scholarly journals Inaccuracy of self-evaluation as additional variable for prediction of students at risk of failing first-year chemistry

2010 ◽  
Vol 11 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Marietjie Potgieter ◽  
Mia Ackermann ◽  
Lizelle Fletcher
Keyword(s):  
At Risk ◽  
First Year ◽  
Students At Risk ◽  
Additional Variable ◽  
Self Evaluation

scholarly journals Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

2019 ◽  
Vol 9 (4) ◽  
pp. 265
Author(s):  
Chambers ◽  
Salter ◽  
Muldrow
Keyword(s):  
At Risk ◽  
Scientific Literacy ◽  
Student Experiences ◽  
Control Group ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Stem Pipeline ◽  
Literacy Course ◽  
The Impact

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

scholarly journals Learning Factor Models of Students at Risk of Failing in the Early Stage of Tertiary Education

2016 ◽  
Vol 3 (2) ◽  
pp. 330-372 ◽  
Author(s):  
Geraldine Gray ◽  
Colm McGuinness ◽  
Philip Owende ◽  
Markus Hofmann
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Tertiary Education ◽  
Early Stage ◽  
Self Regulation ◽  
Support Vector ◽  
First Year ◽  
Learning Approaches ◽  
Students At Risk ◽  
Learning Factor

This paper reports on a study to predict students at risk of failing based on data available prior to commencement of first year of study. The study was conducted over three years, 2010 to 2012, on a student population from a range of academic disciplines, n=1,207. Data was gathered from both student enrolment data maintained by college administration, and an online, self-reporting, learner profiling tool administered during first-year student induction. Factors considered included prior academic performance, personality, motivation, self-regulation, learning approaches, age and gender.  Models were trained on data from the 2010 and 2011 student cohort, and tested on data from the 2012 student cohort. A comparison of eight classification algorithms found k-NN achieved best model accuracy (72%), but results from other models were similar, including ensembles (71%), support vector machine (70%) and a decision tree (70%). Models of subgroups by age and discipline achieved higher accuracies, but were affected by sample size; n<900 underrepresented patterns in the dataset. Results showed that factors most predictive of academic performance in first year of study at tertiary education included age, prior academic performance and self-efficacy. This study indicated that early modelling of first year students yielded informative, generalisable models that identified students at risk of failing.

scholarly journals Awareness and Academic Accommodations Provided by Teachers to Students At-Risk

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Ma. Agnes H. Callanta ◽  
Guiller P. Pendon
Keyword(s):  
At Risk ◽  
Dropping Out ◽  
Entire Group ◽  
First Year ◽  
State University ◽  
Academic Accommodations ◽  
Students At Risk ◽  
Descriptive Research ◽  
Academic Accommodation ◽  
Legal Foundation

<div><p><em>The pervasive problem</em><em> that the Philippine education</em><em> faces today is teaching students whose attempts at learning result in failure and eventually dropping out of school. This study attempted to identify students at-risk so that teachers may understand their needs and support them. This descriptive research determined the level of awareness of teachers of West Visayas State University-Janiuay Campus, Iloilo regarding students at-risk and their academic accommodation. This study attempted to determine whether the level of awareness of teachers regarding student at-risk affects their accommodation practices they provide. The respondents of the study were the twenty four (24) first year advisers selected through total enumeration of the population. The study showed that when taken as an entire group and when grouped according to various categories, teachers’ level of awareness of student at-risk was fairly aware. Only teachers who master’s degree holders were very aware and with master’s units were less aware. On the other hand, the level of awareness of teachers on academic accommodation of students at-risk were consistently very aware when taken as an entire group and when grouped according to various categories. Only male teachers and teachers of the schools of Hotel and Services Technology and Industrial Technology were extremely aware.</em></p><p><em>Generally, the most frequently used accommodation practices of teachers while dealing with students at-risk was management followed by assessment and instruction. Another topic featured in the literature includes discussion of the risk factors that act as antecedents to at-risk and the legal foundation of the study.</em></p></div>

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