scholarly journals Predictors of performance of students in biochemistry in a doctor of chiropractic curriculum

2014 ◽  
Vol 28 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Kathy Shaw ◽  
Ali Rabatsky ◽  
Veronica Dishman ◽  
Christopher Meseke
Keyword(s):  
Grade Point Average ◽  
Univariate Analysis ◽  
Academic Preparation ◽  
Final Exam ◽  
Grade Point ◽  
Final Grade ◽  
Undergraduate Study ◽  
Course Grades ◽  
Post Hoc ◽  
Measures Of Performance

Objective This study investigated the effect of completion of course prerequisites, undergraduate grade point average (GPA), undergraduate degree, and study habits on the performance of students in the biochemistry course at Palmer College of Chiropractic Florida. Methods Students self-reported information regarding academic preparation at the beginning of the semester using a questionnaire. Final exam grade and final course grade were noted and used as measures of performance. Multivariate analysis of variance was used to determine if number of prerequisites completed, undergraduate GPA, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program were associated significantly with the biochemistry final exam grade or the final grade for the biochemistry course. Results The number of prerequisites completed, undergraduate degree, hours spent studying in undergraduate study, and hours spent studying in the first quarter of the chiropractic program did not significantly affect the biochemistry final exam grade or the final grade for the biochemistry course, but undergraduate GPA did. Subsequent univariate analysis and Tukey's post hoc comparisons revealed that students with an undergraduate GPA in the 3.5 to 3.99 range earned significantly higher final course grades than students with an undergraduate GPA in the 2.5 to 2.99 range. Conclusion No single variable was determined to be a factor that determines student success in biochemistry. The interrelationship between the factors examined warrants further investigation to understand fully how to predict the success of a student in the biochemistry course.

The Role of Admission Scores in Predicting Academic Performance in Medical Students

2021 ◽  
Author(s):  
Fazean Idris ◽  
Li Ling Chaw ◽  
Joe Knights ◽  
Ya Chee Lim
Keyword(s):  
Academic Performance ◽  
Linear Regression ◽  
Patient Care ◽  
Grade Point Average ◽  
Linear Regression Analysis ◽  
Performance Outcomes ◽  
Grade Point ◽  
Undergraduate Study ◽  
Brunei Darussalam ◽  
Unit Increase

Abstract BackgroundAdmission scores have been used to select highly capable students for an undergraduate medical programme. This study examines the relationship between three admission criteria: (i) multiple-mini-interview (MMI); (ii) pre-university final results (PUFR); (iii) entrance scores (combination of 50% MMI and 50% PUFR), with students’ academic performance in the medical programme at Universiti Brunei Darussalam (UBD).MethodsWe performed linear regression analysis on 125 students who completed the programme from 2013 to 2018 and compared their MMI, PUFR and entrance scores with their academic performance throughout their three years of undergraduate study. Academic performance outcomes were assessed from students’ Grade Point Average (GPA), cumulative Grade Point Average (cGPA) and marks in the modules ‘Health Sciences’ (HS), ‘Patient Care’ (PC), ‘Our Community and Personal Professional Development’ (OCPPD) and Special Study Modules, for overall (six-semesters average) and individual semesters.ResultsSimple linear regression results revealed that one unit increase in MMI score was associated with a significant increase in overall PC marks by 0.09. A 20-unit increase in PUFR was associated with a significant increase in students’ cGPA by 0.05; overall HS marks by 1.0; GPA in semesters 1,2,3,6; HS marks in semesters 1,2,3,6 and OCPPD marks in semesters 2,3. Meanwhile, one unit increase in entrance score was associated with a significant increase in cGPA by 0.01; overall HS by 0.2 marks and overall OCPPD by 0.11 marks. The effect of entrance score was also seen with increase in students’ GPA in semesters 1,2,3,4,6 by at least 0.01, as well as marks for HS in semesters 1,2,3,4,6 and OCPPD in semesters 2,3.ConclusionOur findings support that both PUFR and entrance scores as selection criteria for admission into a medical programme were associated with better academic performances, with PUFR showing a greater mark increase than entrance scores. Meanwhile, MMI showed better academic performance in the patient care module only, inferring that MMI grants a glimpse of candidates’ bedside attitude towards patients.

Business simulation and assurance of learning

2019 ◽  
Vol 27 (4) ◽  
pp. 412-426 ◽  
Author(s):  
Jeffrey W. Alstete ◽  
Nicholas J. Beutell
Keyword(s):  
Grade Point Average ◽  
Business Students ◽  
Future Research ◽  
Grade Point ◽  
Content Type ◽  
Capstone Course ◽  
Simulation Performance ◽  
Course Grades ◽  
Assurance Of Learning ◽  
Core Course

Purpose This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined. Design/methodology/approach Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data. Findings Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance. Research limitations/implications Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes. Originality/value This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach

1993 ◽  
Vol 18 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
Empirical Bayes ◽  
Doctoral Programs ◽  
First Year ◽  
Mba Programs ◽  
Grade Point ◽  
Final Grade ◽  
Complex Models ◽  
Parsimonious Model

A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.

Faculty Forum

2002 ◽  
Vol 29 (2) ◽  
pp. 136-159 ◽  
Keyword(s):  
Grade Point Average ◽  
Significant Influence ◽  
Rate Of Change ◽  
Final Exam ◽  
Grade Point ◽  
Cumulative Grade Point Average

This study examined students' grade expectations over the course of a semester. Students provided their expectations at 3 times: within the first week of the semester, midway through the semester, and within the week just prior to the final exam. Results demonstrate that expected grades decreased over the semester and that the rate of change interacted with students' cumulative grade point average. Neither the course nor the section of the course (instructor) had a significant influence on grade expectations. Relative to their grade point average, the majority of students maintained rosy grade expectations despite regular feedback on coursework.

scholarly journals A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

2021 ◽  
Vol 10 (3) ◽  
pp. 122
Author(s):  
Recep ÖZ ◽  
Murat Tolga KAYALAR
Keyword(s):  
Distance Education ◽  
Grade Point Average ◽  
Associate Degree ◽  
Formal Education ◽  
State University ◽  
Education Students ◽  
Education Programs ◽  
Final Exam ◽  
Grade Point ◽  
Course Achievement

The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

scholarly journals Impact of distance education via interactive videoconferencing on students’ course performance and satisfaction

2018 ◽  
Vol 42 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Olga M. Klibanov ◽  
Christian Dolder ◽  
Kevin Anderson ◽  
Heather A. Kehr ◽  
J. Andrew Woods
Keyword(s):  
Distance Education ◽  
Grade Point Average ◽  
Student Perceptions ◽  
Nonparametric Tests ◽  
Knowledge Assessment ◽  
Course Performance ◽  
Grade Point ◽  
Main Campus ◽  
Course Grades ◽  
The Impact

The impact of distance education via interactive videoconferencing on pharmacy students’ performance in a course was assessed after implementation of a distance campus. Students filled out a “Student Demographic Survey” and a “Precourse Knowledge Assessment” at the start of the course and a “Postcourse Knowledge Assessment” and a “Postcourse Student Perceptions Survey” at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

Admission and completion of social work programs: Who drops out and who finishes?

2016 ◽  
Vol 18 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Miriam Levinger ◽  
Einav Segev
Keyword(s):  
Social Work ◽  
Grade Point Average ◽  
Demographic Variables ◽  
Group Interview ◽  
Psychometric Test ◽  
Grade Point ◽  
Final Grade ◽  
Gender And Age ◽  
Work Programs ◽  
Social Work Programs

Summary This study explored differences between 389 Israeli students in a Social Work department who finished their studies and 120 students who began, but did not complete their degree. Three groups of variables were compared: demographic variables (gender and age), test scores (on the matriculation and psychometric exams), and assessment of participation in a group interview prior to acceptance. Findings Except for gender, there were no significant differences between the students who finished their studies and those who dropped out. Among the students who completed their degree, only women, who received a higher score on the psychometric test, finished their studies with a higher grade point average. Only the men, who had a higher score on their matriculation exams, ended with a higher grade point average. The results also showed that, for the men, there was a significant positive correlation between the assessment of their performance on the interview and the final grade point average. Furthermore, there were significant correlations between the way the candidates were categorized by the interviewers and the overall assessment they received on this criterion. Applications The results of this study add support to previous research that showed that gender and the scores on the matriculation and psychometric exams are connected to success in social work programs. In addition, it was found that the pre-acceptance group interview can differentiate between those candidates who will complete their studies and those who will not. These findings can hopefully help social work departments improve the procedures they use in their admissions’ mechanisms.

scholarly journals Prediction of Academic Performance at Undergraduate Graduation: Course Grades or Grade Point Average?

2020 ◽  
Vol 10 (14) ◽  
pp. 4967 ◽  
Author(s):  
Ahmet Emin Tatar ◽  
Dilek Düştegör
Keyword(s):  
Grade Point Average ◽  
Predictive Power ◽  
Recent Trend ◽  
Machine Learning Algorithms ◽  
College Performance ◽  
Grade Point ◽  
Course Grades ◽  
Academic Standing ◽  
Educational Challenges

Predicting the academic standing of a student at the graduation time can be very useful, for example, in helping institutions select among candidates, or in helping potentially weak students in overcoming educational challenges. Most studies use individual course grades to represent college performance, with a recent trend towards using grade point average (GPA) per semester. It is unknown however which of these representations can yield the best predictive power, due to the lack of a comparative study. To answer this question, a case study is conducted that generates two sets of classification models, using respectively individual course grades and GPAs. Comprehensive sets of experiments are conducted, spanning different student data, using several well-known machine learning algorithms, and trying various prediction window sizes. Results show that using course grades yields better accuracy if the prediction is done before the third term, whereas using GPAs achieves better accuracy otherwise. Most importantly, variance analysis on the experiment results reveals interesting insights easily generalizable: individual course grades with short prediction window induces noise, and using GPAs with long prediction window causes over-simplification. The demonstrated analytical approach can be applied to any dataset to determine when to use which college performance representation for enhanced prediction.

scholarly journals The Impact Of Lecture Capture On Student Performance In Business Courses

2015 ◽  
Vol 12 (1) ◽  
pp. 65-74 ◽  
Author(s):  
Neil Terry ◽  
Anne Macy ◽  
Robin Clark ◽  
Gary Sanders
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
The United States ◽  
Demographic Variables ◽  
Standardized Test Scores ◽  
Final Exam ◽  
Lecture Capture ◽  
Grade Point ◽  
Business Courses

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.

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