scholarly journals High School General Point Average (GPA) as Basis for Students’ Academic Performance in College

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Celso P. Ensoy ◽  
Melinda L. Lavega
Keyword(s):  
High School ◽  
Academic Performance ◽  
Teaching Profession ◽  
General Point ◽  
State University ◽  
Education Students ◽  
High School Gpa ◽  
Grade Requirement ◽  
Average Monthly Income ◽  
Level Of Significance

One of the determinants for a successful career is academic performance.  The study sought to determine the academic performance of freshmen Education students from the school years 2010–2013. The data were gathered through prepared questionnaires. Collected data were analyzed through frequency counts, percentage, and measure of central tendency. Results showed that more female students were attracted to teaching profession. Moreover, it was discovered that their parents are farmers and housekeepers with an average monthly income of Php 9, 752.92 (216 USD) only. Most of the respondents graduated from public high schools. Some of them did not meet CHED’s grade requirement of 85% when enrolled. Test of relationship between high school and college GPAs (academic performance) showed a moderate inverse relationship.  The Analysis of Variance (ANOVA) showed a significant linear relationship between high school (GPA) and college (GPA) at .01 alpha level of significance. Therefore, students’ academic performance in college can be determined by their high school GPA. With this, CHED’s regulating policy during enrollment should be strictly practiced in the Visayas State University (VSU), Philippines. Lastly, the College of Education should impose retention scheme for freshmen Education students especially for males.

Creating Our World

2015 ◽  
pp. 181-194
Author(s):  
Jeanne Petsch
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Students ◽  
Clinical Practice ◽  
Art Education ◽  
State University ◽  
Education Students ◽  
School Students ◽  
Lake County ◽  
Contact Hours

A partnership between the Morehead State University Art Education Program and the Lake County Alternative School (LCAS) (pseudonyms are used for the school name and county where the school is located) was established in Fall 2011. This ongoing collaboration provides opportunities for Art Education students to teach art and work with at-risk middle and high school students. It also allows LCAS students, who otherwise have no coursework in art, the opportunity to work creatively with visual art media. In addition, Art Education students work toward meeting the Kentucky State Teacher Education field experience hour requirement of 200 contact hours in schools prior to clinical practice. LCAS students apply this art experience toward earning humanities credit.

scholarly journals Perception of Teacher Trainees at The Federal University Oye Ekti, Nigeria Towards Teaching Profession

1970 ◽  
Vol 2 (2) ◽  
pp. 183-190
Author(s):  
Bolupe A. Awe ◽  
B. N. Balogun
Keyword(s):  
Undergraduate Education ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Profession ◽  
Education Students ◽  
Descriptive Research ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Level Of Significance

The study investigated the perception of undergraduate education students at Federal University Oye Ekiti, Nigeria towards teaching profession. Descriptive research design of the survey type was adopted for the study. An instrument adapted from Alkhateeb (2013) and tagged Students’ Attitude on Teaching Profession (SATPQ) was used to obtain data for the study. Simple random sampling technique was used to select the sample comprising of 187 undergraduate education students at100 and 200 level. One research question was raised while four research hypotheses were generated for the study. The hypotheses were tested at 0.05 level of significance. The outcome of the study revealed that undergraduate education students at the Federal University Oye Ekiti had positive attitude towards teaching profession. The study revealed that there was no significant difference in the perception of undergraduate education students at the Federal University Oye Ekiti towards teaching profession based on gender, level of entry, age and entry qualification. Based on the findings of the study it was recommended that undergraduate education students should be provided with necessary incentive to sustain their positive perception towards teaching profession while government should formulate a policy that could change societal perception on teaching profession.

Student Bedtimes, Academic Performance, and Health in a Residential High School

2016 ◽  
Vol 33 (4) ◽  
pp. 264-268 ◽  
Author(s):  
Maliah J. Wernette ◽  
Jan Emory
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
School Nurse ◽  
The United States ◽  
Grade Point ◽  
Late Night ◽  
Linear Relationships ◽  
Residential High School ◽  
Level Of Significance

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson’s correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students’ late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

2009 ◽  
Vol 11 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Barry A. Friedman ◽  
Rhonda G. Mandel
Keyword(s):  
High School ◽  
Academic Performance ◽  
College Student ◽  
Student Retention ◽  
Student Performance ◽  
Goal Setting ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

scholarly journals Enhancing Academic Performance in English of Bilaran National High School through a Self-Developed Mobile Quiz Game Application

2019 ◽  
Vol 1 (1) ◽  
pp. 01-06
Author(s):  
Alvin B. Punongbayan
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Critical Value ◽  
Test Results ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Type ◽  
Level Of Significance

This study entitled “Enhancing Academic Performance in English of Bilaran National High School through a Self-Developed Mobile Quiz Game Application” aimed to improve the academic performance in English of Bilaran National High School students through a Self-Developed Mobile Quiz Game Application. Currently, it is a problem of Bilaran National High School, especially in English, that students have problems academically such as in retention. The experimental type of research was utilized by the researcher in order to evaluate the effectiveness of the aforementioned mobile quiz game app.After the experiment, the computed t-value of 9.72 which is higher than the critical value of 1.99 set at 0.05 level of significance revealed that there was a significant difference between the post-test results of the control and experimental groups. Thus, it is found out that the Self-Developed Mobile Quiz Game Application is effective in teaching English, both grammar and literary terms. This research may serve as reference to teacher in providing innovations and reinforcement activities that would enhance the learners’ knowledge.

scholarly journals The Determinants of First-Year Academic Performance in the College of Agriculture at Kansas State University, 1990–1999

2004 ◽  
Vol 36 (2) ◽  
pp. 437-448 ◽  
Author(s):  
Andrew P. Barkley ◽  
Jerry J. Forst
Keyword(s):  
High School ◽  
Academic Performance ◽  
Standardized Test ◽  
First Year ◽  
State University ◽  
College Of Agriculture ◽  
First Semester ◽  
Credit Hours ◽  
Kansas State University ◽  
College Grades

This research identifies and quantifies the determinants of first-year academic performance in the College of Agriculture at Kansas State University, 1990–1999. Forty-eight percent of the variation in first-semester college grades was explained by high school grades, standardized test scores, socioeconomic variables, high school characteristics, credit hours completed, and major field of study. Approximately 62% of the variation in second-semester grades was explained. First-semester college grades explained 43% of second-semester grades. Several statistically significant relationships are detected, and the implications for students, advisors, and administrators are discussed.

scholarly journals Predictors of Success in Advance Higher Education: A Case in Northwest Samar State University, Philippines

2021 ◽  
Vol 6 (1) ◽  
pp. 40-52
Author(s):  
Donald M. Patimo ◽  
Ma. Bernadette A. Lucero
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Work Experience ◽  
Faculty Members ◽  
State University ◽  
Education Faculty ◽  
Education Students ◽  
Higher Education Faculty ◽  
Financial Status ◽  
Relationship Of

Teachers play a significant role in the preparation of our youth as they make important decisions about education, work, and life.  Existing studies on the correlations between teaching proficiency and academic performance of the students are primarily limited to elementary, secondary, and tertiary levels. Considering the big difference between advance higher education and other educational levels, there is a need to explore the relationship of the teaching proficiency to the academic performance of the students in advance higher education. This study made use of the descriptive-correlation research design. Survey questionnaires were distributed to all advance higher education faculty members and students from School Years 2015 to 2017 at Northwest Samar State University. Statistical tools like frequency and percentage distribution, means, standard deviations, and regression analysis were used for the analysis of the data. Results showed that most of the advance higher education faculty members are male, married, doctorate holders, professionals, research-oriented, very satisfactory performers, and possess good financial status. The best predictor of the academic performance of the advance higher education students is the work experience of the faculty members.

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Vol 12 (2) ◽  
pp. 348-363
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

scholarly journals College Academic Performance of Teacher Education Students in a State University of Northern Philippines

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Juanita B. Pascua ◽  
Jane D. Navalta ◽  
Leila M. Dela Cruz ◽  
Julius S. Valderama
Keyword(s):  
Academic Performance ◽  
Test Score ◽  
Survey Methods ◽  
General Information ◽  
State University ◽  
Education Students ◽  
Grade Point ◽  
Performance Grade ◽  
Significant Difference ◽  
Admission Test

The study determined the factors that influence the college academic performance of the respondents. This study used the descriptive and correlational survey methods of research with document scanning. It was found that gender and degree/course of the respondents were not significant factors in college academic performance; HS GPA was a significant factor that influences college academic performance; Admission Test Score in English and Science had no significant relationship on the college academic performance but in Mathematics, however, the higher the overall Admission Test Score, the higher is the college academic performance; male respondents did not differ in college academic performance when compared with their female counterparts and the BEED respondents did not differ in college academic performance when compared with their BSIE and BSED counterparts; and there was no significant difference between Admission Test Scores in General Information and Science when compared with their academic performance; however, when grouped according to admission test in English, those who obtained average and above average scores performed better in college than those who got failing and below average scores while in Mathematics, those who obtained average and above average scores performed better in college than those who failed and got below average scores. Keywords - academic performance, grade point average, admission test score

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