Relationship between Vertical Transfer Students' Grit, First-Semester Academic Performance, and Social Integration

2021 ◽  
Author(s):  
Tara Morlando Zurlo
Keyword(s):  
Academic Performance ◽  
Social Integration ◽  
Transfer Students ◽  
Vertical Transfer ◽  
First Semester

Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

2021 ◽  
pp. 152102512110311
Author(s):  
Neshat Yazdani ◽  
Leigh S. McCallen ◽  
Lindsay T. Hoyt ◽  
Joshua L. Brown
Keyword(s):  
Academic Performance ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Education System ◽  
Economically Disadvantaged ◽  
Bachelor's Degree ◽  
Future Research ◽  
First Year ◽  
Vertical Transfer

Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students—those who transfer from 2- to 4-year colleges—face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.

scholarly journals 70 Identifying factors that play a significant role in the animal science transfer student experience

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 146-146
Author(s):  
Jennifer Bundy ◽  
Cori Siberski
Keyword(s):  
Social Integration ◽  
Social Interactions ◽  
Transfer Students ◽  
Student Organizations ◽  
Financial Assistance ◽  
Transfer Student ◽  
Animal Science ◽  
Positive View ◽  
First Semester ◽  
Pearson Correlations

Abstract Transfer students make up 16.5% of the undergraduate population in the Animal Science (ANS) major, and transfer enrollment is on the rise. Transfers often face challenges that are different from their direct-from-high-school peers. The objective of this study was to determine the factors that affected the transfer transition from a previous institution to the ANS department. Based on focus group (n=6) feedback, a survey instrument was developed and piloted. Using pilot data, a factor analysis was performed and the instrument was tested for reliability. Once validated, the instrument was used to collect data from first semester ANS transfer students (n=47). No incentives were offered, and participation was voluntary. Between-factor Pearson correlations were estimated, and responses to scale questions were tallied. Significant negative correlations were observed between social integration and risk of attrition (r=-0.53, p< 0.01), and between social integration and academic struggle (r=-0.48, p< 0.01). Social integration was positively correlated with overall satisfaction within the ANS department (r=0.638, p< 0.01). Students who felt socially integrated were more confident academically, more comfortable at ISU, and were less likely to leave. Students had a positive view of the ANS department if they were involved in clubs and student organizations (r=0.42, p< 0.05). Transfers who were satisfied with instructor interactions tended to be more content with the overall transfer process (r=0.44, p< 0.01). Approximately 72% of respondents felt that paying for school created a lot stress in their life, but 52% felt satisfied with the financial assistance they received. Only half of the respondents reported that the pre-registration orientation helped prepare them for transfer to ISU, but 95.9% of ANS transfers reported that they understood the requirements for graduation. These data will inform policy and procedures related to transfer student onboarding and the promotion of social interactions with peers.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals Geo-gebra como herramienta didáctica en el proceso de enseñanza-aprendizaje de la matemática, y su incidencia en el rendimiento académico en los estudiantes de la carrera de ingeniería agronómica

2019 ◽  
Vol 3 (3.1) ◽  
pp. 204-223
Author(s):  
Juan Manuel Martínez Nogales ◽  
Jorge Cachuput Gusñay ◽  
Hernan Eriberto Chamarro Sevilla ◽  
Jorge Rigoberto López Ortega
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Work Experience ◽  
Educational Software ◽  
High Rate ◽  
First Semester ◽  
Culture Of Learning ◽  
Low Performance ◽  
Teaching Learning ◽  
Engineering Career

The Geo-Gebra software as a didactic tool in the teaching-learning process of mathematics and its impact on academic performance in the first semester students of the Faculty of Natural Resources, Agronomic engineering career of ESPOCH. The problem that has been detected in the students of the first semester, a high rate of low performance in the learning of mathematics, in the race because there is a culture of learning on the part of the students, it is determined that we must make profound changes in educational paradigms, the proposal for this process is to use the Geo-Gebra software didactic tool of mathematics, for the research was based on a questionnaire of questions applied with respect to the use of Goe-Gebra software, as a teaching resource in teaching- learning of mathematics, then with the use of this tool a form of satisfaction was applied to students and teachers, to later make the didactic guide using the Geo - Gebra educational software, hence the importance of making striking designs according to the level or semester and with contents attached to the current geometry plans and programs in which  educational. According to the work experience, a didactic guide was designed for the use of educational software specifically for inequations. It is concluded the research carried out that 72% of the students surveyed consider, using the ICTs it would improve the learning of the geometry and its academic performance; Therefore, it is recommended to train the teachers of the area and promote the proposal in the institution for the application in the teaching-learning process.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse
Keyword(s):  
Academic Performance ◽  
College Readiness ◽  
Educational Development ◽  
School Entry ◽  
First Semester ◽  
Post Secondary ◽  
Ged Graduates ◽  
Ged Credential ◽  
Math Readiness ◽  
The Relationship

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

scholarly journals Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Persistence

2014 ◽  
Vol 1 (3) ◽  
pp. 7-33 ◽  
Author(s):  
Everaldo Aguiar ◽  
G. Alex Ambrose Ambrose ◽  
Nitesh V. Chawla ◽  
Victoria Goodrich ◽  
Jay Brockman
Keyword(s):  
Academic Performance ◽  
Student Persistence ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Student Attrition ◽  
Electronic Portfolios ◽  
Drop Out ◽  
New Techniques ◽  
First Semester

As providers of higher education begin to harness the power of big data analytics, one very fitting application for these new techniques is that of predicting student attrition. The ability to pinpoint students who might soon decide to drop out, or who may be following a suboptimal path to success, allows those in charge to not only understand the causes for this undesired outcome, but it also provides room for the development of early intervention systems. While making such inferences based on academic performance data alone is certainly possible, we claim that in many cases there is no substantial correlation between how well a student performs and his or her decision to withdraw. This is especially true when the overall set of students has a relatively similar academic performance. To address this issue, we derive measurements of engagement from students' electronic portfolios and show how these features can be effectively used to augment the quality of predictions.

Sign in / Sign up

Export Citation Format

Share Document