scholarly journals Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

2016 ◽  
Author(s):  
Brooke D'Aloisio
Keyword(s):  
High School ◽  
Academic Success ◽  
Mathematics Anxiety ◽  
Student Attitudes ◽  
The United States ◽  
High School Gpa ◽  
Instructor Effectiveness ◽  
Placement Exam ◽  
Number Of Classes ◽  
Mathematics Course

<p>Research reveals that the majority of students are unprepared in making the transition from high school to college mathematics. Many students choose majors outside of STEM and business fields to pursue degrees with less rigorous mathematics requirements. According to recent findings, it is likely that over 25% of all freshmen will fail their first mathematics course. Few studies examine student success in business mathematics courses, and business is currently the most popular major in the United States. Thus, the purpose of this research was to examine what factors predict success in a foundational business mathematics course (BUS 111) at a large Northeastern university. </p> <p>Eight independent variables were examined: gender, high school GPA, mathematics SAT score, score on the university’s placement exam, student attitudes using the Attitudes Towards Mathematics Inventory (ATMI), anxiety using the Mathematics Anxiety Scale (MAS), number of hours per week spent on mathematics, and number of classes missed. The dependent variable was BUS 111 final average. All students (<em>n</em> = 247) enrolled in BUS 111 were invited to participate during the Fall 2015. Upon completion of pre- and post-surveys, multiple regression was used to determine which variables were significant predictors. Statistical findings revealed that placement score, high school GPA, a combination of ATMI/MAS scores, and number of classes missed were the best predictors of BUS 111 average overall (R<sup>2</sup> = 44.2%, <em>p</em> = 0.000). Different models are presented for comparison and examination. Significant correlations found between perceived instructor effectiveness and student attitudes, anxiety, and course grades are also presented. Overall, combinations of non-affective and affective measures serve as the best predictors of success in business mathematics.</p>

scholarly journals Students Taking Numerous Honours Courses in High School Have Higher Information Literacy Levels

2015 ◽  
Vol 10 (3) ◽  
pp. 99
Author(s):  
Dominique Daniel
Keyword(s):  
High School ◽  
Academic Success ◽  
Information Literacy ◽  
The United States ◽  
Surprising Result ◽  
Research Projects ◽  
School Factors ◽  
High School Gpa ◽  
Admission Status ◽  
The Impact

A Review of: Fabbi, J. L. (2015). Fortifying the pipeline: A quantitative exploration of high school factors impacting the information literacy of first-year college students. College & Research Libraries, 76(1), 31-42. http://dx.doi.org/10.5860/crl.76.1.31 Abstract Objective – To assess the impact of students’ high school performances on the development of their information literacy (IL) competency. Design – Statistical analysis of test performance. Setting – A large public university in the United States of America. Subjects – 93 first-time college freshmen. Of these, 46% had been admitted on a probationary status due to GPA under the required 3.0 (“alternate admits”), and 61% had not declared a major (“exploring majors”). 39% identified as Caucasian, 25% as Hispanic, 22% as African American, and 15% as Asian. 84% declared that their best language was English only. Methods – Participants were self-selected freshmen who enrolled into programs offered by the university’s Academic Success Center. They took the iSkills test, an online evaluation of information literacy competencies developed by the Educational Testing Service, and provided background data on their high school experience. Using hierarchical multiple regression analysis, the researcher evaluated predictors of iSkills score variance among a range of high school experiences: core high school GPA, number of honours classes taken in high school, and number of research projects or assignments in high school. The analysis controlled for gender, best language, race, and admission status as either alternate admit or exploring major. Main Results – Participants’ mean iSkills scores was below the minimum passing score for the test. There was a significant positive correlation between iSkills scores and exploring major status, core high school GPA, and having taken 5 to 12 honours courses. There was a negative correlation between iSkills scores and language other than English, Asian race, alternate admission status, and having had 1 to 4 honours courses. Among the background variables, the most significant predictor of a student’s iSkills score was his or her best language, followed by race. After controlling for these variables, the most important factors were students’ high school GPAs and the number of honors courses taken. Conclusion – The researcher discovered that the number of honours courses taken in high school is a strong predictor of information literacy competency as measured by the iSkills test. This remains true when controlling for race and other background factors. This finding is consistent with the assumption that high school teachers of honours courses believe their students to be capable of learning higher-order skills and therefore adopt a constructivist pedagogy, and that such pedagogy promotes the development of information literacy skills. Yet the number of high school research projects or assignments could not be statistically correlated to information literacy competency. In subsequent focus groups, students who had taken fewer honours courses expressed test anxiety, while students who had taken numerous honours courses expressed their determination to get the correct answer. This may inform one surprising result of the study: that students who took 13 or more honours courses in high school did not score significantly better on the iSkills test than those who took 5 to 12 courses.

scholarly journals What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

2021 ◽  
Vol 13 (4) ◽  
pp. 1671
Author(s):  
Maura A. E. Pilotti
Keyword(s):  
High School ◽  
Academic Success ◽  
Gender Roles ◽  
Gender Bias ◽  
Interior Design ◽  
Female Students ◽  
Gender Inequalities ◽  
Stem Fields ◽  
High School Gpa ◽  
Traditional Gender Roles

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.

scholarly journals Cross community study of mathematics anxiety between the high school students in Illinois USA and Jordan

2012 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Ruba Mohammad Miqdadi
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Mathematics Anxiety ◽  
Cultural Difference ◽  
The United States ◽  
Main Study ◽  
School Students ◽  
Educational Implications ◽  
Anxiety Levels

The purpose ofthe study is to examine whether there are any significant differences in the mathematics anxiety levels between high school students in Jordan and their counterparts in the United States. Another purpose is to examine whether there are gender differences related to mathematics anxiety among high school students ofboth communities. A total of 1,386 high school students in the United States and Jordan participated in main study. This study showed that Jordanian high school students exhibited a significantly higher mathematics anxiety than United States high school students. Furthermore, the study revealed that female high schooLstudents in the United States acquired a significantly higher mathematics anxiety level than males. Another finding of this study was that males in Jordan had a significantly higher leveL of mathematics anxiety than males in the United States. The findings and educational implications ofthe study are discussed in light ofthe cultural difference between the two communities.

Student Bedtimes, Academic Performance, and Health in a Residential High School

2016 ◽  
Vol 33 (4) ◽  
pp. 264-268 ◽  
Author(s):  
Maliah J. Wernette ◽  
Jan Emory
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
School Nurse ◽  
The United States ◽  
Grade Point ◽  
Late Night ◽  
Linear Relationships ◽  
Residential High School ◽  
Level Of Significance

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson’s correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students’ late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

Life-Skills as a Predictor of Academic Success: An Exploratory Study

2012 ◽  
Vol 111 (1) ◽  
pp. 157-164 ◽  
Author(s):  
Lacy K. Currie ◽  
Christopher T. Pisarik ◽  
Earl J. Ginter ◽  
Ann Shanks Glauser ◽  
Christopher Hayes ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Success ◽  
Life Skills ◽  
Future Research ◽  
Unique Contribution ◽  
Sat Scores ◽  
College Performance ◽  
Health Maintenance ◽  
High School Gpa

Traditional predictors of academic performance in college, such as measures of verbal and mathematical abilities [i.e., Scholastic Aptitude Test (SAT)] and academic achievement (i.e., high school GPA), often account for less than 25% of the variance in college performance, thus leaving a considerable amount of variance unexplained. The primary goal of this study was to examine developmental variables that may account for academic achievement beyond the traditional indices mentioned. Specifically, the relationships among four categories of life-skills and cumulative GPA were examined. A hierarchical multiple-regression analysis revealed that the four life-skills categories predicted an additional 9.4% of the variance in cumulative GPA beyond high school GPA and SAT scores. Of the four categories, physical fitness/health maintenance skills made a statistically significant, unique contribution to predicting cumulative GPA. Because of the exploratory nature of the current study, suggestions are made for conducting future research in light of the study's limitations.

scholarly journals Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes

2019 ◽  
Vol 39 (1) ◽  
pp. 49-59 ◽  
Author(s):  
April A. Brecht ◽  
Dana D. Burnett
Keyword(s):  
Academic Success ◽  
Student Athletes ◽  
The United States ◽  
Transition To College ◽  
Division I ◽  
Institutional Commitment ◽  
First Year ◽  
High School Gpa ◽  
Self Confidence ◽  
Students First

Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.

Grit as a Predictor of Academic Success at Norwich University

2021 ◽  
pp. 297-315
Author(s):  
Kevin Fleming
Keyword(s):  
High School ◽  
Academic Success ◽  
Strong Predictor ◽  
Demographic Data ◽  
Senior Year ◽  
Freshman Year ◽  
High School Gpa ◽  
Incoming Freshmen

The focus of the chapter is on grit as a predictor of academic success at Norwich University. Grit scores were obtained for 4,171 incoming freshmen between 2013 and 2019, and these scores were collected again in the sophomore and senior years for all students who persisted. Cumulative GPAs were also obtained along with demographic data for all participants. Grit was found to be a small to moderate predictor of cumulative GPA with r correlations of .110 in the freshman year, .247 in the sophomore year, and .213 in the senior year. In contrast, high school GPA was a strong predictor of cumulative GPA with correlations of .459 in the freshman year, .518 in the sophomore year, and .500 in the senior year. Although grit was not as strong as high school GPA as a predictor of academic success at Norwich University, it was a significant factor, and it became more predictive of cumulative GPA as more credits were earned.

Mapping Mindset and Academic Success Among Black Men at a Predominantly White Institution

2019 ◽  
pp. 151-171
Author(s):  
Christopher S. Travers
Keyword(s):  
High School ◽  
Academic Success ◽  
Black Males ◽  
Education Level ◽  
Black College ◽  
Predominantly White Institution ◽  
College Gpa ◽  
High School Gpa ◽  
White Institution ◽  
Parents Education

Based on a larger research project, this chapter highlights findings from an exploratory study investigating the link between mindset and academic success among Black college men. Drawing on a self-reported survey instrument designed by the researcher, a regression analysis was conducted to explore the relationship between academic mindset (i.e., growth, fixed) and college grade point average (GPA), controlling for high school GPA and parents' education level. While the final model from a hierarchical linear regression (N = 34) indicates that high school GPA, parents' education level, and mindset accounted for 31% of the variance in Black males' college GPA, mindset did not significantly predict college GPA above and beyond Black males' precollege academic ability and parents' education level. Practical considerations for research and practice are discussed.

Sign in / Sign up

Export Citation Format

Share Document