Factors affecting student drop out from the university introductory physics course, including the anomaly of the Ontario double cohort

2008 ◽  
Vol 86 (6) ◽  
pp. 839-847 ◽  
Author(s):  
A Slavin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Inflation ◽  
Drop Out ◽  
Steady Increase ◽  
First Year ◽  
Drop Out Rate ◽  
University Physics ◽  
Physics Course ◽  
The University

The course drop-out rate is the fraction of students per year who drop a course after starting it. This statistic is important both as a measure of the difficulty or relevance of the course compared to others at a university, and as one indication of the success of measures taken to improve teaching. The drop-out rate of students from the first-year university physics course at Trent University increased from about 8% in the 1980s to over 20% in 1999, primarily under the same instructor, with the exception of the Ontario “double-cohort” years 2003–2004 and 2004–2005 when it plummeted to about 9% before rebounding in 2005–2006. A similar decrease in this rate for the double-cohort years has been observed at Brock University and the University of Guelph, and so was probably widespread. It is speculated that the main cause of the decrease for these two years was an improved work ethic of the double-cohort students. Possible causes of the steady increase in the drop-out rate from the 1980s to the present are discussed including high-school courses taken; gender balance; and grade inflation. The last of these combined with a dramatic increase in the percentage of high-school students continuing their education, appears to have resulted in weaker and less motivated students being admitted to university. Results are also given of a survey of recent first-year Trent University physics students for possible reasons for dropping out of the course: students who have not taken the final-year high-school physics course, do not live in residence, or do not work together on their assignments are much more likely to drop the course. PACS No.: 01.40.gb

scholarly journals Evaluation of Daytime Sleepness in Students from High School Number 16 and 22 from Guadalajara University During the Month of October 2019 using The Pediatric Daytime Sleepiness Scale (PDSS)

2019 ◽  
Vol 4 (6) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Daytime Sleepiness ◽  
Daily Basis ◽  
Male Students ◽  
First Year ◽  
Quality Of Sleep ◽  
School Students ◽  
The University

The purpose is to allow us to observe and evaluate the sleep quality and presence of sleep deprivation in high school students from the 16th and 22nd establishment under the University of Guadalajara with the objective of allowing us to observe if there is a relationship between their schoolwork activies, daily basis day to day, bodyweight and mood with the presence of sleeping during daytime using the pediatric daytime sleepiness scale. Methods: This is an observational, retropesctive, logitudinal and descriptive study with PubMed and NCBI Articles as variables. Findings: We will evaluate with sleepiness daytime scale the quality of sleep in 100 students. Conclusion: During this research 100 students comprised of 61 female and 39 male students all in freashmen or first year of high school were evaluated. All of them between ages 14 to 17 years of old.

Notes: The Validity of the SAT at the University of Hawaii: A Riddle Wrapped in an Enigma

1993 ◽  
Vol 15 (1) ◽  
pp. 91-98
Author(s):  
Howard Wainer ◽  
Thomas Saka ◽  
John R. Donoghue
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Schools ◽  
Complete Solution ◽  
National Average ◽  
First Year ◽  
School Students ◽  
Sat Scores ◽  
The University

Hawaii is unique in a variety of ways. One of these is the unusual ethnic mixture that makes up its population; under traditional definitions 76% of its population is “minority” and 24% is “White.” The performance of those of its high school students who go on to the University of Hawaii-Manoa on the SAT-Verbal is higher than the national mean, and on the SAT-Mathematical it is much higher. However, the correlation of SAT scores with first year grades has decreased to almost zero since 1982 among Hawaiian students (although among mainland students at UH it is the same as the national average). In this article we provide the facts for a mystery regarding the low and decreasing validity of the SAT at the University of Hawaii among students from Hawaiian secondary schools. Moreover, while we are unable to provide a complete solution, we do eliminate one onerous suspect and provide an evocative hint.

scholarly journals Social Intelligence and Valuable Orientations of First-Year Students of the University

2020 ◽  
Vol 9 (3) ◽  
pp. 1880-1883
Keyword(s):  
High School ◽  
High School Students ◽  
Social Intelligence ◽  
Psychological Adaptation ◽  
Value Orientations ◽  
First Year ◽  
School Students ◽  
First Year Students ◽  
Professional Self ◽  
The University

The authors turn to the consideration of the issue of social intelligence and value orientations of high school students. Speaking about the relevance of the study, the authors indicate that social intelligence and the value orientations provide students with psychological adaptation to new socio-economic conditions and education systems, and participate in the formation of professional self-determination. Considering social intelligence, the authors turn to the interpretation of this concept by researchers E.L. Thorndike, F. Moss and T. Hunt, G. Olport. When considering the concept of “value orientations”, the authors turn to history and give its definition, based on the study of psychological and pedagogical literature. In order to study the social intelligence and value orientations of high school students, the authors conducted an experiment, which is based on a test for the study of social intelligence by J. Guildford and M. O’Sullivan. The students' value orientations were evaluated according to three universal factors: grades (values), strengths (potency) and activity, developed by C. Osgood.

College for All Latinos? The Role of High School Messages in Facing College Challenges

2015 ◽  
Vol 117 (3) ◽  
pp. 1-50 ◽  
Author(s):  
Guadalupe F. Martinez ◽  
Regina Deil-Amen
Keyword(s):  
High School ◽  
High School Students ◽  
Latino Students ◽  
Transition Process ◽  
First Year ◽  
School Students ◽  
School Contexts ◽  
College Going ◽  
The University ◽  
Curriculum Placement

Background Differences exist between high schools in their commitment to and efforts toward guiding and aiding students in their postsecondary pathways; however, little is known about how the curricular experiences of high school students, and the related messages they receive, shape their sense of university readiness and postenrollment persistence behaviors and decisions. Although Latino students have struggled to succeed in college, few qualitative studies elaborated their experiences as they transition into universities. This is problematic given that Latino students are not a uniform group and often originate from differing high school contexts. The messages Latino students interpret about college-going while in high school can have bearing on their subjective framings of the challenges they later face that could threaten their university persistence. Purpose We explore how Latino students originating from various high school types experience the university transition process and their first year at a four-year university. We focus on the extent to which Latino students of different socioeconomic status (SES) levels and curriculum placement report the presence of either “college-for-all” or gatekeeping norms at their high school to understand the influence of such norms on their university persistence. Lori Diane Hill's “college-linking” approaches also serve as a framework for the influence of high school contexts in promoting certain norms for these Latino students. Research Design This two-part qualitative study includes 131 Latino students attending a broad access university. Data were analyzed from essays and two sets of semistructured interviews. First, we describe how these messages shape their perspectives regarding their university aspirations. Second, we examine how their self-assessment transforms during their first year of university study and its relevance to their persistence decisions and behaviors. Results Findings indicate that students were differentially exposed to a college-for-all or gate-keeping ideology based on their high school SES and curriculum placement. Once at the university, students reflected on these past high school messages, reinterpreting and applying them to their first-year university experience. Generally, students exposed to college-for-all messages described feeling deceived about their readiness, whereas those exposed to gatekeeping felt inadequate and doubted their ability to persist through first-year challenges. Conclusions Recommendations consider the implications that college-linking and high school messages may have on persistence decisions. We reconceptualize notions of university readiness by infusing new subjective components not addressed in prior research.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

Attendance at a psychiatric day centre

1994 ◽  
Vol 11 (4) ◽  
pp. 180-182
Author(s):  
Gerry Lynch ◽  
Margaret McKee ◽  
Daniel M Brennan
Keyword(s):  
Service Quality ◽  
Psychotic Disorders ◽  
Drop Out ◽  
Satisfaction Survey ◽  
First Year ◽  
Service Utilisation ◽  
Diagnostic Data ◽  
Drop Out Rate ◽  
At Home

AbstractObjective: To examine the service utilisation of a newly opened psychiatric day centre. We wished to determine if different diagnostic groups had different perspectives of the day centre, and to see if the drop-out rate differed among clients with neurotic or psychotic disorders.Method: Demographic and diagnostic data was gathered for all clients referred in the first year of operation of the day centre. Those who defaulted from attendance were visited at home and asked to detail reasons for non-attendance. Those who continued to attend 16 months after the centre opened completed a satisfaction survey.Results: The drop-out rate was high for both clients with neurotic and psychotic disorders. Clients who continued to attend were very positive about the day centre. Both client groups saw the benefits of attendance in social rather than therapeutic terms.Conclusions: Consumer opinion may have a valuable part to play in overall measure,measurement of service quality, particularly if it includes the opinion of those who no longer use that service.

WHY IS THE SCHOOL DROP-OUT RATE SO HIGH?

PEDIATRICS ◽  
1989 ◽  
Vol 83 (3) ◽  
pp. 336-336
Author(s):  
Student
Keyword(s):  
High School ◽  
Self Esteem ◽  
Drop Out ◽  
Fifth Grade ◽  
Drop Out Rate ◽  
School Drop Out ◽  
Positive Statements ◽  
Negative Statements ◽  
Years Of Schooling

Eighty percent of students entering school feel good about themselves and who they are. By the fifth grade only 20 percent have high self-esteem. By the time students become seniors in high school, the percentage who have managed to keep a positive level of self-esteem has dropped to 5 percent. Students encounter the equivalent of 60 days each year reprimanding, nagging and punishment. During 12 years of schooling a student is subject to 15,000 negative statements. That's three times the amount of positive statements received.

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