This document analyzes data from 206 on-campus students who submitted assignments for a course at an Australian university. It finds that students who submitted assignments late ("late submitters") performed poorer on average than those who submitted on time, as measured by both assignment and final exam marks. Gender did not impact submission time or performance. The highest percentage of late submitters, 66.7%, were in the 20-25 age group, who also had the highest dropout rate before the final exam. The 20-25 group performed marginally poorer on assignments but marginally better on the final exam than other age groups.
Academic Performance, Relationship with Gender and Mode of Admissioniosrjce
In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
Academic Performance Of University Students A Case In A Higher Learning Inst...Joshua Gorinson
This document summarizes a research paper that studied factors influencing the academic performance of university students. The research identified four main factors - teaching and learning process, infrastructure of the university, family and peers influence, and students' financial situation. A survey was conducted of students in their 4th and 5th semesters, and the data was analyzed using statistical methods. The results found that the teaching and learning process had the highest impact on students' academic performance and graduation on time. The research concluded that improvements could be made to teaching methods, student support, and assistance for financially disadvantaged students.
Alumni surveys are often used to gather information about graduates' post-college experiences. However, the study found that alumni who respond to surveys may not be representative of all graduates. Specifically, the study compared transcripts of psychology alumni who responded to a survey versus a random sample of graduates. It found that survey respondents had higher GPAs, better grades in specific classes, and participated in more intensive academic experiences than average graduates. While not typical, useful data can still be obtained from surveys, especially when related to undergraduate experiences and post-college outcomes.
This document summarizes a study that examined high school students' attitudes toward physics lessons and physical experiments. A questionnaire was administered to 295 high school students in Kayseri, Turkey to assess their attitudes. The results showed that students had a slightly positive average attitude score of 63.07 toward physics lessons and physical experiments, just above the neutral score of 60. There were no significant differences in attitudes based on gender. However, students' grades and ages did affect their attitudes, with older and higher-grade students having more positive attitudes. In general, many students felt physics lessons were boring or difficult and they did not have positive expectations or success in physics. Their attitudes toward physical experiments were also negative, with most seeing the experiments as un
A Proposed Supervisory Framework For The Timely Completion Of Doctoral Resear...Justin Knight
The document presents a proposed supervisory framework for ensuring timely completion of doctoral research degrees within three years. It discusses factors that can affect completion rates based on a survey of 30 supervisors and 30 students in the UK and Nigeria. Key findings include:
- Respondents generally agreed with literature that availability of funding and maturity are important factors. However, views differed on the impacts of gender and source of funding.
- Most supervisors felt students benefit from an unstructured approach, while most students felt some structure from supervisors would help avoid dropping out in the first two years.
- The framework aims to standardize supervision to manage expectations and ensure completion across different contexts and institutions.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This research proposal details a case study of an academic success course for undergraduate transfer students at a university. The purpose is to evaluate how the course assists transfer students with persistence, academic success, and feelings of transfer shock. The study will collect data through student and instructor surveys, interviews, artifact analysis, and observations. It aims to answer how the course helps with persistence and success, how it impacts feelings of transfer shock and skills, and instructor perceptions of its effectiveness. The results could be used to improve the course and support transfer students.
Academic Performance, Relationship with Gender and Mode of Admissioniosrjce
In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
A comparative study of the classroom treatment of male and female students of...Alexander Decker
This study examined potential differences in how male and female students are treated in classrooms at the Federal Polytechnic in Ilaro, Nigeria. Surveys were administered to 102 male and 102 female final year students to assess their perceptions of classroom treatment. Interview were also conducted with 8 lecturers. The results found no significant differences between male and female students' perceptions of their classroom experiences. Additionally, there was a negative but weak relationship between males' and females' attitudes toward education. The study concluded that gender does not play a role in how students experience classrooms and that teachers should aim for gender-neutral practices to promote equal opportunities for all students.
Academic Performance Of University Students A Case In A Higher Learning Inst...Joshua Gorinson
This document summarizes a research paper that studied factors influencing the academic performance of university students. The research identified four main factors - teaching and learning process, infrastructure of the university, family and peers influence, and students' financial situation. A survey was conducted of students in their 4th and 5th semesters, and the data was analyzed using statistical methods. The results found that the teaching and learning process had the highest impact on students' academic performance and graduation on time. The research concluded that improvements could be made to teaching methods, student support, and assistance for financially disadvantaged students.
Alumni surveys are often used to gather information about graduates' post-college experiences. However, the study found that alumni who respond to surveys may not be representative of all graduates. Specifically, the study compared transcripts of psychology alumni who responded to a survey versus a random sample of graduates. It found that survey respondents had higher GPAs, better grades in specific classes, and participated in more intensive academic experiences than average graduates. While not typical, useful data can still be obtained from surveys, especially when related to undergraduate experiences and post-college outcomes.
This document summarizes a study that examined high school students' attitudes toward physics lessons and physical experiments. A questionnaire was administered to 295 high school students in Kayseri, Turkey to assess their attitudes. The results showed that students had a slightly positive average attitude score of 63.07 toward physics lessons and physical experiments, just above the neutral score of 60. There were no significant differences in attitudes based on gender. However, students' grades and ages did affect their attitudes, with older and higher-grade students having more positive attitudes. In general, many students felt physics lessons were boring or difficult and they did not have positive expectations or success in physics. Their attitudes toward physical experiments were also negative, with most seeing the experiments as un
A Proposed Supervisory Framework For The Timely Completion Of Doctoral Resear...Justin Knight
The document presents a proposed supervisory framework for ensuring timely completion of doctoral research degrees within three years. It discusses factors that can affect completion rates based on a survey of 30 supervisors and 30 students in the UK and Nigeria. Key findings include:
- Respondents generally agreed with literature that availability of funding and maturity are important factors. However, views differed on the impacts of gender and source of funding.
- Most supervisors felt students benefit from an unstructured approach, while most students felt some structure from supervisors would help avoid dropping out in the first two years.
- The framework aims to standardize supervision to manage expectations and ensure completion across different contexts and institutions.
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
This research proposal details a case study of an academic success course for undergraduate transfer students at a university. The purpose is to evaluate how the course assists transfer students with persistence, academic success, and feelings of transfer shock. The study will collect data through student and instructor surveys, interviews, artifact analysis, and observations. It aims to answer how the course helps with persistence and success, how it impacts feelings of transfer shock and skills, and instructor perceptions of its effectiveness. The results could be used to improve the course and support transfer students.
1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
3) The document also examines some student factors like age, with one study finding older students were more likely to complete a degree when accounting for math ability.
A Narrative Study On High School Transition Programs And Student Attendance I...Angie Miller
This document summarizes a narrative study on high school transition programs and student attendance in rural North Carolina. It finds that the transition to 9th grade can be difficult for students, resulting in lower GPAs, worse attendance, and more discipline issues. To address this, many districts implement 9th grade transition programs or "freshman academies" to better support students. The study examines strategies implemented by administrators in 7 rural North Carolina high schools to improve student attendance through their 9th grade transition programs. It aims to identify practices that help keep students engaged and on track to graduate.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
A Study of Some Socio Psychological Factors of Cheating in Examination Among ...Gabriel Ken
Cases of cheating have been widely reported in media and educational journals. This study examined why students cheat in examination and the students cheating behaviours.
The document is a report recommending that Christopher Newport University abolish traditional sit-down final exams in favor of alternative assessment methods like take-home exams or papers. It summarizes research showing that final exams increase student stress, encourage cramming which hinders learning, and do not lead to knowledge retention. A survey of CNU students found they prefer alternative methods and associate final exams with stress rather than learning. The report concludes alternative methods like weekly exams or final papers would reduce stress and better encourage learning and knowledge application.
This document summarizes a study that examined the relationship between students' educational aspirations and their educational outcomes using data from the Educational Longitudinal Study of 2002. The study found:
1) Students who aspired to graduate from a 4-year college were over 2 times more likely to obtain a postsecondary degree than students who did not know how far they would go or did not aspire to a degree.
2) Students who planned to attend postsecondary education right after high school were over 3 times more likely to obtain a degree than students who did not plan to attend right after high school.
3) Students who planned to attend postsecondary education right after high school were almost 3 times more likely to obtain
Assessment Of The Admission Criteria That Predict Students’ Academic Performa...journal ijrtem
ABSTRACT: Prior to this era, individual universities in Nigeria conducted concessional examinations for the selection of their prospective students. Other compulsory condition was the possession of five credit passes in the relevant subjects in the ordinary level certificate. The other mode of entry was the direct admission of students into the direct second year level of candidates who possessed either the national diploma certificate or the general certificate of education at the advanced level in the relevant papers. Problem arose, where students had multiple admissions in several universities and those who could not afford to write admission examinations to multiple institutions and the not too brilliant students were deprived the opportunity of admission into the very limited Universities. These reasons caused the Federal Government of Nigeria to establish the Joint admission and Matriculation Board (JAMB) in 1978. Today, studies showed that JAMB and WAEC alone can no more ascertain the best crop of students for admission as there are exam syndicates everywhere in the country to ensure that their candidates/customers make all their papers in one sitting consequently pass their JAMB and get admission as well. This research is therefore proffering an alternative admission paradigm that will go beyond considering only test scores for admission, but will consider aggregate academic records of the prospective students before admission is offered or denied. This alternative method can be actually using Artificial Neural Network techniques. Keywords: Admission, Artificial Neural Network, Academic Performance, Prediction, Undergraduates, decision support system, etc.
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION W W W. N A C A C .docxjoyjonna282
| SUMMER 2007 JOURNAL OF COLLEGE ADMISSION� W W W. N A C A C N E T. O R G
ChriStoPher erik mattSon, M.F.A., M.Ed. is the
coordinator of testing accommodations for disability
services and programs at the University of Southern
California (CA). He earned his M.Ed. from the University
of Southern California, M.F.A. from Brandeis University
(MA) and B.A. from Western Washington University (WA)
after first attending Linfield College (OR).
By Christopher Erik Mattson
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION | 9W W W. N A C A C N E T. O R G
Beyond Admission:
Understanding Pre-College Variables and the Success of At-Risk Students
Abstract
This study examined pre-college variables from an admission-office perspective and the
ability of these variables to predict college grade point average (GPA) for students spe-
cially admitted into an academic support program for at-risk students. The research was
conducted at a private, highly-selective, research university in the southwest United
States. The primary determining factors for this special admission program are lower-
than-average high school GPA and/or standardized test scores. Pre-college variables that
most significantly predicted college GPA were high school GPA, gender of student, and
leadership experience prior to applying. Scholastic Aptitude Test (SAT) scores failed to
predict success as measured by college GPA.
Beyond Admission
Seventy-five percent of students who drop out of college do so
during their first two years, and 57 percent of students leave
their first college without graduating (Tinto, 1993). First semes-
ter grades (McGrath & Braunstein, 1997) and first year grades
(Gifford, Briceño-Perriott, & Mianzo, 2006; Reason, 2003) are
significantly linked with retention. Because these grades act as a
quantifiable predictor of retention and because grades are associ-
ated with academic success, this study focuses on the predicting
of first-semester and first-year GPA of at-risk students.
The use of high school GPA and rank is widely accepted as a
positive predictor of academic success (Astin, 1997; Hoffman &
Lowitzki, 2005; Schwartz & Washington, 2002; Stricker, Rock &
Burton, 1996; Ting, 1998; Wolfe & Johnson, 1995). Standard-
ized test scores have also been found as a predictor, although
they have been questioned in recent years (Astin, 1997; Lawlor,
S., Richman, S. & Richman, C.L., 1997; Naumann, Bandalos &
Gutkin, 2003; Reason, 2001; Stricker, et. al, 1996). Student
involvement (Astin, 1984) and a variety of emotional and social
variables (Boulter, 2002; DeBerard, Spielmans & Julka, 2004;
House, Keely & Hurst, 1996; McGrath & Braunstein, 1997;
Ridgell & Lounsbury, 2004; Spitzer, 2000; Wolfe & Johnson,
1995) have also been recently demonstrated as possible predic-
tors of success.
Changes in demographics have altered studies on academ-
ic success and retention (Reason, 2001). Much of the research
has been based on the traditional vi ...
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Wilson jones, linda graduate females focus v6 n1 2011William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The study examines which factors predict academic performance at university and compares the predictive values of subject-related entrance exams and indicators of past school performance. The results show that in the fields of engineering and social sciences entrance exams predict both graduation and the number of study credits better than past performance. In education past school performance is a better predictor of graduation. Changing the admission rule to school grades would affect the average student performance negatively in engineering and social sciences but positively in education. Using only entrance exams would not significantly change the average performance in any field.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to secondary school students in Nigeria. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were then tested on the same topics. The results showed that the students taught using team-based learning performed significantly better with a mean score of 10.88 compared to 7.32 for the laboratory approach group. Therefore, the study recommends the use of team-based learning over the laboratory approach to more effectively teach mathematics.
Observable effects of developing mathematical skills of students through team...Alexander Decker
This study investigated the effects of using team-based learning versus laboratory learning approaches to teach mathematics to students. Sixty students were divided into two groups, with one group taught using team-based learning and the other using the laboratory approach. Both groups were given tests after the instruction. Statistical analysis found a significant difference in performance between the two groups, with the team-based learning group scoring higher. The study concludes team-based learning is more effective for developing students' mathematical skills than the laboratory approach.
This study aimed to determine the effects of cutting classes on the academic performance of senior high school students in Tigbauan National High School. A total of 50 senior high school students participated in the study, consisting of 20 male students and 30 female students. The study found that cutting classes had a neutral effect on academic performance. Specifically, the findings showed that boredom is a main reason for cutting classes and that students sometimes skip class every day. However, the study found no significant differences in the effects of cutting classes when comparing groups by gender, level, or as a whole. Therefore, the hypothesis that there are differences is rejected. In conclusion, cutting classes was found to have a neutral effect on academic performance with no significant
The learning strategies of successful research graduates; a survey on the msi...mizzyatie14
This document summarizes a study that investigated the learning strategies and challenges faced by successful PhD graduates in Malaysia. It begins with an abstract that outlines the study's objectives to understand the demographic profiles and strategies used by PhD graduates to complete their studies. The introduction provides background on the rising number of research candidates who do not complete their PhD programs and discusses the need to understand effective learning strategies. The literature review then discusses common challenges faced by adult learners and research candidates, including lack of confidence, financial constraints, and difficulties with the research process.
ASSESSING POSTGRADUATE STUDENTS CRITICAL THINKING ABILITYDon Dooley
This study assessed the critical thinking ability of 90 postgraduate students (45 male, 45 female) at The Islamia University of Bahawalpur, Pakistan. Students completed the 40-item Cornell Critical Thinking Test. Analysis found that students correctly answered 42.5% of questions on average, indicating low critical thinking ability. Male students answered 52.5% of questions correctly, while females answered 37.5% correctly. However, a t-test found no statistically significant difference in scores between males and females, suggesting similar critical thinking levels regardless of gender. The study aims to help improve students' critical thinking skills.
The document summarizes a study that used data from campus tours at Appalachian State University to predict student enrollment. Some key findings:
- White females were the most influenced by factors analyzed, while white males were the least influenced.
- Students intending to major in business were less likely to enroll across all groups. Factors like lack of emphasis on business programs during tours may have deterred these students.
- Higher ACT scores predicted lower likelihood of enrollment, though more data is needed to explain this trend fully.
- Non-white students who attended tours mid-week or after the application deadline were more likely to enroll, suggesting more serious enrollment intentions.
The study aimed to inform
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Through interviews with underrepresented minority students enrolled in STEM courses, researchers identified three main factors that influence retention: cognitive factors like academic self-confidence; contextual factors like classroom climate; and cultural factors like ethnic pride. Universities have implemented initiatives to improve retention like mentoring programs, "paced" introductory courses, and research opportunities. Surveys of students and faculty involved in one mentoring program found it increased GPAs and confidence. A university that provided supplemental instruction and research experiences saw improved retention of underrepresented minority students in forensic science programs.
Business Report Writing Process. Online assignment writing service.Sophia Diaz
Here are the key points I gathered from your essay:
- Pitbulls owned by the author their whole life have never shown vicious tendencies.
- Statistical evidence shows pitbulls are no more vicious than other dog breeds.
- Without proper care and training, any dog could become dangerous, not just pitbulls.
- A test of different dog breeds found pitbulls scored above average in temperament, contradicting their reputation as inherently mean.
- The author currently owns a pitbull they describe as one of the sweetest dogs.
The overall argument is that pitbulls have a bad reputation for being vicious that is not supported by evidence or the author's own experiences owning pitbulls
Write My Paper For Me You Say, I Need Someone To WriteSophia Diaz
The document provides instructions for requesting an assignment to be written by a writer on the HelpWriting.net site. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and ensure it meets expectations before authorizing payment. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work. The process aims to match clients with qualified writers to have assignments written according to the client's specifications.
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1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
3) The document also examines some student factors like age, with one study finding older students were more likely to complete a degree when accounting for math ability.
A Narrative Study On High School Transition Programs And Student Attendance I...Angie Miller
This document summarizes a narrative study on high school transition programs and student attendance in rural North Carolina. It finds that the transition to 9th grade can be difficult for students, resulting in lower GPAs, worse attendance, and more discipline issues. To address this, many districts implement 9th grade transition programs or "freshman academies" to better support students. The study examines strategies implemented by administrators in 7 rural North Carolina high schools to improve student attendance through their 9th grade transition programs. It aims to identify practices that help keep students engaged and on track to graduate.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
A Study of Some Socio Psychological Factors of Cheating in Examination Among ...Gabriel Ken
Cases of cheating have been widely reported in media and educational journals. This study examined why students cheat in examination and the students cheating behaviours.
The document is a report recommending that Christopher Newport University abolish traditional sit-down final exams in favor of alternative assessment methods like take-home exams or papers. It summarizes research showing that final exams increase student stress, encourage cramming which hinders learning, and do not lead to knowledge retention. A survey of CNU students found they prefer alternative methods and associate final exams with stress rather than learning. The report concludes alternative methods like weekly exams or final papers would reduce stress and better encourage learning and knowledge application.
This document summarizes a study that examined the relationship between students' educational aspirations and their educational outcomes using data from the Educational Longitudinal Study of 2002. The study found:
1) Students who aspired to graduate from a 4-year college were over 2 times more likely to obtain a postsecondary degree than students who did not know how far they would go or did not aspire to a degree.
2) Students who planned to attend postsecondary education right after high school were over 3 times more likely to obtain a degree than students who did not plan to attend right after high school.
3) Students who planned to attend postsecondary education right after high school were almost 3 times more likely to obtain
Assessment Of The Admission Criteria That Predict Students’ Academic Performa...journal ijrtem
ABSTRACT: Prior to this era, individual universities in Nigeria conducted concessional examinations for the selection of their prospective students. Other compulsory condition was the possession of five credit passes in the relevant subjects in the ordinary level certificate. The other mode of entry was the direct admission of students into the direct second year level of candidates who possessed either the national diploma certificate or the general certificate of education at the advanced level in the relevant papers. Problem arose, where students had multiple admissions in several universities and those who could not afford to write admission examinations to multiple institutions and the not too brilliant students were deprived the opportunity of admission into the very limited Universities. These reasons caused the Federal Government of Nigeria to establish the Joint admission and Matriculation Board (JAMB) in 1978. Today, studies showed that JAMB and WAEC alone can no more ascertain the best crop of students for admission as there are exam syndicates everywhere in the country to ensure that their candidates/customers make all their papers in one sitting consequently pass their JAMB and get admission as well. This research is therefore proffering an alternative admission paradigm that will go beyond considering only test scores for admission, but will consider aggregate academic records of the prospective students before admission is offered or denied. This alternative method can be actually using Artificial Neural Network techniques. Keywords: Admission, Artificial Neural Network, Academic Performance, Prediction, Undergraduates, decision support system, etc.
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION W W W. N A C A C .docxjoyjonna282
| SUMMER 2007 JOURNAL OF COLLEGE ADMISSION� W W W. N A C A C N E T. O R G
ChriStoPher erik mattSon, M.F.A., M.Ed. is the
coordinator of testing accommodations for disability
services and programs at the University of Southern
California (CA). He earned his M.Ed. from the University
of Southern California, M.F.A. from Brandeis University
(MA) and B.A. from Western Washington University (WA)
after first attending Linfield College (OR).
By Christopher Erik Mattson
SUMMER 2007 JOURNAL OF COLLEGE ADMISSION | 9W W W. N A C A C N E T. O R G
Beyond Admission:
Understanding Pre-College Variables and the Success of At-Risk Students
Abstract
This study examined pre-college variables from an admission-office perspective and the
ability of these variables to predict college grade point average (GPA) for students spe-
cially admitted into an academic support program for at-risk students. The research was
conducted at a private, highly-selective, research university in the southwest United
States. The primary determining factors for this special admission program are lower-
than-average high school GPA and/or standardized test scores. Pre-college variables that
most significantly predicted college GPA were high school GPA, gender of student, and
leadership experience prior to applying. Scholastic Aptitude Test (SAT) scores failed to
predict success as measured by college GPA.
Beyond Admission
Seventy-five percent of students who drop out of college do so
during their first two years, and 57 percent of students leave
their first college without graduating (Tinto, 1993). First semes-
ter grades (McGrath & Braunstein, 1997) and first year grades
(Gifford, Briceño-Perriott, & Mianzo, 2006; Reason, 2003) are
significantly linked with retention. Because these grades act as a
quantifiable predictor of retention and because grades are associ-
ated with academic success, this study focuses on the predicting
of first-semester and first-year GPA of at-risk students.
The use of high school GPA and rank is widely accepted as a
positive predictor of academic success (Astin, 1997; Hoffman &
Lowitzki, 2005; Schwartz & Washington, 2002; Stricker, Rock &
Burton, 1996; Ting, 1998; Wolfe & Johnson, 1995). Standard-
ized test scores have also been found as a predictor, although
they have been questioned in recent years (Astin, 1997; Lawlor,
S., Richman, S. & Richman, C.L., 1997; Naumann, Bandalos &
Gutkin, 2003; Reason, 2001; Stricker, et. al, 1996). Student
involvement (Astin, 1984) and a variety of emotional and social
variables (Boulter, 2002; DeBerard, Spielmans & Julka, 2004;
House, Keely & Hurst, 1996; McGrath & Braunstein, 1997;
Ridgell & Lounsbury, 2004; Spitzer, 2000; Wolfe & Johnson,
1995) have also been recently demonstrated as possible predic-
tors of success.
Changes in demographics have altered studies on academ-
ic success and retention (Reason, 2001). Much of the research
has been based on the traditional vi ...
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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Analysis Of On-Time And Late Assignment Submitter Students
1. Complete Citation: Maraseni, Tek Narayan and Cockfield, Geoff (2006). Analysis of
'on-time' and 'late' assignment submitter students. International Journal of Business and
Management Education, 14 (2), 14-25. ISSN 1832-0236.
Accessed from USQ ePrints http://eprints.usq.edu.au
Analysis of ‘On-time’ and ‘Late’ Assignment Submitter Students
Tek Narayan Maraseni1
and Geoff Cockfield1
1
Department of Economics and Resources Management University of Southern
Queensland (USQ), Toowoomba QLD 4350, Australia,
w0007649@mail.connect.usq.edu.au
Abstract
Assignments can play a pivotal role for students securing higher marks. Each
assignment has its due date for submission and missing this date without permission
would require a penalty. Significant amounts of time and money are spent during the
process of getting and granting permission, and verifying the approval of late
assignment submitter. This study analyses three research questions: (1) Are the
students who are seeking permission for late submission really motivated by the
objective of securing higher mark?; (2) Does gender type of students play any role
for late submission and for securing higher mark?; and (3) Does age group of
students play any role for late submission and for securing higher marks? On the
basis of an in-depth analysis of assignments and final examination marks of on-
campus students for one of the courses at one of the Australian Universities, we
concluded the following. Firstly, late assignment submitters were indicator of poor
students in terms of performance. Secondly, the gender type did not play any role for
‘on-time’ and ‘late’ assignment submissions and mark achievement. Thirdly, the
highest percentage (66.7%) of late assignment submitters was from the age group
20-25. Surprisingly, 100 percent of the dropped-out students among the late-
submitters were from this age group. This could be due to several reasons but
without further investigation, we could not determine the exact reason. Finally, the
age group 20-25 was marginally poor in assignment performance but in the final
examination they became marginally better than other age groups as the poorest
students of that age group had already been dropped-out.
Key words: assignment, on-time, late-submitter, gender, age group
2. Introduction
Assignments and examinations are two measures to check the educational status and to
segregate the different categories of students. Assignments account for 40-60 percent
weightage in most of the courses (ECO1000 Course Team, 2005; ECO2000 Course
Team; 2005, MGT 2100 Course Team; 2005, MGT2102 Course Team, 2005; Pensiero
and Nooriafshar, 2005 etc) at the University of Southern Queensland, Queensland,
Australia and similar arrangement are in place in most of the Australian Universities.
Each course has its own due-date for the submission of the assignments. If a student
cannot submit his or her assignment by the specified due-date, they would get a penalty.
In order to avoid the penalty, students must receive permission from the lecturer for the
late submission. For this to be possible, a student must have a reasonable excuse that can
satisfy the lecturer. Experience from the past few years has shown that variety of reasons
such as, sickness, changing jobs, moving house, very busy with the new job, double or
triple assignments have the same due date for submissions etc, could be cited. It should
be noted that the ultimate goal of students for late submission could be for securing
higher marks.
Like in plagiarism (see Hill, 2004 for detail), significant amount of time of the lecturers,
markers, students and moderators would be spent on the process of getting and granting
permission, and verifying the approval of late assignment submitter. There are several
researchable issues in this area. How much amount of time value of money would it cost?
Are the students who are seeking permission for late submission really motivated by the
objective of securing good mark or just they are poor time manager? Does gender type
play any role for late submission and for securing higher mark? Does age group of
students play any role for late submission and for securing higher mark? However, to our
knowledge, there is no research about these issues. The only research conducted so far is
about the late and early respondents of mail questionnaire survey (for detail, see
Paganini-Hill et al., 1993; Linder et al., 2002; Yukie et al., 2004).
3. There are several research projects on ‘why students drop-out’ (Garret, 1997; Bergeson,
2003). Research shows that the Aboriginal and Torres Strait Islanders’ completion rate is
low compared to other Australians. Similar result was obtained with Native American
students (Osborne 1985). This suggests that the success may be linked with cultural
differences. In some cases behavioural tendencies of students might also play major roles
on drop-out (Garret, 1997; Bergeson, 2003). However, there is no study on the above-
mentioned research issues. Setting aside the issues of drop-out and behavioural
tendencies of students, this research has been designed to solve all of the above-
mentioned issues except the first one.
Methods
In order to address the above-mentioned issues, we selected one of the courses at one
of the Australian Universities1
, which had more than 400 students in Semester-1 2005.
There were two types of students, on-campus and off-campus. Since off-campus students
were from different parts of the world, the transportation-time of assignment copies were
different. If we had included off-campus students, the real assignment submission date
could not have been verified. Therefore, we had decided to address the research issue
only on the basis of analysis of 206 on-campus students. Of them, fifteen students were
late and 191 students were on-time assignment submitters. However, five late-submitter
and 10 on-time submitter did not attend the final examination. Because of the lower
number of late-submitters, the analysis somehow is affected by small sample size.
However, it is quiet enough for the analysis of trends of students.
Required data, such as gender type, age, the date that the assignment and due-date, and
marks achieved in that assignment and final examination were recorded by Mark Logging
Section2
of the selected university. The students who submit by due date and after due
date were classified as ‘on-time’ and ‘late-submitter’ students respectively. After
1
For confidentiality reason, the name of the course and university is not mentioned
2
We would like to thank Mark Logging Section of the selected university for recording
and providing required data for this research
4. receiving all data, they were entered in Statistical Package for the Social Sciences (SPSS)
and then the following five alternative hypotheses (claims) were tested by appropriate
statistical tests, either Chi-Square test or Independent t-test.
(i) The mean marks achieved by ‘on-time’ and ‘late’ assignment submitters were
statistically significantly different (t-test).
(ii) There was statistically significant difference between the gender types and
types of students in terms of ‘on-time’ and ‘late’ assignment submitters (Chi-
Square test).
(iii) The mean marks achieved by males and females students were statistically
significantly different (t-test)
(iv) There was statistically significant difference between the age groups and types
of students in terms of ‘on-time’ and ‘late’ assignment submitters (Chi-Square
test)
(v) The mean marks achieved by three different age groups (less than 20 year, 20-
25 year and greater than 25 year) of students were statistically significantly
different (t-test).
Results and Discussions
Comparison of ‘On-time’ and ‘Late-submitter’
Altogether 206 on-campus students submitted their Assignment in 2005 (Table 1).
‘On-time’ assignment submitters was around 93 percent and ‘late-submitters’ was only
around 7 percent. The mean mark achieved in assignment by ‘on-time’ assignment
submitters (13.25/20) was higher than the mean mark achieved by late-submitters
(10.22/20). Although the difference in the mark was quite obvious, we applied the t-test
for the statistical validity of the claim. The t-calculated value (3.565) was found positive
and higher than t-tabulated value (±1.972) at 204 degrees of freedom and 95 percent
confidence level. The ‘p’ value (0.000) was found much lower than 0.05. Thus, the mean
5. mark achieved by two types of students was statistically significantly different even at
99.9 percent confidence level.
Out of the 206 assignment submitter students, 15 students (10 male and 5 female)
dropped-out or did not attend the final examination. The dropped-out rate of late
assignment submitter (33.33%) was higher than on-time submitter (5.23%). We repeated
the hypothesis test for assignment in the case of the final examination. The main purpose
was to determine whether or not the conclusion drawn from the assignment analysis
would be repeated in the final examination mark. The mean mark achieved in the final
examination by ‘on-time’ assignment submitter (30.41/60) was higher than the mean
mark achieved by late-submitters (24.20/60). The independent t-test at 95 percent
confidence level showed that there was statistically significantly difference between the
mean marks achieved by two types of students (t=2.002, p=0.047).
Table 1: Testing equalities of mark achieved by ‘on-time’ and ‘late-submitter’
Types of students N Mean mark achieved t-value p-value
On-time 191 13.25
Assignment
Late-submitter 15 10.22
3.565 0.000
On-time 181 30.41
Final
examination Late-submitter 10 24.20
2.002 0.047
These analyses revealed that the two types of students were really from two different
populations in terms of performance. On-time submitters are more successful students
than the late assignment submitters. It would be more appropriate to treat them in two
different ways, special treatment may be necessary to those who submit assignments after
due date.
Analysis of Gender and Student type in Terms of Assignment Submission-time
Out of the 206 assignment submitter students, around 56 percent was male and 46
percent was female (Table 2). In totality, around 73 percent (11/15) and 27 percent (4/15)
of the late-submitters were male and female students, respectively. Over nine percent of
the male students were late-submitter compared to only around four percent of the female
students. Despite these differences, Chi-Square test showed that there was no significant
6. difference between gender types and type of students (‘on-time’ and ‘late-submitter’ of
assignment) (22
= 1.906, p-value=0.167).
Out of the 15 dropped-out students before the final examination, ten (66.7%) were
male and five were (33.3%) female (Table 2). However, all five dropped-out female
students were from on-time submitter not from late-submitter category. Therefore, 100
percent of dropped-out students from the late-submitter category were male. As in the
case of the assignment, while analysing the final examination performance there was no
significant difference between gender type and type of students (‘on-time’ and ‘late-
submitter’) (22
= 0.087, p-value=0.769).
Table 2: Gender types and types of students in terms of assignment submission-time
Gender Types of students Total Statistical test
on-time late-submitter
M 105 (90.5%) 11 (9.5%) 116
Assignment
F 86 (95.6%) 4 (4.4%) 90
22
= 1.906,
p-value=0.167
M 100 (94.3%) 6 (5.7%) 106
Final
examination F 81 (95.3) 4 (5.2%) 85
22
=0.087,
p-value=0.769
We also applied the independent t-test to determine whether or not the mean marks
obtained by male and female students were statistically significantly different (Table 3).
The mean mark of female students (13.13/20) in the Assignment was marginally higher
than the mean mark of male students (12.96/20) (Table 2). The t-calculated value (-0.387)
was found within the range of t-tabulated value (±1.972) at 204 degrees of freedom and
95 percent confidence level, and the ‘p’ value (0.699) was found much higher than 0.05.
Therefore, the test showed that there was no statistically significant difference in mean
marks obtained by male and female students.
Likewise, in the final examination also, the mean mark achieved by male (29.86/60)
and female (24.20/60) students was not statistically significantly different (t-value -0.366
and p=0.715). These findings indicated that the male and female students were equally
talented and the minor difference in mean marks was due to random error. Hence, on the
basis of Chi-Square test and t-test we concluded that the gender type did not play any role
for on-time and late assignment submissions and mark achievement in Assignment.
7. Table 3: Testing equalities of mark achieved by gender types
Gender of
students N
Mean mark
achieved t-value p-value
Male 116 12.96
Assignment
Female 90 13.13
-0.387 0.699
Male 106 29.86
Final
examination Female 85 24.20
-0.366 0.715
Analysis of Age-groups and Student Type with Reference to Assignment
Submission-time
Most of the students were less than 20 years in age (49.5%) followed by 20-25 year
age group (36.4%). Only around 14 percent of students was over 25 year in age (Table 4).
Out of the total students of their respective age group only two percent was late-submitter
in ‘less than 20’ age group compared to 13.3 percent in age group 20-25 and 10.3 percent
in age group greater than 25. Of the total late-submitter students (15), only around 13
percent students were from less than 20 year age group. Significant percentage (66.7%)
of the late-submitters was 20-25 year age group. Although the result was quite obvious,
we applied the Chi-Square test and found that there was significant difference between
the type of students and the age group (22
= 8.749, p-value=0.013). The higher percentage
of late-submitter students in age group 20-25 could be due to several reasons. They may
have many social obligations and financial commitments but without further investigation
we could not state the valid reason.
Table 4: Age groups and types of students in terms of assignment submission-time
Types of students
Age group
(year) On-time Late-
submitter
Total
Statistical
test
<20 100 (98%) 2 (2%) 102
20-25 65 (86.7%) 10 (13.3%) 75
Assignment
>25 26 (89.7%) 3 (10.3%) 29
22
= 8.749,
p-value=0.013
<20 95 (97.9%) 2 (2.1%) 97
20-25 62 (92.5%) 5 (7.5%) 67
Final
examination
>25 24 (88.9%) 3 (11.1%) 27
22
=4.518,
p-value=0.104
8. Before the final examination, around 7.3 percent of students dropped-out. This figure
is less than national figure of most of Australia's 38 public universities which have drop-
out rates of between 15 and 30 percent (West, 2003). In some cases, students do not
necessarily leave the university but may change the courses. Research so far has shown
that students leave or change the courses because of interplay of factors that cover
institutional, personal and social reasons (West, 2003).
Around 4.9 percent (5/102) of the total dropped-out students was from age < 20 group,
10.67 percent (8/75) from age 20-25 group and 6.9 percent from age > 25 group. The
higher percentage dropped-out rate of the 20-25 age group students further verified that
this is the most vulnerable group and need special treatment. As the unemployment rates
of 20-24 years olds are twice those of adults 25-64 (for detail see Australian Bureau of
Statistics, 2004), once they got job they would leave the university. There may be several
other reasons other than discussed earlier. They could be due to more social and family
commitments than other age groups, but without further investigation the exact reason
could not be identified.
The percentage of the late-submitter in the final examination in the age group 20-25
dropped down from 67% (10/15) to 50% (5/10), as 100 percent of the drooped-out among
the late-submitters was from this group (Table 4). Because of this dropped out the earlier
conclusion is revoked. In the final examination, we did not found any statistical
significant relationship between the types of students and the age group (22
=4.518, p-
value=0.104).
We tested the hypothesis (claim), ‘the mean mark obtained by three groups of students
in assignment and final examination was statistically significantly different’, by
independent t-test. In the assignment, the mean mark achieved by first age group (<20 yr)
was found slightly higher (13.16/20) than the mark obtained by second age group
(12.86/20) and third age group (13.12) (Table 5). However, the t-test between three
different combinations (1 & 2, 2 & 3 and 1 & 3) showed that there was no statistically
significant difference in the mean mark obtained by the three different age groups. This
9. suggests that all age groups of students were equally satisfactory for securing marks in
assignment.
In the final examination, the mean mark achieved by age group 20-25 students
(32.54/60) was statistically significantly higher than age group ‘less than 20’ (t-value= -
3.119, p=0.002) but was not statistically different with ‘greater than 25’ age group
(t=0.369, p=0.693) (Table 6). While comparing this result with assignment result it was
proved that the dropped-out students were really the poor students. Once they left, the
result improved marginally.
Table 5: Testing equalities of assignment mark achieved by three age groups
Age groups (yr) N Mean mark achieved t-value p-value
<20 102 13.16
1 & 2
20-25 75 12.83
0.670 0.504
20-25 75 12.83
2 & 3
>25 29 13.12
-0.423 0.673
<20 102 13.16
1 & 3
>25 29 13.12
0.059 0.953
Table 6: Testing equalities of final examination mark achieved by three age groups
Age groups (yr) N Mean mark achieved t-value p-value
<20 97 27.95
1 & 2
20-25 67 32.54
-3.119 0.002
20-25 67 32.54
2 & 3
>25 27 31.65
0.396 0.693
<20 97 27.95
1 & 3
>25 27 31.65
-1.837 0.069
On the basis of Chi-square and t tests it was concluded that although the age has
statistically significant influence on time of assignment submission, it had play no role
for securing different marks in assignment. However, as the poor late-submitter students
dropped-out, the performance of 20-25 age group seemed marginally better than other
age groups in the final examination.
10. Conclusion
An in-depth analysis of the above discussion has led us to make the following
conclusions:
Firstly, the late submission of assignment is an indication of poor quality students in
terms of performance. Their drop-out rate (33.33%) is higher than on-time submitters
(5.23%). They request for an extension on their assignments due date is, most probably,
attributed to their poor time management rather than desire to improve performance.
Secondly, the gender type did not play any role for ‘on-time’ and ‘late’ assignment
submissions and for marks achievement in the assignment and the final examination
Thirdly, the highest percentage (66.7%) of late assignment submitters was from age
group 20-25; and 100% dropped-out students among the late-submitters was also from
this group. This age group was found marginally poorer than others in assignment in
terms of mean mark achievement, but since the poorer students dropped-out, the result
was marginally better than other age groups in the final examination. Although this group
does not seem poorer than other age groups statistically but is the most vulnerable age
group and thus need special treatment. Lastly, since on-time and late assignment
submitters are two different populations, they need different treatments as in mail
questionnaire survey. In mail questionnaire survey, late-responders and early-responders
are supposed to come from two different populations and therefore are analysed
separately.
For further validation of the research issues, this study urges further extensive research
covering several universities and subjects with larger sample size of early and late
assignment submitters.
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