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This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study. / Educational Administration

It is imperative to identify the structural characteristics that influence academic performance so that we are aware of the impact that policy change has on the educational outcomes of our youth. This study used district-level regression analysis to identify the influence of socioeconomic status, per-pupil funding, and student-to-teacher ratio on the academic performance of students in Virginia's public schools. The data set was created by linking data from the U.S. Census and the Virginia Superintendent's Report. Four assumptions were tested: as median income increases (socioeconomic status), academic performance improves; as per-pupil funding increases, academic performance improves; increases in student-to-teacher ratios lead to poorer academic performance; and when socioeconomic status is controlled, the influence of race upon academic performance is greatly diminished. Previous literature suggests: that a positive correlation exists between socioeconomic status and academic performance; that a negative correlation exists between student-to-teacher ratio and academic performance; that results are mixed regarding the correlation between per-pupil funding and academic performance; and that residual racial effects persist despite the control of socioeconomic status. The regression analysis yielded significant results concerning the socioeconomic status and race variables, results that are presented and discussed in this paper. / Master of Science

Researchers and practitioners in an attempt to understand academic performance, and thus reduce academic failure, have identified variables associated with academic performance. Although this research has been useful, there are limitations and critiques: 1) findings are often inconsistent; 2) student experiences and perceptions tend to be constructed as dichotomous variables: thus little is known about interconnections and contradictions in students' lives; and, 3) gender, race and class are constructed as variables to assess difference and not as social structural positions of power. The purpose of this research is to explore at-risk, first-year students participating in a structured intervention program and their perceptions of their academic performance. In addition, the ways in which their perceptions are shaped by gender. Through multiple qualitative techniques of semi-structured interviews, content analysis, and observations over an 8-month period I constructed an understanding of students' perceptions of their academic performance. The students' perceptions are interconnected such that themes emerged illuminating three patterns of perceptions. My analysis illuminated some manifestations of how gender shaped students' perceptions. However, gender was but one lens, not the dominant analytical lens, from which to explore and understand these students' perspective. Using extensive quotes from students in a narrative form, these patterns are described and discussed. As a sociologist, a feminist, and student affairs professional, I am concerned with structural elements of a given phenomenon; therefore I make particular mention of organizational and policy issues and implications associated with the patterns of student perceptions. / Ph. D.

This study examines the relationship of role parenting behaviors and adolescent depression in adolescent outcomes. Parenting behaviors considered were authoritative parenting, parental monitoring, and parental care. Adolescent outcomes considered were depression, alcohol use, tobacco use, and grades. A path model was employed to examine these variables together. A sample of (n=3,174) of 9th -12th grade high school students from seven contiguous counties in rural Virginia were examined on these variables. Logistic regression analysis revealed parental monitoring and adolescent depression predicted all outcome variables tested. Authoritative parenting predicted adolescent alcohol use and grades and parental care only predicted adolescent depression. Logistical regression also reveled gender difference with parental care, authoritative parenting and male and female alcohol use and grades. Authoritative parenting predicted female alcohol use, and female grades were predicted by parental care. For males, authoritative parenting predicted male grades, and parental care predicted male alcohol use. / Master of Science

Published Article / First-year university students make judgements about their capabilities in mathematics which mainly stem from their past school experiences. It is against this background that the researchers decided to conduct a study with the aim of assessing the academic behavioural confidence of first-year students enrolled in the B.Ed. (FET): Natural Sciences programme and the B.Ed. (FET): Economic and Management Sciences programme offered by the School of Teacher Education at the Central University of Technology, Free State. Bandura's (1986) Social Cognitive Theory is the overarching theoretical framework of the self-efficacy construct and therefore also for this study. A quantitative approach was followed and the Academic Behavioural Confidence scale (ABC) designed by Sander and Sanders (2006), was adopted for use in the study. The study sought to first of all determine whether a significant difference in the academic behavioural confidence of the first-year students within the Natural Sciences and Economic and Management Sciences programmes does exist. It furthermore wanted to determine if a significant difference in the academic behavioural confidence between male and female students within these two programmes exists. The results indicated that there is a significant difference in the academic behavioural confidence of the NS and EMS groups. There is, however, no significant difference between male and female students within and between the two groups. Based on the findings some recommendations on dealing with first-year students have been made.

Published Article / The Council on Higher Education (CHE) (2004) states that graduation rates across all provider types of MBA qualifications in South Africa are not very high. Various studies have reported that, in order to address poor throughput rates, one of the important aspects that needs to be addressed, is the criteria used to select students. The purpose of this study was to identify valid predictors and measures of the academic performance of MBA students. Multiple regression analysis was used to determine the significance of different competencies and aptitudes in predicting academic success. The sample consisted of 135 MBA students from a South African School of Management. The results show that certain aptitudes and competencies, namely numerical aptitude, personal motivation, verbal aptitude, and resilience, contributed statistically significant to academic success.

Hong Kong is a British colony, a world trade centre, and a world banking and financial centre. The highly successful city is strongly linked with education in Hong Kong. However, education in Hong Kong is much influenced by education in Britain: Sixth Form education is a bridge crossing from school to tertiary education or from school to society. Mathematics is a foundation for all subjects. In addition, mathematics and physics are most popular subjects in the Hong, Kong A-level examination. The mathematical and physical sciences have changed significantly during the past few decades. The most conspicuous and impressive development in mathematics is the enormous increase in the amount of new subject matter being created. In physical science, the coming of relativity theory and quantum theory have revolutionised the traditional concepts. Almost all the new technologies in the world are based on modern physics theory. Such developments have resulted in a complete revision of the content of university courses and school curricula. More generally, changes at one level of education are almost certain to cause changes at other levels and problems at the relevant interfaces. The author's study investigated the transition in mathematics and physics education from school to Hong Kong Polytechnic(s). The first part of this study mainly dealt with the mathematics and physics education in school, particularly the relationship between these two disciplines as well as their A-level syllabuses. The second part of this study dealt with the students' academic performance in mathematics and physics at polytechnic in relation to their entry qualifications and the medium of instruction in school. In addition, a number of surveys on the use of mathematics and physics topics conducted among students in the polytechnic was studied in. order to help the author to propose new A-level syllabuses to fit the modern tertiary education in Hong Kong. Finally, a set of recommendations for the improvement of the Hong Kong education system in general as well as mathematics and physics education in particular are suggested.

Thesis (MBA)--Stellenbosch University, 2005. / ENGLISH ABSTACT: The aim of the study was to investigate the relationship between Emotional Intelligence and academic performance. Literature depicting the role of personality was discussed as the researcher deemed an overview of the domain of personality essential before embarking on a study of the predictive ability of Emotional Intelligence. Therefore the researcher lays the foundation for the study by exploring the definition of Emotional Intelligence together with the various viewpoints as to whether or not it is able to predict successful performance. A review of research literature describing the ability of Emotional Intelligence to predict success provides conflicting evidence. Based on the literature that has been presented it is evident that the role of Emotional Intelligence as a predictor of performance should not be under estimated. It is however clear that the degree or the extent to which it is able to explain the variances in outcome needs to be substantiated by more empirical research. The research design of this study was exploratory, descriptive and quantitative in nature. An existing Stellenbosch Business School database was used to obtain the Emotional Intelligence scores and academic performance results of 163 final year MBA students. Emotional Intelligence scores were obtained using the BarOn EQ-i test and these were correlated with academic performance. The research results did not reveal a relationship between the total Emotional Intelligence score and total academic performance. No relationships were found to exist between individual Emotional Intelligence scales or subscales and total academic performance. However, certain of the individual scales and sub-scales were found to be significant predictors of performance on some of the qualitative subjects, and in particular those subjects with a focus on management principles. The scales and subscales of Emotional Intelligence that were found to be significantly related with the management focused subjects were the following: Interpersonal Relationships, Social Responsibility, Adaptability, Flexibility, Stress Management, General Mood and Optimism. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die verhouding tussen Emosionele Intelligensie en akademiese prestasie te ondersoek. Die navorser begin die studie deur die definisie van Emosionele Intelligensie, sowel as verskeie standpunte tot die moontlikheid om akademiese sukses te kan voorspel, te ondersoek. Die navorser beskou die opbou van die terrein van persoonlikheid as essensieel, alvorens 'n studie oor die voorspellingsmoontlikheid van Emosionele Intelligensie aangepak word, literatuur wat die rol van persoonlikheid beskryf, is bespreek. 'n Oorsig van die navorsingsliteratuur wat die vermoe van Emosionele Intelligensie beskryf om sukses te voorspel, lewer konflikterende bewyse. Gebaseer op die literatuur wat aangebied is, is dit duidelik dat die rol van Emosionele Intelligensie as 'n voorspeler van sukses, nie onderskat behoort te word nie. Dit is egter ook duidelik dat meer empiriese navorsing nodig is om die totale uitsluitsel in hierdie verband te verkry. Die navorsingsontwerp van die studie was verkennend, beskrywend en kwantitatief van aard. 'n Bestaande Stellenbosch databasis was gebruik om die Emosionele Intelligensie toetsuitslae, sowel as akademiese prestasie van 163 MBA studente te verkry. Die Emosionele Intelligensie toetsuitslae is verkry van die Bar-On EQ-i toets, wat die MBA studente gedoen het. Die navorser het hierdie toetsuitslae gekorreleer met hulle akademiese prestasie. Die navorsingsresultate het nie 'n verhouding tussen die totale Emosionele Intelligensie telling en totale akademiese prestasie uitgewys nie. Geen verband kon gevind word tussen die individuele emosionele Intelligensie skale en subskale en die totale akademiese prestasie nie. Sekere van die individuele skale en sub-skale is as beduidende voorspelers van prestasie van sekere van die kwalitatiewe vakke bevind, veral die vakke wat fokus op bestuursbeginsels. Die skale en sub-skale van Emosionele Intelligensie wat beduidend in verhouding staan met kwalitatiewe vakke wat lokus op bestuursbeginsels is die volgende: Interpersoonlike Verhoudings, Sosiale Verantwoordelikheid , Aanpassingsvermoe, Buigsaamheid, Spanningsbeheer, Algemene Stemming en Optimisme.

Educational research has a long history of investigating factors that are linked to improved academic performance. Here I examined research on three factors that impact academic performance—working memory (WM), cognitive load, and motivation. Although each of these factors were known to impact academic performance, there were no studies that examined the combined effect of these three factors on performance. The current study attempted to examine the potential connections between these factors, and their collective impact on strategies for learning in the context of math performance. Experiment 1 tested the impact of WM, cognitive load, and motivation for a math task in an online population, and Experiment 2 tested these impacts for an in-lab sample. In both samples, manipulations of cognitive load and motivation were ineffective, but significant relationships were discovered for individual differences on these constructs. Motivation and cognitive load were related, and so were cognitive load and WM. In addition, all of these variables were related to performance. Further research on the connections among these variables is needed to understand their relative impacts on math performance.