scholarly journals Accommodations and academic performance: First-year university students with disabilities

2021 ◽  
pp. 41-56
Author(s):  
Jeanette Parsons ◽  
Mary Ann McColl ◽  
Andrea K. Martin ◽  
David W. Rynard
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Students With Disabilities ◽  
First Year ◽  
Program Of Study ◽  
Transition From High School ◽  
First Year University ◽  
The Relationship

Despite growing enrollment of university students with disabilities, they have not achieved academic parity with their non-disabled peers. This study matched 71 first-year university students with disabilities and students without disabilities on three variables: high school average when admitted to university, gender, and program of study. Both groups of students were compared on three measures of academic performance: GPA, failed courses, and dropped courses after first year of university. The relationship between accommodations and academic performance was also analyzed for students with disabilities. Evenwhen matched on admission average, gender, and program of study, students with disabilities had a significantly lower GPA and were more likely to fail courses in their first year than their peers without disabilities. While note-taking in the classroom was associated with being less likely to drop a course, it was also associated with poorer academic performance, as was using a calculator or alternate format during exams. The more accommodations students lost in the transition from high school, the worse they performed academically at university. Students who lost human assistant support in the classroom and theuse of a computer or a memory aid during exams had a significantly lower GPA and were more likely to fail courses in their first year of university compared with students who did not lose these accommodations. These findings have implications for accessibility offices and universities in supporting the access needs and academic success of students with disabilities.

scholarly journals The Impact of High School Program Reform on First-Year University Students’ Academic Performance. Case Study: Biology

2021 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Mimoza Milo ◽  
Anila Paparisto ◽  
Flamur Bidaj ◽  
Fatmira Shehu
Keyword(s):  
High School ◽  
Academic Success ◽  
University Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Preparation ◽  
First Year ◽  
First Year University ◽  
The Impact ◽  
Students Success

The student transition from high school to university is a complex process in which various factors operate. One of these factors is the degree of the students’ academic preparation in certain subjects. This article analyzes the impact of this factor on the students’ success in the first year of university studies, in the conditions when the subject program in high school has been reformed. This impact on the students’ success, which is expressed both in the degree of academic preparation and in the students’ attitude in the relevant subject, has been assessed employing statistical analysis. The analysis covers a period of 3 years (2017-2020), and is based on a sample of first year students of the Bachelor degree in Biology. The results of the questionnaire, conducted with first year university students, show the impact of their high school academic preparation on the success they have in the first year of university. This success is measured by assessing the change in average grade and their pass rates. Evidence of the impact of this factor in teaching has helped to know in detail these intermediate phases of this process. The built model makes it possible to analyze the impact of the high school curriculum reform on the students’ success, creating the opportunity for further improvements. Despite the fact that the object of the study is the Biology curriculum and the evaluation of the impact in academic success of students who graduated from high schools where a competence based curriculum was implemented, this methodology can be used for the study in other subjects, especially life sciences.

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 Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

2021 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Matthew Driller ◽  
Haresh Suppiah ◽  
Paul B. Gastin ◽  
Christopher M. Beaven
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Sleep Quality ◽  
First Year ◽  
Sleep Habits ◽  
Study Results ◽  
First Year University ◽  
The Impact

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

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