The purpose of this quantitative study was to see if there was a significant difference in the mean American College Test (ACT) scores and high school grade point average (HSGPA) between students who attained a bachelor’s degree within 6 years of starting college and those who did not attain a bachelor’s degree within 6 years of starting college. Data from 2005-2013 high school graduates from one high school with only academic course choices were used. A series of independent t-tests were used to compare the mean ACT scores and HSGPA of students from both groups. The goal was to find out whether high school educators can use existing high school data to know whether students who intend to continue their postsecondary studies at degree granting postsecondary institutions have the necessary preparation not just to be admitted to a postsecondary institution, but to attain a bachelor’s degree. The results showed that for this group of participants, the mean ACT scores and HSGPA were significantly different between students who attained a bachelor’s degree within 6 years and those who did not. Using Cohen’s d to calculate the effect size for the results, ACT Composite, ACT English, ACT Science, and HSGPA were found to have a large effect size, and ACT Math and ACT Reading were found to have a medium effect size. HSGPA had the largest effect size. The implications from the results are that high school personnel at all high schools should examine available data to see if it can be used as indicators of bachelor’s degree attainment with the purpose of providing additional support to students who intend to pursue a bachelor’s degree, but whose data indicate that they may not have the necessary preparation to successfully complete a degree.

Hispanic college students are more at risk of poor academic performance and dropping out than any other racial group. The Hispanic college population continues to grow, yet rates of retention and achievement for this group continue to decline. Previous research on Hispanic college students has examined factors that contribute to underachievement and declining graduation rates, but they are limited to students attending 4-year institutions. This study examined if grade point averages (GPAs) were affected by levels of self-efficacy, resiliency, and sensation seeking. Bandura's self-efficacy and social cognitive theories along with Zuckerman and Kuhlman's theory of sensation-seeking were the theoretical frameworks that guided the present study. Hispanic students with high levels of self-efficacy were expected to have higher GPAs than students with low levels of self-efficacy. Students who were high sensation seekers were hypothesized to have lower GPAs than low sensation seekers. Lastly, it was hypothesized that sensation-seeking behaviors would be correlated with lower GPAs and lower levels of self-efficacy. The resiliency aspect 'coping with stress makes me stronger' was a significant predictor of GPA. Sensation-seeking activities such as roller coaster riding, sex before marriage, and skiing were shown to correlate with lower GPAs. College self-efficacy did not have a relationship to Hispanic community college students' GPAs. These findings may be important to educators, administrators, and others directly involved in promoting student success in college because students at risk for low academic performance and dropping out of college can be identified earlier and therefore early intervention strategies can be implemented.

High School Student Athletes and Nonathletes' Disciplinary Referrals and Grade Point Averages by Jack Calhoun MEd, Georgia Southwestern State University, 1998 BS, Georgia Southwestern State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 This quantitative study investigated how athletic participation in public high schools influenced students' academic achievement and positive social behavior. Disciplinary referrals are on the rise in American schools and are a cause of concern for teachers, administrators, parents, and community members. School personnel currently implement programs designed to curb discipline problems in the classroom and foster productive behavior among adolescents. There is some debate and conflicting literature on whether sports participation has a beneficial influence on students. The writings of Virgina Chomitz, who hypothesized a positive relationship between academic achievement and physical fitness, guided this research. This study analyzed grade point average (GPA) and discipline referral data for 4,433 students in a suburban American high school over a 3-year time period. The GPA and referral data for athletes and nonathletes were compared using multiple t tests, and it was found that athletes had significantly higher GPAs and lower discipline referrals when compared to nonathletes. These results, which match the original hypotheses, provide greater insight into how participating in athletics may improve a student's behavior and academic achievement. With this knowledge, educators may place greater emphasis on athletics as a method to promote achievement and positive experiences among high school students. These positive effects will contribute to social change for students at an individual level and for entire school environments.

With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of pharmacy students. The population consisted of 466 students enrolled in a Doctor of Pharmacy Program in northeast Tennessee over a 5-year period. Statistical procedures included bivariate correlations, t-tests for independent samples, and multiple regression. Analysis of the data revealed that the majority of the students in the population were between 21 and 24 years of age, female, and White, non-Hispanic. Most were from the surrounding region, attended a 4-year undergraduate institution, and earned a bachelor’s degree prior to pharmacy school. Average PCAT scores were: 68 (Composite), 67 (Biology), 64 (Chemistry), 64 (Reading), 60 (Quantitative Ability), and 68 (Verbal Ability). The average undergraduate GPAs were 3.43 (cumulative) and 3.32 (math and science), whereas the average first-year pharmacy school GPA for the population was 3.33. Younger students tended to have higher first-year pharmacy GPAs than did older students. Students with higher PCAT Composite, Biology, Chemistry, or Verbal Ability scores also tended to have higher first-year pharmacy GPAs. Students in the population under study with high undergraduate math and science GPA or undergraduate cumulative GPA also tended to have a high first-year pharmacy GPA. Female students had higher first-year pharmacy GPAs than male students, and White, non-Hispanic students had higher first-year pharmacy GPAs than students of other races or ethnicities. Predictors of first-year performance differed based on gender and race or ethnicity, but cumulative and math and science undergraduate GPAs were consistently significant predictors. No significant difference in first-year pharmacy GPA was observed based on regional status, undergraduate institution type or location, or bachelor’s degree status. The linear combination of preadmission factors was significantly related to first-year pharmacy GPA using a multiple regression model, and the cumulative undergraduate GPA variable accounted for 25% of the variance in the first-year pharmacy GPA.

Metacognitive awareness plays an important role in students’ learning as well as in teaching and tutoring. The goal of this thesis research is to investigate the relationship between academic tutors’ metacognitive awareness, their student athlete tutees metacognitive awareness and academic performance (by cumulative GPA). Metacognitive awareness in tutors may have a significant influence on tutoring methods and students’ success. The population of tutors and students in the study is represented by 40 pairs of academic tutors and athlete students at one southern U.S. university. Metacognitive Awareness Inventory (MAI) was utilized and adapted for this study. Simple regression analysis results revealed that metacognitive awareness in students can predict their academic performance. Yet, tutors’ metacognitive awareness did not predict students’ metacognitive awareness and their cumulative GPA scores. Additional research with larger samples and via alternative methods as well as implications about potential of tutors’ metacognitive strategies for learners are discussed.

Objective. To examine the relationship between the NAPLEX and Pre-NAPLEX among pharmacy graduates, as well as determine effects of pre-pharmacy, pharmacy school, and demographic variables on NAPLEX performance. Methods. A retrospective review of pharmacy graduates' NAPLEX scores, Pre-NAPLEX scores, demographics, pre-pharmacy academic performance factors, and pharmacy school academic performance factors was performed. Bivariate (eg, ANOVA, independent samples t-test) and correlational analyses were conducted, as was stepwise linear regression to examine the significance of Pre-NAPLEX score and other factors as related to NAPLEX score. Results. One hundred fifty graduates were included, with the majority being female (60.7%) and white (72%). Mean NAPLEX score was 104.7. Mean Pre-NAPLEX score was 68.6. White students had significantly higher NAPLEX scores compared to Black/African American students. NAPLEX score was correlated to Pre-NAPLEX score, race/ethnicity, PCAT composite and section scores, undergraduate overall and science GPAs, pharmacy GPA, and on-time graduation. The regression model included pharmacy GPA and Pre-NAPLEX score. Conclusion. The findings provide evidence that, although pharmacy GPA is the most critical determinant, the Pre-NAPLEX score is also a significant predictor of NAPLEX score.

Problem: The problem was to determine whether experimental, supervised program of instruction was successful in changing a probationary student’s academic standing, as measured by grade point average and scores from the Tennessee Self-Concept Scale. Method: The following hypotheses, as stated in null form, were tested. There will be no significant difference between the Identity Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant differences between the Self-Satisfaction Scores of the experimental group and those of the control group on the pre-test and the post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Physical Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Family Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Social Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Total Positive Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Self-Criticism Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference in the academic grade point averages of the experimental group and those of the control group. Findings and Conclusions: In summary, the following findings and conclusions were drawn: Identity Score Finding: The members of the experimental group tended to have a higher perception of their own identity after the program had ended. Conclusion: This change resulted from the fact that at the time of the pre-test all the students were on probation, but at the time of the post-test a considerable number had achieved “good standing” status (GPA above 2.00). This change in academic status, therefore, brought about a change in the way each subject perceived himself. Self-Satisfaction Score Finding: The members of the experimental group tended to feel more positively about the self they perceived after the program had ended. Conclusion: This change resulted from the fact that during the experimental, supervised program of instruction, the instructor frequently indicated to the subjects that they were persons of worth. This technique was based upon the premise that when persons are totally accepted by others, they come to the realization that they are persons of value. Physical Self Score Finding: The members of the experimental group did not tend to reflect any real change in the way they viewed their body, state of health, physical appearance, sexuality, or appearance after the program had ended. This same finding was reported by Karen Moses in her study with probationary students at Brigham Young University. Conclusion: No change resulted from the fact that this experimental, supervised program of instruction was unable to produce a change in a value as permanent as the physical self. The physical self was so strong that it could not be substantively modified in nine weeks. Family Self Score Finding: The members of the experimental group tended to reflect a higher sense of worth and value as family members after the program had ended. A different finding was reported by Clements, who discovered no significant differences in family self as a result of his program with the under-achievers. Conclusion: This change resulted from the fact that students were psychologically supported by their families during the time of the program, thereby increasing their family self-concept. Parents were aware of the program because copies of the letters asking students to participate were mailed directly to the homes of each student before the program began. Social Self Score Finding: The members of the experimental group tended to reflect a higher sense of adequacy and worth in their social interaction with other people after the program had ended. Jensen and Amberg found that social self scores in their experimental subjects increased slightly over their control subjects but they judged their results to be inconclusive. Conclusion: This change resulted from the social nature of the program. Although the sessions were conducted in a structured atmosphere, the participants were encouraged to discuss their feelings freely. Most subjects exhibited considerable acceptance of one another, thereby reinforcing one another’s social self. Total Positive Score Finding: The members of the experimental group tended to have an overall higher level of self-esteem after the program had ended. This same finding was obtained by Caplan in his study with junior high school boys. Conclusion: This score resulted from the higher sub-scale scores, which when combined, form the Total Positive Score. The data showed the Identity, Family Self, Self-Satisfaction, and Social Self definitely changed; therefore, it was expected that the Total Positive Score would likely change. Self-Criticism Score Finding: The members of the experimental group did not tend to be any more honest in their self description and capacity for self-criticism after the program had ended. Conclusion: No change resulted from the fact that even before the program had begun, the individuals of the experimental group were shown to be very honest in their self-description and capacity for self-criticism. Therefore, before the program they were found to have a normal healthy openness. Academic Grade Point Average Finding: The members of the experimental group tended to achieve high grades after the program had ended. These same results were obtained by Sheldon and Landsman, who found a significant improvement in academic grades among their experimental group after a program with students in academic difficulty. Conclusion: This change appears to have resulted because the subjects learned to study and read more efficiently and thereby grasp material more thoroughly; however, the students who continued to participate in the study may have been more highly motivated to study than those who dropped out.

With the rapid and steady growth of athletic participation, it is important that student athletes excel in the classroom and on the playing field. However, as the pressures of being a high school athlete grow, educators must seek better ways of supporting student athletes and help them understand the importance of their education. The purpose of the study was to determine if male students who participated in athletics had higher academic achievement mean scores than male students who did not participate in athletics. The study focused on measuring the cumulative grade point averages (GPAs), Algebra I end-of-course (EOC) test scores, and English II end-of-course (EOC) test scores for all male students. A causal-comparative research design was used to examine the differences in the academic performance of the male students who participated in high school athletics and those who did not participate. The research study was conducted using existing data from three high schools in Mississippi for 234 male high school students. There were 118 non-athletes and 116 athletes. Findings from the study revealed there were no statistically significant differences in cumulative GPAs, Algebra I EOC mean test scores, and English II EOC mean test scores for athletes and non-athletes. However, there was a statistically significant difference between African American male students and White male students for the mean scores of the cumulative GPAs and English II EOC test scores. The findings of the study revealed academic achievement was not affected by athletic participation. Recommendations for future research include conducting focused research on African American males and other minority groups and the implementation of high school academic support programs for student athletes.

Retention and matriculation are topics of heavy debate and inquiry in higher education as rising tuition costs, coupled with declining state support, have fueled the need for increased accountability. In Mississippi, few studies have been conducted that are unique to the public universities in the state in order to analyze success factors in higher education. The purpose of this study was to analyze these success factors at Mississippi’s public universities as measured by successful degree completion within a six-year time period. This study analyzed High School GPA, ACT Scores, Parental Income Levels, Parental Education Levels, Ethnicity, and Gender. Academic, demographic and socioeconomic data were gathered on two cohorts of resident first-time, full-time students attending a Mississippi Institution of Higher Learning. A total of 5,603 students were included in the study from the fall 2001 and 2002 semesters. Transfer students were not included in the study. A successful completer was defined as completing a bachelor’s degree within six-years of enrollment. Students still enrolled in the seventh year were not included. In addition, students seeking an Associate’s Degree were also not included. Descriptive statistics revealed that graduation rates fluctuated depending on high school GPA, ACT scores, income and parental education levels. The most significant differences in graduation rates occurred when analyzing high school GPA and income statistics. These findings were supported when logistic regression analysis was employed. Logistic regression analysis was used to analyze these factors compared to graduation rates for the state, and by type of institution. In Mississippi, there are four regional universities and four research universities. High school GPA and parental income were significant predictors in all three models, while ACT was significant when analyzing data for the system. For research universities, the education level of the father was significant. For regional universities, ethnicity was a significant predictor. In all, universities should develop a deeper understanding of the socioeconomic background of students in order to ensure that proper scaffolding is in place to ensure successful matriculation.

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