Author(s):  
Amelia M. Arria ◽  
Kevin E. O'Grady ◽  
Kimberly M. Caldeira ◽  
Kathryn B. Vincent ◽  
Eric D. Wish
Keyword(s):  
College Students ◽  
High School ◽  
Prescription Drugs ◽  
High Risk Group ◽  
First Year ◽  
Lower Grade ◽  
Grade Point ◽  
Prescription Stimulants ◽  
Nonmedical Use ◽  
First Year College Students

Nonmedical use of prescription stimulants and analgesics was assessed from personal interviews with a stratified random sample of 1,253 first-year college students ages 17 to 20 attending a large public university (86% response rate). Lifetime and past-year prevalence of nonmedical use of stimulants, analgesics, or both was 19.6%wt and 15.6%wt, respectively. Nonmedical users had significantly lower grade point averages (GPAs) in high school as compared with nonusers; in college they skipped classes more often, spent more time socializing, and spent less time studying. For example, nonmedical users of both stimulants and analgesics skipped 21 % of their college classes whereas nonusers skipped 9%. Controlling for high school GPA and other factors, past-year nonmedical use independently predicted lower college GPA by the end of the first year of college; this effect was partially mediated by skipping more classes. Nonmedical users of prescription drugs comprise a high-risk group for academic problems in college.

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