scholarly journals Degree Completion at British Columbia's Universities

1982 ◽  
Vol 12 (2) ◽  
pp. 43-57
Author(s):  
John D. Dennison ◽  
Glen C. Forrester ◽  
Gordon Jones
Keyword(s):  
Community Colleges ◽  
Secondary School ◽  
Transfer Students ◽  
Degree Completion ◽  
Completion Time ◽  
Female Students ◽  
Completion Rates ◽  
Academic Standing ◽  
The Impact ◽  
Better Than

This study investigated an important dimension of the performance of students in two of the universities in British Columbia. Specifically, it examined rates of degree completion, time taken to earn the degrees and the final academic standing attained by graduates. The study involved all students who enrolled between 1973 and 1978, both directly from secondary school and as transfer students from the community colleges in the province. Results were reported by faculty, by department in which students majored, and by sex. The results revealed wide variations by faculty and department. Furthermore, results were not consistent between the two universities concerned. For example, female students performed far better than males at one university but not at the other. Finally, the study exposed many differences in performances between direct entry and transfer students, but again, the differences varied by university and faculty. Finally, the study invited both speculation and further research on the reasons for the inconsistent results. Particular attention was drawn to the need to assess the impact of rising admission standards upon students' withdrawals, degree completion rates and final academic standing.

Evaluating the Impact of the Accounting Doctoral Scholars Program on Academic Accounting in the US

2021 ◽  
Author(s):  
Jonathan S. Pyzoha ◽  
Timothy J. Fogarty
Keyword(s):  
Degree Completion ◽  
Completion Time ◽  
Business Schools ◽  
Doctoral Program ◽  
Doctoral Graduates ◽  
Accounting Faculty ◽  
Unmet Demand ◽  
The Us ◽  
Market Trends ◽  
The Impact

The accounting establishment and AICPA Foundation responded to an inadequate supply of new accounting faculty by creating the Accounting Doctoral Scholars (ADS) program. Between 2009–2018, the $17 million program enabled 105 practitioners to become audit and tax faculty. Based on market data and an ADS participant survey, we find an increase in doctoral graduates at ADS and non-ADS schools relative to pre-ADS years, and unmet demand for audit has decreased after ADS, whereas tax remains in need. Compared to the market, ADS graduates experienced somewhat better placements by moving up to more prestigious strata and were more likely to place at schools with a doctoral program. Additionally, we present results for ADS students’ motivations, degree completion time, and differences between audit and tax participants. Our findings have important implications for academic accounting, business schools, regulators, and policymakers. We also provide important context for changes in market trends preceding COVID 19.

scholarly journals Beyond BA Blinders: Lessons from Occupational Colleges and Certificate Programs for Nontraditional Students

2013 ◽  
Vol 27 (2) ◽  
pp. 153-172 ◽  
Author(s):  
James E Rosenbaum ◽  
Janet Rosenbaum
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Nontraditional Students ◽  
Postsecondary Education ◽  
Degree Completion ◽  
Private Colleges ◽  
Career Preparation ◽  
Completion Rates ◽  
Certificate Programs ◽  
Student Difficulties

Postsecondary education mostly focuses on the four-year BA degree. Community colleges are often promoted as the first step toward the ultimate goal of a four-year degree. However, community colleges have extremely poor degree completion rates. There is evidence suggesting better results for their private, two-year counterparts—particularly for certificate completion. We will focus on occupational colleges—private accredited colleges that offer career preparation in occupational fields like health care, business, information technology, and others. These institutions challenge many of our preconceptions about college. They are less wedded to college traditions, which raises some interesting questions: Do private colleges offering certificates or AA degrees use different procedures? Should community colleges consider some of these procedures to reduce student difficulties and improve their completion rates? For many community college students, earning a more likely, quick sub-BA credential—perhaps followed by a four-year degree in the future—will be preferable to the relatively unlikely pathway from a community college program directly to a four-year BA. In sum, this paper suggests that nontraditional colleges and nontraditional credentials (certificates and AA degrees) deserve much closer attention from researchers, policymakers, and students.

scholarly journals Impact of Cyberbullying Behavior on the Self-Esteem among Secondary and Higher Secondary School Students in Punjab, Pakistan

2020 ◽  
Vol V (III) ◽  
pp. 385-395
Author(s):  
Fouzia Perveen ◽  
Asghar Ali ◽  
Muhammad Ramzan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Total Sample ◽  
Self Esteem ◽  
Female Students ◽  
The Self ◽  
The Internet ◽  
School Students ◽  
Use Of The Internet ◽  
The Impact

The internet users are more than four billion globally. The fast advancement in electronic technology caused an unpredictable variation in the development of students. The use of the internet has become the backbone of education and communication. The current study sets out to measure the impact of cyberbullying on the selfesteem among secondary and higher secondary school students in nine districts of Punjab, Pakistan were selected. The total sample size comprised of 3236 (1614 male 1622 female) students, and their ages were 13-19 years, recruited through conveniently sampling. Two questionnaires were employed in the present research for the purpose of data collection; Cyberbullying Scale and Rosenberg Self-Esteem Scale. The data were analyzed through Statistical Package for Social Sciences (SPSS 23.0). The quantitative results revealed that cyberbullying was significantly (p < .01) positively correlated with self-esteem. Further, linear regression results showed that cyberbullying was a significant impact on self-esteem. Results also showed the comparison between male and female samples for cyberbullying on the self-esteem, and results of the comparison showed that the mean of cyberbullying was selfesteem was significantly higher among female students than male respondents. The limitations of the results are discussed.

Effect of Peace Interventions on Students’ Peacebuilding Attitudes at Secondary School Level

2021 ◽  
pp. 35-51
Author(s):  
Sadia Shaukat ◽  
Kiran Shahzadi ◽  
Umme-Farwa ◽  
Samina Safdar
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Female Students ◽  
Peace Building ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

It is the need of the hour to incorporate peace promotion as one of the significant features of the educational institutions in Pakistan. The present study explores the impact of a peace promotion intervention, with control and experimental groups, in order to understand if specific planned activities can significantly improve the peacebuilding attitudes of students. The study is experimental in nature, administering a pre-test and a post-test for both the control and experimental groups. Two equal samples (n=69) of 10th-grade (secondary school) students were selected — using a random sampling technique — for the control and experimental groups. The results of this study indicated that peace interventions — comprising games, hands-on activities, and dialogues — contributed significantly to improving the peace-building attitudes of the students in the experimental group. In addition, the female students of the experimental group exhibited a greater improvement in their peace building attitudes in the post-test phase as compared to their male counterparts. Furthermore, the study also reveals that the female students in the control group also depicted improvement in the post-test. This research presents implications for policymakers and educationists that need to be considered when introducing peace promotion activities into the (secondary) school curriculum. This article argues that practical activities — targeted to inculcate peaceful behavior in the students — can serve as important tools in establishing an environment of peace in society in general.

scholarly journals Enseñando las matemáticas con estilo, cambia la actitud de los estudiantes / Teaching Mathematics with Style, Change the Attitude of the Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Issac Aviña Camacho ◽  
Alma Adriana León Romero ◽  
Claudia Araceli Figueroa Rochín ◽  
Isis Alhelí Castro Pineda
Keyword(s):  
Secondary School ◽  
Teaching Mathematics ◽  
Basic Training ◽  
Negative Attitudes ◽  
Didactic Strategies ◽  
The Impact ◽  
The City ◽  
Better Than

ABSTRACTAt present, the study of the mathematics represents a difficulty which some students face during its school stay turning out to be reflected in the school use and the negative attitudes towards the same one. For such a motive, it is important that from a basic training the teachers present the mathematics to the students of a dynamic, different way to asitisgiven nowadays, considering the form in which the students appropriate better than the knowledge. The following work presents the investigation realized in the Secondary school Institute Homeland of the Northwest, in the city of Mexicali, to identify the impact that has the implementation of didactic strategies based on the styles of learning in the attitudes towards the mathematics of the students of the first grade.RESUMENEn la actualidad, el estudio de las matemáticas representa una dificultad a la que se enfrentan algunos estu- diantes durante su estancia escolar viéndose reflejado en el aprovechamiento escolar y las actitudes negativas hacia el mismo. Por tal motivo, es importante que desde una formación básica los profesores presenten las matemáticas a los estudiantes de una manera dinámica, diferente a como se imparte hoy en día, considerando la forma en que los estudian- tes se apropian mejor del conocimiento. El siguiente trabajo presenta la investigación realizada en la Escuela Secundaria Instituto Patria del Noroes- te, en la ciudad de Mexicali, para identificar el impacto que tiene la implementación de estrategias didácticas basada en los estilos de aprendizaje en las actitudes hacia las matemáticas de los estudiantes de primer grado. Contacto principal: [email protected]

Baccalaureate Success of Transfers and Rising 4-Year College Juniors

2009 ◽  
Vol 111 (1) ◽  
pp. 55-89 ◽  
Author(s):  
Tatiana Melguizo ◽  
Alicia C. Dowd
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Degree Completion ◽  
Bachelor's Degree ◽  
The State ◽  
Low Ses ◽  
Completion Rates ◽  
Institutional Selectivity ◽  
Negative Effect ◽  
Junior Students

Background/Context A longstanding debate continues concerning whether community colleges democratize education by expanding enrollment or divert students from attaining a bachelor's degree. The extant evidence is contradictory, but recent findings suggest that community colleges are serving to democratize education without a sizeable diversion effect preventing students from ultimately earning the bachelor's degree. The diversion effect appears to be much smaller than previously stated. Purpose/Objective/Research Question/Focus of Study The main objective of this study is to compare the effect of being a successful community college “transfer” student instead of a “rising junior” in a 4-year college on bachelor's degree attainment (250 transfers and 790 rising juniors). This study examines the effect of socioeconomic status (SES) and institutional selectivity on the bachelor's degree completion of transfer students and rising 4-year college juniors. Data Collection and Analysis We analyze the National Education Longitudinal Study (NELS:88/2000) high school senior class of 1992 to compare the degree completion outcomes of two samples—transfer and rising junior students—with equivalent degree aspirations. Logistic regression is used to estimate the differences in attainment. Interactions are included to examine the effect of SES and institutional selectivity. To address the problem of selection of students into institutions, we control for proxy variables for students’ motivation. In addition, a Heckman two-stage regression model is estimated using the average state tuition in the state where the student finished high school as the instrumental variable. Finally, to adjust for unobserved institutional characteristics related to the state where the institution is located, a model that includes a state-level dummy variable indicating those that have strong transfer and articulation systems is estimated to more fully control for state characteristics. Findings/Results Three main findings emerge from this inquiry. First, the negative effect of being a transfer as opposed to a rising junior diminishes substantially after controlling for differences in SES. The negative effect “disappears” in the sense of not being statistically significant, after corrections for self-selection bias and the addition of variables controlling for transfer policies in the state where the student attended college. Second, and consistent with prior research, degree completion rates increase with selectivity of the 4-year institution attended. Third, the results show that when we allow the effects of community college attendance to vary by SES by introducing an interaction term, there are no statistically significant differences between the completion rates of low-SES transfer and low-SES rising junior students. Conclusions/Recommendations Our main conclusion is that previous estimates have overstated the diversion effect. Alongside other recent contributions to the democratization-ver-sus-diversion-effect debate, this study provides an additional piece of evidence demonstrating that the diversion effect is much smaller than was previously estimated. Community college practitioners should feel confident in counseling traditional-age students who want to earn the bachelor's degree to transfer, because the evidence shows that they are as likely to succeed as their 4-year college counterparts.

scholarly journals The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

2016 ◽  
Vol 6 (2) ◽  
pp. 162 ◽  
Author(s):  
Kawthar Shabatat ◽  
Mohammed Al-Tarawneh
Keyword(s):  
Secondary School ◽  
Female Students ◽  
Validity And Reliability ◽  
Learning Program ◽  
9Th Grade ◽  
Brain Based Learning ◽  
Instructional Plans ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

<p>This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and reliability of these instruments were tested and found appropriate for the study purpose. The instruments were applied on a sample of 64 female students in the 9th grade at the EIN ALBEDAH secondary school in TAFILAH. The researchers applied T-test for independent sample means, standard deviations and ANOVA. The results indicated statitistically significant differences at the level (α≤0.05) in contemporary and instructional achievement or the experimental group. The researchers recommended applying the approaches of instructional methods which are based on brain-based learning in chemistry and science.</p>

scholarly journals A Cross-Sectional Examination of the Association Between Co-ed and Gender-Specific School Intramural Programs and Intramural Participation Among a Sample of Canadian Secondary School Students

2020 ◽  
Author(s):  
Gillian Williams ◽  
Kathleen E Burns ◽  
Kate Battista ◽  
Margaret de Groh ◽  
Ying Jiang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Student Participation ◽  
Female Students ◽  
School Students ◽  
Male And Female ◽  
And Gender ◽  
The Impact ◽  
Gender Specific

Abstract Background Intramurals are an important part of the physical activity offerings in secondary schools; however, it is not well understood how co-ed and gender-specific intramural programs impact intramural participation among male and female students. Therefore, the objective of this research was to examine if the number of co-ed, male-only, and female-only intramurals offered at a school was associated with student participation in intramurals. Methods A large sample of Canadian secondary school students (N=60,635) completed the COMPASS survey in 2017-2018. School staff reported the number of co-ed, male-only, and female-only intramurals offered at each school. Students reported whether they participated in school intramurals. Hierarchical models were used to assess associations. Results Intramural participation was marginally higher among male students (36%) than female students (32%; p<.0001). Female students attending schools that offered female-only intramurals were 17% (OR 1.17 [95% CI: 1.05-1.30]) more likely to participate. The number of co-ed and male-only intramurals offered were not significantly associated with student participation. Conclusions We found a positive association between offering female-only intramurals and female intramural participation, highlighting the importance of these programs for female students. Offering female-only intramurals may be a way for schools to improve participation and physical activity levels of female students. More research is needed on the impact of specific sports or activities on male and female student participation.

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