scholarly journals Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

2021 ◽  
Vol 14 (2) ◽  
pp. 101-117
Author(s):  
Lemecha Wariyo ◽  
Amare Asgedom
Keyword(s):  
Higher Education ◽  
General Education ◽  
Grade Point Average ◽  
College Readiness ◽  
College Success ◽  
Entrance Examination ◽  
Education Student ◽  
Grade Point ◽  
Ex Post ◽  
Conditional Effect

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

scholarly journals Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

2019 ◽  
Author(s):  
Graham Pluck
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Psychological Distress ◽  
Grade Point Average ◽  
Engineering Students ◽  
Executive Dysfunction ◽  
Grade Point ◽  
Strong Correlate ◽  
University Level ◽  
Current Psychological

BackgroundPeople vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.MethodsUniversity-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.ResultsFactors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

scholarly journals Kontribusi Dukungan Keluarga dan Teman Bergaul Terhadap Indeks Prestasi Kumulatif Mahasiswa Dengan Memperhatikan Intensitas Belajar

2020 ◽  
Vol 8 (1) ◽  
pp. 51-60
Author(s):  
Alia Lestari ◽  
Nur Ma'wiyah ◽  
Muhammad Ihsan
Keyword(s):  
Grade Point Average ◽  
Family Support ◽  
Indirect Effect ◽  
Random Sampling ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
Study Program ◽  
Grade Point ◽  
Ex Post ◽  
Ex Post Facto

Abstract:Several factors usually affect student’s Grade Point Average (GPA), including family support, associate friends and learning intensity. This study aims to determine whether there is an indirect effect of family and friends support associating with the cumulative achievement index of students through the excitement of learning as an intervening variable. This type of research is ex-post facto with a population of 278 students of the 2015-2017 Mathematics Tadris Study Program. We used a Proportionate Stratified Random Sampling technique to select a sample of 164 students. We obtained data through questionnaires and documentation and then analyzed using path analysis. The results showed that there was an indirect influence of family and friends support associating with student GPA through the intensity of learning as an intervening variable.Abstrak:Indeks Prestasi Kumulatif (IPK) mahasiswa biasanya dipengaruhi oleh beberapa faktor, diantaranya adalah dukungan keluarga, teman bergaul dan intensitas belajar. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh tidak langsung dukungan keluarga dan teman bergaul terhadap indeks prestasi komulatif mahasiswa melalui intensitas belajar sebagai variabel intervening. Jenis penelitian ini adalah ex-post facto dengan populasi sebanyak 278 mahasiswa Program Studi Tadris Matematika angkatan 2015-2017. Pengambilan sampel sebanyak 164 mahasiswa dilakukan dengan teknik Probability Sampling tipe Proportionate Stratified Random Sampling. Data diperoleh melalui kuisioner dan dokumentasi kemudian dianalisis menggunakan analisis jalur. Hasil penelitian menunjukkan bahwa ada pengaruh tidak langsung dukungan keluarga dan teman bergaul terhadap IPK mahasiswa melalui intensitas belajar sebagai variabel interverning.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between <80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average <60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education

2016 ◽  
Vol 20 (3) ◽  
pp. 328-349 ◽  
Author(s):  
Jafeth E. Sanchez ◽  
Jennifer L. Lowman ◽  
Kathleen A. Hill
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Research University ◽  
American College Test ◽  
Selective Medium ◽  
Retention Rates ◽  
Gear Up ◽  
Grade Point ◽  
Playing Field

Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students’ first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers.

Using demographic variables to predict graduating university students' critical thinking disposition

2020 ◽  
Vol 48 (10) ◽  
pp. 1-13
Author(s):  
Ahmet Karahan ◽  
Gökhan İskifoğlu
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Grade Point Average ◽  
Education Level ◽  
Entrance Examination ◽  
Reading Habits ◽  
Grade Point ◽  
Critical Thinking Disposition ◽  
Cumulative Grade Point Average ◽  
Thinking Disposition

We explored the extent to which 7 dimensions (truth-seeking, openmindedness, analyticity, systematicity, inquisitiveness, criticalthinking, self-confidence, and maturity of judgment) of the critical thinking disposition of graduating university students can be explained by their reading habits, age, university entrance examination grade, cumulative grade point average, family socioeconomic level, mother's education level, and father's education level. Participants comprised 1,164 students who were graduating from various universities in Turkey. We used descriptive and inferential approaches to data analysis. Results indicate that reading habits was the most significant first-order factor predicting a strong critical thinking disposition, followed by mother's education level, cumulative grade point average, and university entrance examination grade. Age and father's education level explained the smallest amount of variance in critical thinking disposition. Implications of the results are discussed.

scholarly journals Who uses home as informal learning spaces: A Bangkok private university case study

2020 ◽  
Vol 12 (1) ◽  
pp. 37-47
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Grade Point Average ◽  
Education Institution ◽  
Private University ◽  
Learning Spaces ◽  
Higher Education Institution ◽  
Grade Point ◽  
Cumulative Grade Point Average

Home is one type of off-campus informal learning spaces (ILS). It is important to understand the behaviours of students who use home as ILS. Such information will enlighten universities to provide/improve proper on-campus ILS and/or other academic supports. This research used a quantitative approach through an online questionnaire survey during February 2019. This study used business students at a Bangkok private university as a case study. The descriptive analysis was done according to students’ cumulative grade point average (CGPA) and undergraduate levels. The results revealed how and why students, especially those with different levels of CGPA, chose to study at home. This study also suggests how higher education institution (HEI) can support ILS to students who do not study at home. Students with different CGPA levels should be supported by HEI differently. Keywords: Cumulative grade point average, higher education institution, home, informal learning spaces, learning spaces.

scholarly journals Design and Validation of the College Readiness Test (CRT) for Filipino K to 12 Graduates

2020 ◽  
Vol 9 (2) ◽  
pp. 209
Author(s):  
Antonio Tamayao ◽  
Rudolf Vecaldo ◽  
Jay Emmanuel Asuncion ◽  
Maria Mamba ◽  
Febe Marl Paat ◽  
...  
Keyword(s):  
Higher Education ◽  
General Education ◽  
College Readiness ◽  
The Philippines ◽  
Validity And Reliability ◽  
Multi Stage ◽  
Criterion Referenced ◽  
General Education Courses ◽  
Difficulty Index ◽  
K To 12

Designing and validating a college readiness test addresses the absence of standardized Philippine-based College Readiness Test (CRT) congruent with the College Readiness Standards (CRS) set by the Philippine Commission on Higher Education (CHED). It also resolves the varied and arbitrary indices used by Higher Education Institutions (HEIs) to measure the preparedness of K to 12 Filipino graduates to enter college. In this regard, this study establishes the validity and reliability of the CRT to measure the combination of knowledge, skills, and reflective thinking necessary for the K to 12 graduates to be admitted and to succeed without remediation in the General Education courses in HEIs. Using multi-stage sampling in a select province of the Philippines and with due consideration of the district, type of school, and academic tracks offered in senior high school, the study has generated that the 200-item CRT has desirable difficulty index (65.64), reasonably good discrimination index (0.22), and large functioning distractors (68.91% distractor efficiency). Notably, there is a significant positive relationship between discrimination and difficulty indices as well as the distractor efficiency and difficulty index of the CRT items. Also, the CRT is reliable as it possesses inter-item consistency (r=0.796). Thus, it is a valid and reliable instrument to measure the college readiness of Filipino K to 12 graduates with its features of being contextualized, gender-fair, and criterion-referenced.

scholarly journals Creativity Quotient of Undergraduate Students in Higher Education Institutes within Thailand

2021 ◽  
Vol 29 ◽  
pp. 311-324
Author(s):  
Weeraphol Saengpanya ◽  
◽  
Ratchaneekorn Upasen ◽  
Somkiat Kaewkohsaba ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Divergent Thinking ◽  
Primary Data ◽  
Grade Point ◽  
University Of Technology ◽  
Significant Difference ◽  
Creativity And Innovation ◽  
Total Average

The creativity quotient (CQ) is an essential competency strongly linked to the innovation of a person’s future development. Creativity quotient scores are calculated by ideational fluency scoring and are derived from the fluency and flexibility of the responses. A total of 1,200 undergraduate students from various types of universities (public and autonomous, Rajabhat University, Rajamangala University of Technology, and private) within Thailand were tested using a classical divergent thinking task to measure CQ. The purpose of this study was to evaluate and compare the demographic characteristics, and the CQ of undergraduate students in Thailand. The results revealed a statistically significant difference (p < 0.01) among the type of university, gender, field of study, year of study, and Grade Point Average (GPA). The highest CQ score among undergraduate students was 18, and the lowest score was 0. The total average CQ score was 5.74, and the standard deviation was 2.82. Moreover, the results indicated that students who studied in the Rajabhat University had the highest CQ scores. The study also showed that year 4 and above female students in Humanities and Social Sciences with GPAs between 3.51 and 4.00 had the highest CQ scores. These findings may be used as the primary data for educators and administrators in higher education to develop strategies to enhance students’ creativity and innovation.

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