Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains ix, 143 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 112-123).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 2005. / Includes bibliographical references (leaves 77-83).

This study is concerned with the problem of measuring, describing, and analyzing the academic performance and progress toward graduation over a five-year period (1977- 1983) of students who entered a large public university through an admissions review committee process for presumptive-deny students. The purpose of this study is to compare the academic performance of these students (N = 310) with that of randomly selected students who entered through the regular admissions process (N = 350) to determine if the review committee's decisions were as effective in selecting students for admission as were the objective data (college entrance examination scores and rank in high school class) used in the regular admissions process. Neither transfer nor non-United States citizens were included in either group.

The problem with which this study is concerned is the identification of selected factors, prior to a student's admission into the nursing sequence, that may be related to the student's success in completing a baccalaureate nursing education. The purposes of the study were (1) to determine if there is a relationship between the reading ability of baccalaureate nursing students and their grades in their initial nursing course, (2) to determine if there are statistically significant differences in reading abilities among traditional groups and identified nontraditional nursing student subgroups (men, older students, blacks Hispanics, and others) of the population, and (3) to determine if prior educational experience (junior college, senior college, or a previous baccalaureate degree) is related to students' grades in the initial clinical course.

This study examined the nature and strength of relationship between specific related high school academic grades and the cumulative graduating average of students in five allied health programs at the British Columbia Institute of Technology. Lack of scientific studies on selection criteria for determining the cumulative graduating average of allied health professionals at the British Columbia Institute of Technology (B.C.I.T.) was evident. Educators argue that in order to enhance educational opportunities for institute students, there is a professional obligation upon the policy-makers to gather appropriate data to determine which factors contribute to the success of the allied health student. With the high cost of technical education, admission officers and admissions committees are accountable for their selection processes to the institute's administration, decision makers, provincial and federal funding sources, and society. The results of this study may assist admissions officers in selecting academic variables that indicate the cumulative graduating average so that a better match can be made between the students and their performance in allied health programs. The accessible population of 629 graduates from the allied health technologies in this study were biomedical electronics, medical laboratory, medical radiography, nuclear medicine, and prosthetics and orthotics. The dependent variable measurement of academic achievement for these students was their cumulative graduating average. Single variables consisted of the grade point average of the following: pretechnology academic requirements, high school English, high school algebra, high school biology, high school chemistry, and high school physics. Descriptive statistics, zero-order correlations, and stepwise multiple regression analysis were the statistical methods employed to determine which specific academic variable or multiple of variables exhibited a strong relationship between the cumulative graduating average and academic variables. The analysis identified certain variables that strongly related to the cumulative graduating average, both singly and in combination with others. Each of the program significant combination of variables are provided here in order of descending influence: Biomedical Electronics Technology- high school algebra; Medical Laboratory Technology- the pretechnology grade point average, high school chemistry, biology, and algebra; Medical Radiography Technology- high school biology and chemistry; Nuclear Medicine- the pretechnology grade point average, high school chemistry, and high school biology; Prosthetics and Orthotics Technology- the pretechnology grade point average and high school chemistry. Academic variables did not account for more than 34% of the total variables in any of the programs. The level of significance for individual variables was the convention, 0.05. Clearly, each program had its own character; however, the performance of students in the natural sciences were significant in four of the five programs. An attempt was made to investigate which specific high school subjects correlated highly with the cumulative graduating average of students at the B.C.I.T. through a inspection of five programs for five graduating classes. Relevant variables were identified that were indicative of academic achievement in each specific program of study. Investigating the nature and strength of relationship between preprofessional grades and the cumulative graduating average of allied health students at B.C.I.T. could benefit both students and admissions officers by supplying a piece to an educational puzzle that would demystify the selection process. The information presented may assist admissions officers and prospective allied health students make more suitable educational choices. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

M.Ed. / The writers of the HSRC report on the provision of education in the RSA emphasize the necessity of the introduction of a selection programme which ought to be implemented by every educational authority as standard practice. This study forms part of a team research project of the BUE which deals with some of the factors which may have an influence on the academic achievement of degree-course first-year students in the Rand Afrikaans University. The aim of this study is to determine whether there is a connection between the psychometric variable stress and the academic achievement of degree-course first-year teacher trainees and possibly to make an indirect contribution to the development of a selection mechanism for teacher trainees in the RAU should such a mechanism become a reality. At the hand of a study of literature on the subject the psychometric concept of stress was scrutinised specifically with refence to the definition and measuring of the concept and the connection between stress and academic performance. The most important finding was that there is a slight inverse connection between stress and academic achievement - that is low stress is inclined to go hand in hand with better performance and high stress with poorer performance. In the course of the empirical investigation the post hoc approach was followed and use was made of the BUE data bank to supply the necessary information regarding the 1986 and 1987 degree-course first-year students. The statistical technique was used to determine which differences between successful and unsuccessful student groups may be said to be significant, with reference to the various factors of the IPAT stress scale. Although there were no significant differences in respect of the factors, the following did emerge: the stress levels of all the students in the research group may be said to vary between low and average. This points to a normal society. In respect of total stress counts, the following was found: B, A. (Ed, ) students: There are no statistically significant differences between successful and unsuccessful students in respect of conscious, unconscious or total stress. B. Com, (Ed. ) students: The difference between the successful and the unsuccessful student's experience of unconscious stress was found to be statistically significant, respect of conscious or regarded as significant stress was found to be statistically significant but the differences on the total stress cannot be be regarded as significant. B.Sc.(Ed.) students: The difference in successful and unsuccessful students experience of total stress was found to be statistically significant.

The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.

The purpose of this qualitative study was to identify factors that may have influenced the choice of major and the persistence to graduation of six African American accounting majors who attended and graduated from a private, predominantly white university from the academic years 2003 through 2009. A set of indicators based on several retention studies was selected for the purpose of identifying pre-college, off-campus, and on-campus factors that influenced students' choice of major and persistence to graduate with a major in accounting. The major findings of this study were that early skill development prior to the college experience, family support, and cultural socialization influenced the participants' ability to choose a major associated with their skill set. Their persistence to graduation was attributed to that choice. With regard to future studies, expansion of research on African Americans in higher education will give direction for administrators seeking to increase the number of under-represented students in fields where there is a marketplace need.

It is the purpose of this study to attempt to discover the nature of the relationship between manifest anxiety and the college learning situation, as indicated by the performance of the subject in the college classroom situation.

No description available.