The Influence Of Learning Communities And 4-H/FFA Participation On College Of Agriculture Students' Academic Performance And Retention

2001 ◽  
Vol 42 (4) ◽  
pp. 54-62 ◽  
Author(s):  
Anna L. Ball ◽  
Bryan L. Garton ◽  
James E. Dyer
Keyword(s):  
Academic Performance ◽  
Learning Communities ◽  
College Of Agriculture ◽  
Agriculture Students

scholarly journals The Academic Performance And Retention Of College Of Agriculture Students

2002 ◽  
Vol 43 (1) ◽  
pp. 46-56 ◽  
Author(s):  
Bryan L. Garton ◽  
Anna L. Ball ◽  
James E. Dyer
Keyword(s):  
Academic Performance ◽  
College Of Agriculture ◽  
Agriculture Students

scholarly journals Development of Scale to Examine the Entrepreneurial Behaviour among the Agriculture Students of Farm Universities in Karnataka

2020 ◽  
pp. 63-69
Author(s):  
C. V. Sanketh ◽  
K. P. Raghuprasad ◽  
S. Ganesamoorthi ◽  
N. R. Gangadharappa
Keyword(s):  
College Of Agriculture ◽  
Agriculture Students ◽  
Entrepreneurial Behaviour ◽  
Karnataka State ◽  
Agricultural Sciences ◽  
Made In

An effort is made in the present investigation to develop a scale to examine the entrepreneurial behaviour among the students who were in the final year of their basic degree in different farm universities of Karnataka state. The developed scale consists of 35 statements categorised under seven important dimensions. The total final year agriculture students in farm universities in Karnataka during 2019-20 were around 1200, but the scale was administrated to 50 final year students in the College of Agriculture, University of Agricultural Sciences, GKVK, Bangalore (UAS(B)) during 2019-20. The developed entrepreneurial behaviour scale was found to be highly reliable and valid. It was found that around two –fifth of students (38.00 %) were having medium entrepreneurial behaviour.

The Relationship Between First-Year Learning Communities and Academic Performance in Introductory Psychology and Sociology

2021 ◽  
pp. 009862832110184
Author(s):  
Christine Ma-Kellams ◽  
Roy Kwon
Keyword(s):  
Academic Performance ◽  
Learning Communities ◽  
Learning Community ◽  
Student Performance ◽  
Introductory Psychology ◽  
First Year ◽  
Introductory Courses ◽  
First Year Students ◽  
The Social ◽  
The Relationship

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities.

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