scholarly journals Study of performance of first year USP students with respect to their form seven marks

2002 ◽  
Vol 20 (1) ◽  
pp. 45
Author(s):  
U J Dixit ◽  
M V Reddy
Keyword(s):  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Significance Level ◽  
Entry Level ◽  
Type 1 Error ◽  
Significant Difference ◽  
Entry Requirements ◽  
Level Of Significance ◽  
The University

To see if there is a significant difference between the performance of the first year (100 level) students at the University of the South Pacific (USP) having different Form Seven marks, a statistical analysis is carried out using their Cumulative Grade Point Averages (CGPA). For this analysis, relevant data was obtained for the years 1997-2001 and the Form Seven marks (Total of English and best 3 subjects) were divided into the classes 250 – 259, 260 – 269, and ≥ 270. Results indicate that there is a significant difference between the CGPA of these three classes. A further analysis is then carried out by using the CGPA of only the first two classes 250 – 259 and 260 – 269 in order to determine if an increase in the entry requirements from 250 to 260 will be justified. Under its current admission regulations, USP accepts into its degree programmes all students who have passed the seventh form examination with an aggregate of at least 250 marks out of 400 with a minimum of 50% in English. The results of our analysis indicate that the minimum entry requirement could be increased to 260 if USP feels that the level of significance (Type 1 Error) is more than 3.17 percent. However, the minimum entry level should remain as 250 if the significance level is at most 3.17 percent.

scholarly journals An Investigation of Selection Criteria for Admission to an Ontario University

1975 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Gordon Pollock ◽  
Richard J. Bowman ◽  
Paul Gendreau ◽  
Lorna Gendreau
Keyword(s):  
Traditional Method ◽  
First Year ◽  
Admission Criteria ◽  
Grade Point ◽  
University Admission ◽  
Significant Difference ◽  
Admission Interview ◽  
Teacher Recommendations ◽  
One Year ◽  
The University

The study investigated the effectiveness of five methods of university admission criteria in relation to academic results achieved after one year of university study. The admission criteria used were open admission, interview, teacher recommendations, Grade 13 academic achievement and SACU test scores. In addition these procedures were compared with a traditional method of admission at the university where the study was carried out. The characteristics of the admission groups were not significantly related to geographical distribution, sex distribution, government financial assistance, and attitude and personality questionnaire data. These characteristics were no different for these groups than the traditional method of selection and there was no significant difference between groups as to final first year grade point average or academic penalty i.e., probations and rustications. The open admissions group compared favourably on these latter variables with other admissions groups and particularly with the university's traditional method of admission.

scholarly journals Performance of FCAE diploma holders at USP

2002 ◽  
Vol 20 (1) ◽  
pp. 62 ◽  
Author(s):  
U J Dixit ◽  
V U Dixit ◽  
M V Reddy
Keyword(s):  
Statistical Analysis ◽  
South Pacific ◽  
Grade Point Averages ◽  
First Year ◽  
The South ◽  
Similar Nature ◽  
Grade Point ◽  
Advanced Education ◽  
Study Programme ◽  
The University

The University of the South Pacific (USP is currently attracting many students who have completed a Diploma at the Fiji College of Advanced Education (FCAE) into its study programmes. These students are not required to do certain courses, mostly those at the first year level, as they had done courses of a similar nature at FCAE and hence these are cross-credited towards their study programme as USP. In order to ensure that the granting of cross-credits for these FCAE courses is justified, USP needs to study the performance of these students. In this paper, we have carried out a statistical analysis using the Cumulative Grade Point Averages (CGPA) of all 67 such students. Results of the analysis indicate that the performance of these students justifies the granting of cross-credits.

scholarly journals Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

2016 ◽  
Vol 24 ◽  
pp. 32 ◽  
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns
Keyword(s):  
High School ◽  
White Students ◽  
Students Of Color ◽  
High School Graduates ◽  
Racial Segregation ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
College Achievement ◽  
The University

In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

scholarly journals Monitoring the Results of the Tutoring Program in its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University

2017 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Omar Cuevas Salazar ◽  
Ramona Imelda García López ◽  
Javier José Vales García ◽  
Isidro Roberto Cruz Medina
Keyword(s):  
Academic Achievement ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Face To Face ◽  
Tutoring Program ◽  
The Face ◽  
The Individual ◽  
The University ◽  
The Impact

The tutorship program is aimed at supporting students throughout their university career and its objective is to prevent future problems of adaptation in the educational ambience as well as intervening in matters of academic achievement. At the Instituto Tecnológico de Sonora (Technological Institute of Sonora) (ITSON), the individual tutorship program began in 2000. In 2002 group tutoring began in order to see to the entire first year student population and today group tutoring is offered in both the face-to-face and virtual modalities. The general objective of the present study is to determine the impact the programs of face-to-face and virtual tutoring at the ITSON has had on students’ academic achievement, during the four semesters after having participated in this program. Information on 2,995 students from the different areas of study offered at the university was collected from databases which existed at the Institute and analyzed using different statistical techniques. The tutoring program is shown to have had a favorable impact on the index of students’ failing classes, during the semester they were enrolled in tutoring, but not during the subsequent semesters, during which they did not participate in the tutorship program. The grade point averages obtained by students who had face-to-face tutoring were statistically different from those of the students who did not have tutoring. This was true for all of the semesters analyzed. The same thing happened with the students who had virtual tutoring except for during the second semester when the two were statistically equal.

University Entry Scores as a Predictor of Academic Performance in a Health Information Management Program

1998 ◽  
Vol 28 (2) ◽  
pp. 57-61 ◽  
Author(s):  
Tina Magennis ◽  
Jennifer Mitchell
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Health Information ◽  
Information Management ◽  
Health Information Management ◽  
First Year ◽  
Grade Point ◽  
Significant Difference ◽  
And Mathematics ◽  
The University

The university entry scores for school leavers admitted to the first year of the Bachelor of Applied Science (Health Information Management) degree at the University of Sydney in 1996 were examined to determine whether the Tertiary Entrance Rank (TER) was a good predictor of academic performance, as measured by grade point average (GPA). The study also examined Higher School Certificate (HSC) results in English and mathematics, and preference selection for the health information management (HIM) course to determine whether any of these had predictive validity. The results showed that TER, HSC English and mathematics scores and preference for the course were all poor predictors of academic performance in the student's first year. Low TER was not associated with low GPA and low scores in English and mathematics were not associated with low GPA. There was no significant difference between the performance of those students who listed the HIM course as their first preference and those who did not. These results suggest that there may be no need to establish a minimum entry level for admission to the HIM course, or for prerequisites in English and mathematics. It may be that multiple criteria are required to predict academic success in this course.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

scholarly journals Mengembangkan kemampuan penalaran statistik dan berpikir kreatif matematis mahasiswa di Kota Cimahi melalui pendekatan open-ended

2017 ◽  
Vol 4 (2) ◽  
pp. 239 ◽  
Author(s):  
Ratna Sariningsih ◽  
Indri Herdiman
Keyword(s):  
Creative Thinking ◽  
Problem Posing ◽  
School Students ◽  
Learning Achievement ◽  
Significance Level ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Research Population ◽  
Quasi Experimental ◽  
Level Of Significance

Penelitian ini bertujuan menelaah peranan pembelajaran open-ended dan tingkat kemampuan awal statistik matematis mahasiswa terhadap pencapaian kemampuan penalaran statistik dan kemampuan berpikir kreatif matematis ditinjau secara keseluruhan dan pada tingkat kemampuan awal statistik matematik siswa (Tinggi, Sedang, Rendah). Berdasarkan hasil temuan dicari asosiasi kemampuan penalaran statistik matematis dan kemampuan berpikir kreatif matematis mahasiswa jurusan matematika di kota Cimahi. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol dan postes. Populasi dalam penelitian ini adalah  seluruh  mahasiswa  jurusan  matematika di Kota Cimahi, sampelnya adalah mahasiswa semester dua dari salah  satu  perguruan tinggi di  Kota  Cimahi dan dipilih  dua kelas mahasiswa semester dua secara acak kelas yang ada. Tes kemampuan penalaran statistik, berpikir kreatif dan reflektif matematis mahasiswa masing-masing disusun mengacu pada kemampuan penalaran statistik matematis dan berpikir kreatif matematis serta  pedoman  penyususunan  tes  yang  baik.  Hasil penelitian menunjukkan bahwa (1) Kemampuan   penalaran   statistik   matematis  m a h a siswa    yang    memperoleh   pendekatan pembelajaran  open-ended  lebih  baik  daripada  yang  memperoleh  pembelajaran biasa. (2) Terdapat perbedaan yang signifikan kemampuan penalaran statistik matematis mahasiswa pada ketiga kategori TKASM (baik, sedang dan kurang) pada taraf signifikansi 5%. (3) Kemampuan berpikir kreatif matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended  lebih  baik  daripada  yang  memperoleh  pembelajaran biasa. (4) Terdapat perbedaan yang signifikan antara kemampuan berpikir kreatif matematis mahasiswa pada TKASM Tinggi terhadap TKASM Sedang pada taraf signifikansi 5%. A Comparison of Statistics Learning Through CTL and Problem-Posing Approach in Terms of Learning Achievement and Interest in Learning Mathematics AbstractThis research aim s to describe the effectiveness of statistics learning through the CTL approach and problem posing approach in terms of learning achievement and interest in learning mathematics and to investigate which approach is more effective in learning mathematics for Vocational School students. This research is a quasi-experimental research using the pretest-posttest non-equivalent group design. The research population comprised all year XI students of SMK Negeri 5 Yogyakarta. From the population, two classes were randomly selected as the research sample. To test the effectiveness of statistics learning through the CTL and problem-posing approach, one sample t-test was used in the aspect of learning achievement and a proportion test on the aspect of interest in learning. The data were analyzed using the T2Hotelling’s test to compare the effectiveness of the CTL approach and problem-posing approach. If differences in effectiveness were found, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results show that: (1) statistics learning through the CTL approach is effective in terms of learning achievement; (2) There is a significant difference of students' mathematical statistical reasoning ability in the three categories of TKASM (good, medium and low) at significance level of 5%. (3) The ability of students' mathematical creative thinking to get an open-ended learning approach is better than those who get regular learning. (4) There is a significant difference between students' mathematical creative thinking ability in TKASM Tinggi to TKASM Sedang at the level of significance of 5%.

Academic Achievement and Demographics of International Undergraduates

2016 ◽  
pp. 233-259
Author(s):  
Dulce Amor L. Dorado ◽  
Barry Fass-Holmes
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
West Coast ◽  
Native Language ◽  
Public University ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Academic Standing ◽  
First Time

Are international undergraduates whose native language is not English less prepared to succeed academically at an American four-year institution after transferring from an American community college than ones who are first-time freshmen (NFRS) or exchange visitors (EAPR)? This question's answer was no at an American West Coast public university where five cohorts of international transfer undergraduates (TRAN) earned mean first-year grade point averages (GPA) between B- and B. Less than 12% of these students earned GPAs below C, and less than 15% were in bad academic standing (probation, subject to disqualification, or dismissed). In comparison, five parallel cohorts of NFRS and EAPR earned mean first-year GPAs averaging between B and B+ to A-. Less than 10% earned GPAs below C or were in bad academic standing. Thus, a minority of this university's international undergraduates struggled academically regardless of whether they were TRAN, NFRS, or EAPR.

A Social-Belonging Intervention Benefits Higher Weight Students’ Weight Stability and Academic Achievement

2020 ◽  
pp. 194855062095923
Author(s):  
Christine Logel ◽  
Joel M. Le Forestier ◽  
Eben B. Witherspoon ◽  
Omid Fotuhi
Keyword(s):  
College Transition ◽  
Well Being ◽  
Grade Point Averages ◽  
First Year ◽  
Psychological Interventions ◽  
Healthy Weight ◽  
Intervention Trial ◽  
Grade Point ◽  
Social Belonging ◽  
Weight Stability

Psychological interventions can narrow college achievement gaps between students from nonstigmatized and stigmatized groups. However, no intervention we know of has investigated effects for one highly stigmatized group: people of higher bodyweights. We analyzed data from a prematriculation social-belonging intervention trial at 22 colleges, which conveyed that adversity in the college transition is normative, temporary, and nondiagnostic of lack of belonging. Nine months postintervention, higher weight participants in a standard belonging treatment had higher first-year grade point averages (GPAs) than controls and maintained more stable weights, an indicator of physical well-being. Effects of a belonging treatment customized to specific colleges were directionally similar but nonsignificant. Exploratory analyses revealed that effects did not differ by race and that weight effects were driven by women. Together, results show that higher weight students contend with belonging concerns that contribute to a weight gap in GPA, but belonging interventions can raise GPA and promote healthy weight stability.

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