Differentiating between Women in Hard and Soft Science and Engineering Disciplines

2009 ◽  
Vol 11 (3) ◽  
pp. 363-384 ◽  
Author(s):  
Amanda G. Camp ◽  
Diane S. Gilleland ◽  
Carolyn Pearson ◽  
James Vander Putten
Keyword(s):  
Grade Point Average ◽  
Parental Support ◽  
First Year ◽  
High School Mathematics ◽  
Social Psychological ◽  
Science And Engineering ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Math Scores ◽  
Engineering Mathematics

The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

scholarly journals Longitudinal Study of Student Attitudes in a Biology Program

2014 ◽  
Vol 13 (2) ◽  
pp. 331-337 ◽  
Author(s):  
Malin J. Hansen ◽  
Gülnur Birol
Keyword(s):  
Grade Point Average ◽  
Student Attitudes ◽  
First Year ◽  
Personal Interest ◽  
Grade Point ◽  
High Performing ◽  
Positive Shift ◽  
Cumulative Grade Point Average ◽  
And Performance ◽  
Favorable Score

This is among the first longitudinal studies to report student attitudes across 4 yr of a university program. We found that the attitudes of students in biology become significantly more expert-like from the first year to the fourth year of the program, that is, there was a significant positive shift in students’ overall percent favorable scores from 64.5 to 72%, as opposed to the expert response, which averaged 90%. There was a significant positive shift for the real world connection category (78–85%), the enjoyment (personal interest) category (74–82%), and the conceptual connections/memorization category (66–74%). Moreover, there was a significant correlation between students’ overall percent favorable scores and performance (cumulative grade point average) at the end, but not at the beginning, of the fourth year, with high-performing students having significantly more expert-like attitudes than low-performing students. The correlation between percent favorable score and performance was the strongest for the problem solving: synthesis and application category, in which the highest-performing students finished their fourth year with 90% favorable compared with 35% favorable for the lowest-performing students. A comparison of these results with previously reported results and their implications for teaching are discussed.

scholarly journals Comparison of first-year grade point average and national board scores between alternative admission track students in a chiropractic program who took or did not take preadmission science courses

2020 ◽  
Vol 34 (1) ◽  
pp. 4-7 ◽  
Author(s):  
Carissa J. Manrique ◽  
Gene Giggleman
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Grade Point Average ◽  
First Year ◽  
Grade Point ◽  
National Board ◽  
Anatomy And Physiology ◽  
Cumulative Grade Point Average ◽  
Significant Difference ◽  
History Of

Objective: We compared first-year cumulative grade point average and a composite score on part I of the National Board of Chiropractic Examiners (NBCE) exam for first-year alternative admission track program (AATP) students who did and did not take three specific undergraduate courses: general chemistry, organic chemistry, and anatomy and physiology. Methods: All AATP students in 2015 (n = 50) were evaluated for the course history of general chemistry and anatomy and physiology compared to their first-year cumulative grade point average and NBCE part 1 scores using independent t-tests. Results: Students in the AATP who took general chemistry tended to score higher overall on the NBCE exams (p = .038, r = .229). Organic chemistry and anatomy and physiology had no statistical effect on improving board scores. First-year cumulative grade point average seemed to be unaffected by any of the undergraduate courses evaluated. Conclusion: There was a statistically significant difference in composite NBCE part 1 score between AATP students who had and had not taken general chemistry 1 before admission. There were no differences in first-year GPA between AATP students who had and had not taken undergraduate chemistry and A&P courses.

scholarly journals Impact of the foundation program and high school grade in predicting the cumulative grade point average (CGPA) among the graduates of the nursing program at the Ministry of Health Educational Institutes in Oman

2018 ◽  
Vol 8 (12) ◽  
pp. 98
Author(s):  
Said A. Alghenaimi ◽  
Maiyasa G. Al-Saadi ◽  
Hamed K. Al Reesi
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
School Grade ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
High School Grade ◽  
Foundation Program ◽  
One Year

Background and objective: Higher education has witnessed significant changes in order to provide quality education that meets the needs of the 21st century. To be in par with international best practices, the foundation program was established to prepare the high school leavers for higher education in Oman, a middle-eastern country. The aims of this study were to (1) assess the relationship between students’ high school scores and their cumulative grade point average (CGPA) among the graduates of the nursing program in Oman, and (2) compare the CGPA of the student who attended the general foundation program (GFP) compared to the ones who did not attend the GFP. Methods: Secondary data analysis approach was used to access the alumni files one year before and one year after the implementation of the GFP. A retrospective approach was used to gather data from the alumni files, which included high school grade, whether the graduates have attended the foundation program or not, their first year Grade point average (GPA), and their CGPA.Results: Six hundred twenty-seven (n = 627) graduates were recruited from two cohorts, one attended the GFP (n = 287; 45.8%) and the others did not attend the GFP (n = 340; 54.2%). Majority of the participants who were included in this study were female graduate (n = 535; 85.3%). The students who attended the GFP were found to have higher first year GPA and higher CGPA compared to those who did not attend the GFP. High Diploma Scores and First Year GPA were significant predictors of the graduation CGPA of the graduates who did not enroll in the GFP whereas First Year GPA was the main predictors of the CGPA of the graduates who attended the GFP. It was also obvious that the first year GPA showed a higher significant correlation with CGPA among GFP attenders (r = 0.912, p < .01) in comparison to non GFP attenders (r = 0.775, p < .01).Conclusions: This study sheds light into the impact of foundation program on the overall students’ performance in the nursing program. It significantly reveals that GFP, has a positive impact on the overall CGPA, as it equipped the students with the necessary study skills and increased their English proficiency levels.

scholarly journals Cumulative Grade Point Average and Comprehensive Examination Results as Predictors of Certified Public Accountant Board Examinees’ Performance

2021 ◽  
Vol 2 (7) ◽  
pp. 542-548
Author(s):  
Arnold Salcedo ◽  
Shane S. Salcedo ◽  
Renz P. Marasigan ◽  
Rolly M. Guevarra ◽  
Ednel T. Datu ◽  
...  
Keyword(s):  
Grade Point Average ◽  
First Year ◽  
Certified Public Accountant ◽  
Business Law ◽  
Grade Point ◽  
Licensure Examinations ◽  
Cumulative Grade Point Average ◽  
Policy Program ◽  
Average Variance ◽  
Public Accountant

The Certified Public Accountant Licensure Examinations among BS Accountancy graduates can be considered as the culminating direct measure on how an accountancy retention policy program in a school prepares students to becoming CPAs. This study is aimed to gauge how cumulative qualifying grade point average of a student from first year to fifth year college and the fifth year comprehensive exams serve as predictors for the CPA Board Exams for a university in Central Luzon, Philippines. To measure the quality of the predictors, October examinees from the graduating batch were the focus of the study. With five hundred fifty three (553) BS Accountancy coming from five alumni batches, three hundred fifty eight (358) passed, fifty five (55) are conditioned and one hundred twenty (120) have failed during the first take of comprehensive exams. Auditing theory, business law and taxation are the most difficult subjects with less than two thirds (< 2/3) of the first takers as passing the said subjects. Those with a CGPA of 1.554 or higher in the undergrad, finishing with latin honors have the highest probability of passing the board. A range of four percent (either -4% to +4%) serves as the average variance between fifth year comprehensive exams and board examination performance for all first takers. Both the CGPA (r=0.632) and comprehensive examinations (r=0.745) are moderate predictors of the board examinations which imply that the accountancy program for the university can still be improved to further prepare the students to become CPAs.

scholarly journals A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University

2021 ◽  
pp. 152102512110385
Author(s):  
Rajeeb Das ◽  
Erika Schmitt ◽  
Michael T. Stephenson
Keyword(s):  
Grade Point Average ◽  
Postsecondary Education ◽  
First Year ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Mean Differences ◽  
The Relationship ◽  
First Year Seminar

First-year seminars (FYS) comprise one of 11 researched interventions in postsecondary education known as High-Impact Practices, but few rigorous studies report significantly high impacts. This study examined a FYS employing propensity score matching to link cases and controls in a quasi-experimental design. One semester later cumulative grade point average (GPA), cumulative hours attempted, and 1-year later indicators (hours earned, hours attempted, and term GPA) were statistically different between the two groups. Three freshman survey items were also statistically significant and differences were observed within the same semester of the program. Quantitative differences did not appear immediately but appeared one term and 1 year later. Mean differences did not appear to diminish between groups over time. This analysis helps to fill a void in the paucity of studies clarifying the relationship between FYS participation and outcomes using comparison groups.

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

Prediction of Cumulative Grade Point Average: A Case Study

2020 ◽  
pp. 33-42
Author(s):  
Anan Sarah ◽  
Mohammed Iqbal Hossain Rabbi ◽  
Mahpara Sayema Siddiqua ◽  
Shipra Banik ◽  
Mahady Hasan
Keyword(s):  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average

scholarly journals Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength

2020 ◽  
pp. 152102512091585
Author(s):  
Kelly H. Snyder ◽  
Virginia M. McClurg ◽  
Jiaju Wu ◽  
R. Steve McCallum
Keyword(s):  
Learning Disability ◽  
Grade Point Average ◽  
American College Test ◽  
Retention Rates ◽  
First Year ◽  
Twice Exceptional ◽  
Grade Point ◽  
Major Selection ◽  
Reverse Pattern ◽  
First Year Retention

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p >  .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p <  .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach

1993 ◽  
Vol 18 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
Empirical Bayes ◽  
Doctoral Programs ◽  
First Year ◽  
Mba Programs ◽  
Grade Point ◽  
Final Grade ◽  
Complex Models ◽  
Parsimonious Model

A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.

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