This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation with success in an individualized computer course. The sample comprises all the students enrolled in individualized computer courses at Lee College, Baytown, Texas in the spring semester of 1988. Students completed a survey to determine whether they had previous computer experiences, whether they operated with a level of introvert personality characteristics, and whether the individualized computer course was their first choice. Students completed a learning style inventory and a score was determined using the items relating to individualized computer studies. Data collected in the Lee College records office included high school percentile rank, standardized reading score, standardized mathematics score, college hours completed, course withdrawals, and age. The following seven factors were shown by the data to have a significant correlation with a final grade (in order of decreasing significance): (a) learning style inventory, (b) high school percentile, (c) standardized mathematics score, (d) standardized reading score, (e) previous computer experience, (f) number of college hours, and (g) age. The following three factors were shown by the data to have no significant correlation with a final grade: (a) course withdrawals, (b) degree of personality introversion, and (c) the individualized computer course as first choice. The findings substantiate the hypothesis that success in an individualized computer course might be attributed to certain factors, and once identified, these factors can be used in advising students. Advisors should use as many of the seven factors (identified as significant), as possible in helping students choose between individualized and traditional computer courses.

The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students. The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters. Consideration of the data findings of this study permitted the following conclusions: 1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format. 2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format. 3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method. 4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods. 5. There are differences between completers and noncompleters of courses regardless of instructional method.

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.

This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.

This study is a lifespan analysis of adult college students between the ages of twenty-three and fifty-five at North Texas State University in Denton, Texas, with respect to academic achievement as measured by grade point average, self-esteem as measured by the Rosenberg Self-Esteem Scale, and anxiety as measured by the Taylor Manifest Anxiety Scale.

The problem of this study was a comparison of attitudes toward and achievement in biology between students enrolled in an introductory biology course taught using instructional television and as taught at Tarrant County Junior College South Campus in the spring semester of 1982.

The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.

This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.

"There are many factors that influence the achievement of school children; however it is rather difficult to determine the effect of each because of the close relationship and probable overlapping of the various factors. The problem in this study is to determine what effect the size of the school, training and qualifications of the teachers, and sex have upon the achievement of elementary school children in Denton County. A few of the main factors involved in this study will be examined and statistically presented, so as to show their relation to the achievement of the rural children in Denton County, as revealed through the Harlow achievement tests."-- leaf 1.

This study investigates two undergraduate curriculum programs at Bishop College in Dallas, in an effort to determine their effects upon selected groups of graduates, as measured in selected areas of their achievement before and after graduation. Conclusions of this study are as follows: 1. Neither curriculum program has attained a statistically significant degree of greater efficiency over the other in areas of students' undergraduate academic achievement, concepts of self and undergraduate academic experiences, and career involvement after graduation. 2. More stringent measurement than that of this study could possibly reveal that the Experimental Curriculum attained greater results to a statistically significant degree in more areas than did the Regular Curriculum. 3. Through achievement of a higher percentage of student retention, the Experimental Curriculum has attained greater effectiveness than the Regular Curriculum. 4. A need exists for increased relevancy of curriculum experiences to community problems. 5. A need exists for increased emphasis upon the student's development of effective self-expression and adequate self-confidence.