scholarly journals Tail conditional probabilities to predict academic performance

4open ◽  
2019 ◽  
Vol 2 ◽  
pp. 18
Author(s):  
Verónica Andrea González-López ◽  
Marina Capelari Piovesana ◽  
Nícolas Romano
Keyword(s):  
Academic Performance ◽  
Bayesian Estimation ◽  
Natural Sciences ◽  
Conditional Probabilities ◽  
Copula Models ◽  
Entrance Exam ◽  
Calculus I ◽  
Tail Events ◽  
Conditional Events ◽  
The University

In this paper, we estimate tail conditional probabilities by incorporating copula models and adopting a Bayesian estimation process for the copula’s parameter. Based on the records of student’s classifications in (a) Mathematics and (b) Natural Sciences/Physics (of the entrance exam to the University of Campinas, from 2013 to 2015), by means of tail conditional probabilities we predict the performance, of the same students, in Calculus I which is a mandatory subject of the undergraduate course of Statistics, and we compare the conditional probabilities year after year. We see that (a), (b) and Calculus I show maximal trivariate correlations in tail events given by classifications which are jointly high/low in the three subjects. We compare the evolution of the tail conditional probabilities from 2013 to 2015 and, according to our results there has been an improvement (from 2013 to 2015) of at most 12%. This improvement being more incisive in the settings with conditional events given by jointly high classifications in comparison with settings with conditional events given by jointly lower classifications.

scholarly journals Associations Between Performance on the Entrance Exam and Subsequent Academic Performance at the Federal University of Minas Gerais

2020 ◽  
Vol 8 (18) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Academic Performance ◽  
Predictive Power ◽  
Selection Process ◽  
Minas Gerais ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Second Stage ◽  
Predicting Gpa ◽  
The University ◽  
Mathematics And Science

This paper analyses associations between performance on the entrance exams and subsequent academic performance at the Federal University of Minas Gerais (UFMG). Results clearly indicate that minority students catch up with other students while attending the university. For those who entered this institution in 2009, when the first stage of the selection process was UFMG´s own exam, the Portuguese, Mathematics, and Science exams had a larger predictive power, while the humanities and foreign language exams showed non-significant results or played smaller roles in predicting GPA outcomes. For those who were selected in the entrance exam of 2012, when the National Exam of the Secondary Level (ENEM) was used as the first stage of the selection process, all four exams (Language, Mathematics, Humanities, and Science) showed positive and significant results. In addition, the second stage of UFMG´s exam had a greater predictive power when ENEM was used as the first stage of the selection process.

scholarly journals An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

2018 ◽  
Author(s):  
André Braz Golgher ◽  
Ernesto F. L. Amaral ◽  
Alan Vítor Coelho Neves
Keyword(s):  
Academic Performance ◽  
Social Inclusion ◽  
Minas Gerais ◽  
Performance Information ◽  
Entrance Exam ◽  
Student Academic Performance ◽  
Global Performance ◽  
The University ◽  
Social Demographic ◽  
The Impact

Title in Portuguese: Avaliação de impacto do bônus sociorracial da UFMG no desempenho acadêmico dos estudantesAbstract: The objective of this article is to assess whether academic performance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais - UFMG) varies depending on whether students received socioracial bonuses on the institution’s entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academic performance information for students in their 1st, 2nd, 3rd and 4th semesters at UFMG in 2009 and 2010. A series of models were estimated to analyze differences in Semiannual Global Performance (Rendimento Semestral Global - RSG). The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG’s socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.Resumo: O objetivo deste artigo é avaliar se o desempenho acadêmico na Universidade Federal de Minas Gerais (UFMG) é diferenciado entre estudantes que receberam e que não receberam o bônus sociorracial no vestibular da instituição. O estudo analisa o impacto de diferentes categorias desta política de inclusão social. O banco de dados possui informações socioeconômicas e de desempenho acadêmico sobre alunos que estavam cursando os 1ºs, 2ºs, 3ºs e 4ºs semestres na UFMG nos anos de 2009 e 2010. Uma série de modelos foram estimados para analisar diferenças no Rendimento Semestral Global (RSG). Os resultados sugerem que o RSG é similar entre bonistas e não bonistas, controlando por variáveis sociais, demográficas e econômicas. Este estudo sugere que a política de bônus sociorracial da UFMG ocasionou o efeito desejado de inclusão de grupos menos favorecidos na universidade, sem diminuir a qualidade de ensino.

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Schließen mit Erfahrungssätzen

2021 ◽  
Author(s):  
Paola Janßen
Keyword(s):  
Decision Making ◽  
Research Unit ◽  
Prima Facie ◽  
Economic Research ◽  
Court Decisions ◽  
Applied Statistics ◽  
Conditional Probabilities ◽  
Empirical Methods ◽  
Legal Decision Making ◽  
The University

When dealing with experiential sentences in court, there is a risk of committing the probabilistic inverse fallacy, the swapping of conditional probabilities. Such a fallacy can be serious in legal decision making. Using empirical methods, the dissertation shows that this fallacy can be observed in civil procedural court decisions in which prima facie evidence is used and can have a significant impact on decision making. The dissertation was written at the Research Unit "Statistics in Court" of the Chair of Empirical Economic Research and Applied Statistics at the University of Bremen.

scholarly journals Daytime sleepiness and academic performance in medical students

2002 ◽  
Vol 60 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Raimundo Nonato D. Rodrigues ◽  
Carlos A.A. Viegas ◽  
Aída A.A. Abreu e Silva ◽  
Paulo Tavares
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Excessive Daytime Sleepiness ◽  
Daytime Sleepiness ◽  
Epworth Sleepiness Scale ◽  
The University ◽  
School Period

This report presents an analysis of the complaints of increasing daytime sleepiness as well as a study on their possible effects on the academic performance of medical students at the University of Brasilia. The Epworth Sleepiness Scale was applied to 172 medical students, at the beginning of August 1997 and at the end of November 1997. Academic performance was measured by analyzing the number of SS grades (from 9.0 to 10 over ten) and MM grades (from 5.0 to 6.9) attained in exams at the end of that school period. The results showed that at the beginning of the semester, 68 (39.53%) of these 172 students already presented with excessive daytime sleepiness, and that of the 104 remaining students, 38 (22%) developed daytime sleepiness by the end of the semester. Furthermore, it was observed that the sleepier students did not achieve as well as the others on their final examinations.

Letting Industry Hold the Reins

1994 ◽  
Vol 8 (2) ◽  
pp. 107-114
Author(s):  
Dianne L. Watts
Keyword(s):  
Academic Performance ◽  
Public Sector ◽  
Cooperative Education ◽  
Business Information Systems ◽  
Business Information ◽  
Public Sector Organizations ◽  
Private And Public ◽  
Early Decision ◽  
The University ◽  
Students Success

South Australian private and public sector organizations directly influence the quality and quantity of graduates through ownership of a unique cooperative education undergraduate course in business information systems. Sponsors meet monthly to set objectives and oversee management of the programme within the University framework. Academics work with sponsors to deliver educational objectives and to strengthen links with industry. The outcomes have been students' success in attaining high levels of academic performance; graduates' success in securing appropriate career positions; and employers' satisfaction with graduate employee's productivity and rapid assimilation into industry. These measurements of success vindicate an early decision to make industry the ‘owners' of the programme.

scholarly journals Gender as a Moderator and its Moderating Effect on Relationship between Face Book Usage and the Academic Performance of Government University Undergraduates in Sri Lanka

2019 ◽  
pp. 15-20
Author(s):  
P.D.V. Charika Wickramaratne ◽  
Dr. Syed Helmy Seyd Abu Bakar ◽  
Prof. Jeong Chung Phuoc
Keyword(s):  
Academic Performance ◽  
Sri Lanka ◽  
Group Analysis ◽  
Moderating Effect ◽  
Media Usage ◽  
Male Undergraduate ◽  
The Government ◽  
The University ◽  
University Undergraduates ◽  
The Relationship

From this Article, it is considered that the moderating effect of gender, for Facebook usage, and the academic performance of government university undergraduates in Sri Lanka. From 984 government university undergraduates were the respondents of this study, and the respondents were from the University of Peradeniya, University of Kelaniya, University of Colombo, and University of Sri Jayewardenepura. Gender is a moderate variable for the study. And there are 534 male undergraduate respondents, and 450 female respondents responded to the questionnaire. Using a multi - group analysis method identified the moderating effect on both male and female groups. According to the analysis results, proved that gender moderates the relationship between social media usage (Facebook) and the academic performance of the government university undergraduates in Sri Lanka.

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