The problem with which this study was concerned is a comparison of the problem solving ability of physics and engineering students in a two year college. The purpose of this study was to compare the problem solving ability of physics and engineering students in a two year college and determine whether a difference exists. Data was collected from an instrument administered to twenty-six engineering students and twenty-three physics students as a major examination in their regular courses. The instrument was validated by being taken from representative texts, by approval of the instructors using the examination, and by approval of a physics professor at a university. The instructors and professor were considered a panel of experts. Comparison of test scores of students who were registered in both physics and engineering and who took the exam twice, established concurrent validity of the instrument. A questionnaire was also administered to both groups of students to determine their personal problem solving strategies, if any, and to collect other demographic data. Additional demographic data, as available, was 2 obtained from the registrar. Instructor profiles were determined from interviews with each of the four instructors involved. Analysis of the data indicated there is a significant difference in the ability of engineering students and physics students to solve statics problems. The engineering students scored significantly better in solving both engineering problems and in overall problem solving, as hypothesized. The engineering students also scored significantly higher in problem solving ability on physics problems, resulting in the rejection of the hypothesis that there would be no difference in the problem solving ability of the two groups on physics problems.

Indiana University-Purdue University Indianapolis (IUPUI) / The research for this dissertation is a study of one case example of programs and classes put into place for African American males at community colleges around the United States with a focus on how these programs were successful or not in assisting in the persistence, retention, and graduation of these students. The purpose of using Cross’ (1991) Black Identity Development Theory as a framework for exploring the students’ experiences in racial ‘awakening’ was to track the patterns in how these experiences aligned with Cross’ concepts.

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ABSTRACT THE EFFECT OF PRE-TRANSFER GRADE POINT AVERAGE ON POST-TRANSFER GRADE POINT AVERAGE AS AN INDICATOR OF PERSISTENCE FROM TWO-YEAR COLLEGES TO STATE COLLEGES AND UNIVERSITIES WITHIN THE UNIVERSITY SYSTEM OF GEORGIA by Marci M. Middleton Community colleges provide an important access point for students who want to continue their educational studies and obtain a baccalaureate or advanced degree. Students have the opportunity to complete core curricula or the general education component of their education at a two-year college and then transfer to a four-year college or university in many higher education systems around the country including the University System of Georgia. Using linear regression initially and later multiple regression, this quantitative research study tested grade point average to project student academic performance at a state or research university upon transfer to such institutions. Data obtained for state systems institutions from fall 2001 through fall 2005 was used for the administration of this study. Research questions concerning the relationship between grade point averages before and after transfer were examined at various matriculation points with specific attention paid to pre-transfer grade point average and post-transfer grade assessment at three points across a student’s academic career. In addition, the strength of the relationship was tested for the aggregate student cohort of matriculants from fall 2001 through fall 2005 as well as sub-groups within the cohort.

This study investigates the predictive value of the high-school-level battery of the Tests of General Educational Development (GED) for two-year college academic performance. Statistical analysis of the data was performed using a variety of statistical techniques including univariate and multivariate correlation methods, t-test, and analysis of variance. Of the thirteen hypotheses formulated and tested in the study, eleven were statistically significant at the .05 level. With the acceptance of the majority of the research hypotheses, it is concluded that the GED is a valid predictor of first semester, two-year college GPA. It is also concluded that the use of the standard scores of individual component subtests of the GED as predictors provides valid and slightly more efficient prediction of first semester, two-year college GPA than the use of only mean GED standard score as a predictor, and that GED Test 4, Interpretation of Literary Materials, is the single most effective GED subtest in predicting this criterion.

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