scholarly journals THE RELATIONSHIP OF DEMOGRAPHIC AND ADMISSION EXAM SCORES WITH FIRST SEMESTER GRADE POINT AVERAGE IN TWO COHORTS OF FIRST YEAR NURSING STUDENTS

2018 ◽  
Author(s):  
Christine Louise Sommers ◽  
Grace Wirawan
Keyword(s):  
High School ◽  
Nursing Students ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
Exam Scores ◽  
Relationship Of ◽  
The Relationship

Background: As nursing programs in Indonesia admit students, it is important that student factors are identified that provide information about necessary resources that are needed to support the student, both academically and psychosocially, to succeed in the nursing program. Obejctive: The purpose of this study was to use regression analysis to analyze admission and academic data of two cohorts of nursing students to know what relationship that information has with first semester grade point average (GPA).Methods: A descriptive correlation design was used. In a previous study with one cohort of nursing students, the researcher found that the variables accounted for only 28% of the variance. This research added the variable of age, increased the categories for region of origin from five to seven, increased the categories for type of high school from three to four, and analyzed the data from two cohorts. Data from 947 students were included for analysis.  Mulivariate linear regression was used to analyze the variables of city of origin, attendance at pre-nursing course, gender, age, type of high school, and admission exam scores to determine the relationship, if any, between the first semester GPA of nursing students in a large university in an urban area of Indonesia. Results: A significant relationship (p<.05) was found between experience factors, attribute factors, and academic metric factors and first semester GPA. For students admitted in 2016, the study variables accounted for 30% of the variance in GPA; for students admitted in 2017, the study variables accounted for 37% of the variance in GPA.Conclusion: It is important that student factors are identified that provide information about succeeding in the nursing program, both academically and psychosocially.  Additional research is needed to identify other admission factors and any factors in the first semester that may also have a relationship with GPA. 

scholarly journals Impact of the foundation program and high school grade in predicting the cumulative grade point average (CGPA) among the graduates of the nursing program at the Ministry of Health Educational Institutes in Oman

2018 ◽  
Vol 8 (12) ◽  
pp. 98
Author(s):  
Said A. Alghenaimi ◽  
Maiyasa G. Al-Saadi ◽  
Hamed K. Al Reesi
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
School Grade ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
High School Grade ◽  
Foundation Program ◽  
One Year

Background and objective: Higher education has witnessed significant changes in order to provide quality education that meets the needs of the 21st century. To be in par with international best practices, the foundation program was established to prepare the high school leavers for higher education in Oman, a middle-eastern country. The aims of this study were to (1) assess the relationship between students’ high school scores and their cumulative grade point average (CGPA) among the graduates of the nursing program in Oman, and (2) compare the CGPA of the student who attended the general foundation program (GFP) compared to the ones who did not attend the GFP. Methods: Secondary data analysis approach was used to access the alumni files one year before and one year after the implementation of the GFP. A retrospective approach was used to gather data from the alumni files, which included high school grade, whether the graduates have attended the foundation program or not, their first year Grade point average (GPA), and their CGPA.Results: Six hundred twenty-seven (n = 627) graduates were recruited from two cohorts, one attended the GFP (n = 287; 45.8%) and the others did not attend the GFP (n = 340; 54.2%). Majority of the participants who were included in this study were female graduate (n = 535; 85.3%). The students who attended the GFP were found to have higher first year GPA and higher CGPA compared to those who did not attend the GFP. High Diploma Scores and First Year GPA were significant predictors of the graduation CGPA of the graduates who did not enroll in the GFP whereas First Year GPA was the main predictors of the CGPA of the graduates who attended the GFP. It was also obvious that the first year GPA showed a higher significant correlation with CGPA among GFP attenders (r = 0.912, p < .01) in comparison to non GFP attenders (r = 0.775, p < .01).Conclusions: This study sheds light into the impact of foundation program on the overall students’ performance in the nursing program. It significantly reveals that GFP, has a positive impact on the overall CGPA, as it equipped the students with the necessary study skills and increased their English proficiency levels.

scholarly journals The Relationship of Help-Seeking Inclinations to Traditional Predictors of Academic Success and First-Semester College GPA

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Michael J. Roszkowski
Keyword(s):  
High School ◽  
Academic Success ◽  
Help Seeking ◽  
Full Time ◽  
Sat Scores ◽  
Class Rank ◽  
First Semester ◽  
College Gpa ◽  
Relationship Of ◽  
The Relationship

Inclination to seek help was measured among a cohort of first-time, full-time freshman at a private university prior to the start of their first semester. The item involved a 10-point scale defined with contrasting terms at each end (i.e. verbal anchors at the extremes). Approximately 78% of the respondents rated themselves 5 and below, indicating a general reluctance to seek help. Males were less likely to seek help than females. Help-seeking inclinations were positively correlated with academic performance in high school, as reflected in class rank, but negatively related to SAT scores. An interaction was observed, indicating that students with high SAT and low high school rank were especially reluctant to look for help. The relationship of help seeking predisposition to first semester college GPA was curvilinear, with the GPA rising with increasing proclivity to seek help until the highest level of help seeking, at which point it dropped.

Comparing High Schools with Respect to Student Performance in University

1977 ◽  
Vol 2 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Donald B. Rubin ◽  
T. W. F. Stroud
Keyword(s):  
High School ◽  
Student Performance ◽  
First Year ◽  
Quadratic Regression ◽  
Grading Standards ◽  
University Performance ◽  
First Year University ◽  
Relationship Of ◽  
The Relationship ◽  
School Records

This report presents data analyses investigating the relationship of high school final average, X, and first year university average, Y, in a Canadian university. The statistical summaries are (1) a matrix of observed “relative grading standards” of each high school in each matriculation year, and (2) a quadratic regression relating Y to X in each year. These summaries suggest that (1) the grading standards for some of the schools are changing consistently in time, and (2) the general relationship between Y and X is becoming more quadratic and less linear in time. The implication is that the high school attended is a more important predictor of university performance for students with poorer high school records than for students with better high school records, especially in recent years.

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.

Moderating Effects of Campus Recreation Participation in the Relationship between Grade Point Average and First-Year Student Engagement: An Exploratory Study

2017 ◽  
Vol 41 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Rebecca Fallon Mayers ◽  
Austin W. Wilson ◽  
Luke R. Potwarka
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Grade Point Average ◽  
First Year ◽  
Campus Recreation ◽  
Grade Point ◽  
Transition From High School ◽  
Recreation Participation ◽  
First Year University ◽  
The Relationship

Health and student success outcomes are often thought to be associated with campus recreation participation. Thus, decision makers at the university level are interested in the relationship between campus recreation participation, grade point average (GPA), and student engagement. Previous research has called for a clearer understanding of how campus recreation is meaningful for first-year university students and its potential influences on GPA. This study explored the influence of first-year students' campus recreation participation, GPA, and facets of student engagement. First-year university students ( N = 171) were surveyed. Demographic characteristics, GPA, and level of engagement on five scales were assessed. Results showed that GPA positively influenced those who participated in campus recreation on four facets of engagement. Results may help academic administrators to target efforts toward making the transition from high school to university easier. Promoting campus recreation participation may be effective for strengthening students' level of engagement and result in positive success outcomes.

scholarly journals A first-year, first-semester observership placement to increase nursing students’ satisfaction

2021 ◽  
Vol 11 (11) ◽  
pp. 64
Author(s):  
Elizabeth Emmanuel ◽  
Marilyn Chaseling ◽  
Lewes Peddell
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nurse Educators ◽  
Student Nurses ◽  
Nursing Program ◽  
First Year ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Constant Comparative Analysis ◽  
Students Satisfaction

This paper reports on a two-day nursing observership in the first semester of an undergraduate baccalaureate-nursing program in an Australian university. Of the 392 novice student nurses who completed the observership, 340 provided a written reflection on their experience. The qualitative data were analysed using constant comparative analysis from which four themes were identified. Student nurses reported that the observership provided them with an insight into the nursing world (66.4%), was a revelation (46.4%), met their expectations (16.4%), and was transformative (7.3%). These themes indicated that an observership at the start of a nursing student’s study can provide a professional socialisation experience, link new knowledge to practice, and ease that transition into nursing study. The implication for practice for nurse educators is to consider innovative approaches such as an observership to overcome challenges that first-year nursing students reportedly experience.

scholarly journals Academic Advising and Maintaining Major: Is There a Relation?

2017 ◽  
Author(s):  
Maram S. Jaradat ◽  
Mohammad B. Mustafa
Keyword(s):  
Undergraduate Students ◽  
Academic Advising ◽  
Major Change ◽  
First Year ◽  
First Semester ◽  
Advancement Opportunities ◽  
Job Opportunities ◽  
Second Year ◽  
Relationship Of ◽  
The Relationship

The purpose of this study is to investigate the effect of academic advising on changing or maintaining majors in university degrees. It is also a goal of the study to determine which semester of the course study is most likely or less likely witness the change of major and whether advising contributes to that change. Through this correlational study, the researchers explored students&rsquo; perceptions about the academic advising they received and the relationship of its absence on students&rsquo; major change. The participants were 1725 undergraduate students from all year levels. One survey is used to collect the data for this study: Influences on Choice of Major Survey. Based on the findings, it is found that university advisors have a very poor effect on students' decisions to select their majors as 45.6% of the 1725 participants indicate NO influence of advising in their survey answers. Whereas career advancement opportunities, students' interests, and job opportunities indicate a strong effect on their majors&rsquo; selections as they score the highest means of 3.76, 3.73, 3.64 respectively. In addition, findings show that students are most likely changing their majors in their second year and specifically in the second semester. Second year major change scored 36.9% in the second semester and 30.9% in the first semester. More importantly, results indicate that there is a positive significant correlation between college advisor and change major in the second year (p = 0.000). It is to researchers understanding based on the findings that when students receive enough academic advising in the first year of study and continues steadily to the next year, the possibilities of students changing their majors decreases greatly.

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