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1
Poza-Juncal, Inés Victoria. "Predicting dropout among inner-city Latino youth using psychological indices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Owens, Mario Antonio. "Variables that impact high school dropout." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03312009-151116.
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Smarn, Ganmol Halinski Ronald S. "Differences between persisters and dropouts in a private industrial technology school in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604371.
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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 21, 2006. Dissertation Committee: Ronald S. Halinski (chair), Kenneth H. Strand, James C. Palmer, George Padavil. Includes bibliographical references (leaves 109-116) and abstract. Also available in print.
4
King, Teresa C. "Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500218/.
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School districts constantly struggle to find solutions to address the high school dropout problem. Literature supports the need to identify and intervene with these students earlier and in more systemic ways. The purpose of this study was to conduct a longitudinal examination of the relationship between sustained afterschool participation and the host district’s early warning index (EWI) associated with school dropout. Data included 65,341 students participating in an urban school district’s after school program from school years 2000-2001 through 2011-2012. The district serves more than 80,000 students annually. Data represented students in Pre-Kindergarten through Grade 12, and length of participation ranged from 1 through 12 years. Results indicated that student risk increased over time and that persistent participation in afterschool programming had a significant relationship with student individual growth trajectories. Slower growth rates, as evidenced through successive models, supported students being positively impacted by program participation. Additionally, participation was more meaningful if students persisted, as noted in the lower EWI rates, as compared to students who attended less consistently.
5
Taylor, Sarah Cecelia Ferguson. "Pathways to dropping out." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-144845/.
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Semmelroth, Carrie Lisa. "Response to intervention at the secondary level : identifying students at risk for high school dropout /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/30/.
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Foster, Edward C. 1946. "Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277964/.
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Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
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MacNeill, Rodney M. "The prediction of dropout in an entry level trades training program." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31102.
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Withdrawal from a program of studies can have negative consequences that extend beyond those that directly affect the dropouts. Beyond the lack of employment related skills and the impact that dropping out may have on students' confidence in their ability as learners, attrition also has an effect on the educational institute and sponsoring agencies. For example, program attrition leaves the training provider with empty seats but no corresponding reduction in training costs and the sponsoring agencies with a limited return on their training investments. This study examined attrition in short-term vocational programs to determine if factors from research on other postsecondary populations are applicable to these kinds of students. A formula was also developed to predict, early in the program, which students are most likely to withdraw.
A review of the research confirmed that what is known about factors related to attrition for students in short-term vocational programs is limited. This necessitated a "borrowing" of factors from research directed at high school students and those in adult and higher education programs. By means of a mailed questionnaire, and using institute records, data were collected for those factors relevant to the population and program under study. These factors were divided into those students brought with them and those they experienced after they
began their training. Of the 36 pre-entry factors studied, 12 produced statistically significant relationships when compared to persistence/withdrawal. The significant factors included high school graduation; test scores on reading vocabulary, reading comprehension, reference skills, math computation, math concepts and applications, and combined reading and combined math scores; mean differences in age; the student's socioeconomic status; certainty of program choice; and locus of control as related to high school persistence/withdrawal. Of those categorized as postentry, 10 of the 28 factors produced statistically significant relationships when compared to the indicator variable. These factors were enough study time, study time compared to others, hours per week at PVI, tests passed per attempt, tests exceeded per attempt, feeling that friends had gained from the program, estimation of program success, financial concern, agency sponsorship, and the use of Training Consultants. Combining the statistically significant factors using multiple regression analysis produced a prediction formula which included tests passed per attempt, combined math scores, study time compared, age, and feeling that friends had gained from the program.
Conclusions based upon the results of the study centered around the application of attrition factors from the study of other populations and the utility of prediction for practitioners. In essence, the researcher believes it is inappropriate to make assumptions regarding attrition by
short-term vocational students based upon research findings from other populations. In addition, even though the findings which characterized persisters as "good students" indicate that attrition rates may be reduced by either restricting admission by students who do not fit the profile or by providing these students with additional support, the amount of variance accounted for (16 percent) based upon the results of the multiple regression analysis suggest caution be used in making any decision. The researcher concludes by recommending that future studies examine attrition by using a variety of research methods in an attempt to clarify which factors are related to student attrition.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Babers, Tracy Allen Sr. "The determining factors of high school dropouts." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3126.
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The purpose of this study is to examine the factors that cause high school students to drop out. The method for this project was a review of literature collected through journal articles, the internet and books. The factors found to play the biggest role were race, academic age/grade, and gender.
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Wilde, Richard Wayne. "Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1401.
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The purpose of this study was to determine if data routinely collected during the kindergarten year and at entry into first grade could be used to predict whether a child would be perceived as successful or not successful by the end of first grade. The need for immediate continued research on this topic was established through the review of literature, which highlighted the extent of the at-risk problem both locally and nationally. The growing number of at-risk students combined with the minimal impact of the educational programs mandates the need to identify these students in time to prevent school failure. However, clear identification procedures are not currently available and previous studies have raised substantial questions regarding the accuracy of early identification procedures. The presenting problem of this study was to determine the sensitivity and specificity of a set of predictor variables, and then to analyze these findings as to whether or not they were accurate enough for use as an initial identification process for subsequent classes. The primary research approach of this study was a longitudinal data collection and correlational analysis, with discriminant analysis techniques used to determine predictive accuracy. The study was limited to data on the class of 2001 from two elementary schools within the Washougal School District. The data collected and the subsequent analysis were used to answer six exploratory research questions. No hypothesis was proposed. This study used ratings and scores obtained from the administration of the Preschool Screening system, kindergarten teacher ratings, the School Success Rating Scale, and the Gates-MacGinitie Reading Readiness Tests as predictor variables. Criterion measures of school success/failure were: placement into special programs or grade retention, and end-of-first-grade evaluations of individual student success (report cards, teacher ratings, Gates-MacGinitie Reading Achievement, and the School Success Ratings Scale). The demographic variables of gender, age, parent marital status, and eligibility for free or reduced lunch were analyzed for their potential to exceed or enhance the accuracy of the predictor variables. Three types of measurement were defined and required in order for a predictor or predictor combination to be considered adequate for use in an identification process. These were overall accuracy, criterion sensitivity and specificity accuracy, and prediction sensitivity and specificity accuracy. An 80 percent accuracy level was desired on all three types of measurement. Findings of this study indicated that no single or combination of predictor, and/or demographic variables produced all three desired levels of accuracy. Various combinations of the predictor and demographic variables produced overall accuracy rates exceeding 80 percent for each of the criterion variables. Criterion measured sensitivity and specificity were found to be adequate for use in the prediction of at-risk students. Prediction measured specificity was also found to be highly accurate. Prediction sensitivity, however, was below the desired 80 percent level, indicating that the predictor variables over identify at-risk students. It was concluded that the predictor variables could be used in an identification process if mild over-identification of at-risk students was acceptable to the district. Any use of these identification procedures is assumed to be in connection with ethical intervention practices. Recommendations from this study included cross validation of the results and continuation of the study regarding the predictive accuracy of the identified variables as the students move through higher grade levels. The study also encouraged the Washougal School District to develop a formal collection and processing procedure for their routinely collected data.
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Terhoeven, Liezl. "The role of the teacher support team in preventing early school dropout in a high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.
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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support
Team (TST) might have an impact on High School learners to stay in school.
My specific focus was on how the TST members experienced the support that
was given to learners and how learners experienced the support given to
them. I used a basic interpretive design. I used focus group discussions and
semi-structured interviews. My study shows that the TST of a High School
needs to have a proper structure to function in building resilience in learners.
A proper structure will enable them to develop a healthy support system that
could address the various barriers in learning that learners may encounter. All
the role players, who were involved in the research, knew their rights and
responsibilities towards this process. I conclude by acknowledging the
limitations of this study and recommending further research.<br>AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die
ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het
op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die
lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het,
ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS
ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde
onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole
‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n
Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings
sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se
behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul
verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van
sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op
hierdie terrein aanbeveel.
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Mayer, Jill A. "An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.
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Misigaro, Edwin Nitunga Morreau Lanny E. "Factors influencing Tanzanian students to leave school prior to grade seven graduation." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323738.
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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.
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Poore, Jack L. "Personality types and characteristics of high school dropouts." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762982.
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This study was designed to determine if a personality type or personality type characteristic that-was statistically different from the general population could be found for high school dropouts who perceived school dissatisfaction as the reason for dropping out of school. Data were collected from each gender group and analyzed by gender group.Dropouts registering to take the general equivalency test through one of three cooperating programs in Clark County, Ohio, were contacted to participate in the study. Individuals were determined to have dropped out of school because of perceived school dissatisfaction by means of their responses on a checksheet of reasons for dropping out of school. The list was culled from the review of literature. Dropouts Identified as "dissatisfied" were then given the Myers-Briggs Type Indicator Form G. A total of 262 dropouts were contacted before the sample size of fifty males and fifty females was reached.Four null hypotheses were generated for the study. Analysis of data using a binomial distribution resulted in a refection of the four hypotheses at a .01 level of significance. Results of the analysis demonstrated the Introvert-Sensing-Thinking-Perceiving (ISTP) personality type for males and the Introvert-Sensing-Feeling-Perceiving (ISFP) personality type for females from the sample were statistically different from the general population. The Sensing (S) personality type characteristic for both gender groups in the sample was statistically different from the general population.Major conclusions were: 1) Males with an ISTP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than males with other personality types; 2) Females with an ISFP personality type and who are dissatisfied with school have a greater possibility of dropping out of school than females with other personality types; and 3) Males and females determined to have the Sensing (S) personality type characteristic and who are dissatisfied with school are at a greater risk of dropping out of school than others displaying the Intuition CI) characteristic.<br>Department of Educational Leadership
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Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
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Spadaccini, B. L. "An analysis of factors that influenced Brevard students to drop out and why they returned to earn their general education development (GED) diploma." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5044.
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Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.<br>ID: 029809063; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 283-291).<br>Ed.D.<br>Doctorate<br>Educational Research, Technology, and Leadership<br>Education
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Wilsie, Carisa Caro Knight Elizabeth Brestan. "An evaluation of treatment drop-out families with a history of child physical abuse /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Psychology/Thesis/Wilsie_Carisa_33.pdf.
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Buchanan, Rohanna. "An investigation of predictors of educational engagement for severely antisocial girls /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1588418281&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 84-89). Also available online in ProQuest, free to University of Oregon users.
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Moilanen, Carolyn. "Students in alternative public high schools: educational histories prior to alternative school entry." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/484.
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The study was designed to describe an urban district's alternative high school population in terms of a conceptual framework drawn from three bodies of literature: dropout studies, supplementary/compensatory education, and alternative schools studies. Educational histories prior to alternative school entry were traced through district records and documents for 757 students and a focused interview was conducted with 81 students in order to obtain their perceptions of both regular and alternative educational experiences during their school careers. A qualitative data analysis was conducted to determine the study population fit with traditional descriptors for high-risk, to examine district responses in terms of educational program experiences in both regular and alternative schools, and to obtain insights into possible relationships between the two. Overall, the sample population most clearly matched traditional personal/social descriptors for potential dropout/high-risk in terms of sex representation, between-district mobility, and because they had experienced some period of dropout. Nearly half the sample had been suspended at least once during district enrollment. There was less fit in terms of grade-level representation, minority enrollment and school achievement. Larger numbers of eleventh and twelfth graders were enrolled than the literature would suggest. Minority students, traditionally over-represented among dropouts, are under-represented in the sample programs. As a group, the population is achieving in terms of basic skills competencies tests, but over half the sample has a history of participation in supplementary/compensatory and/or other alternative programs early in their careers. Students described teachers as the most critical component of their educational experience. While an instructional "helping" relationship and its consistent contribution to student success was often noted, a more personalized teacher-student relationship was mentioned even more frequently. Students identified early in their careers for supplementary/compensatory programs reported an affective as well as achievement-oriented dimension in those experiences, and described themselves as learners dependent upon the kind and level of individualized help and attention received in those settings and in the alternative setting as well.
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Sikkema, Marcel Daniel, and University of Lethbridge Faculty of Education. "Group treatment of men who are abusive : Counsellors' perceptions of what variables impact dropout / Marcel Daniel Sikkema." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2011, 2011. http://hdl.handle.net/10133/2608.
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This study examined the perceptions of counsellors who provide group counselling for abusive men regarding what characteristics differentiate program dropouts from program completers. A total of 37 counsellors participated via an online-based or paper-based survey. The respondents rated 44 different client variables from four different categories (demographic, psychological, client-group, and client-therapist) on their impact on a client‟s likelihood to drop out of the program. The results were analyzed using chi square analyses, Mann Whitney U Tests and Kendall‟s tau-b correlations to determine the extent to which these variables were judged to impact dropout and how these results interacted with respondents‟ characteristics including demographic variables as well as experience and training variables. The results confirmed that many of the variables found in previous literature to discriminate between these two groups do operate in this way. Additionally, the results suggest several new sets of variables that could be helpful including batterer typology variables, stages of change variables and stages of group development variables. The implications of the findings are discussed with regards to their application in developing and facilitating group programs for abusive men with a view to identifying and intervening with potential dropout clients such that they are more likely to complete the program. The thesis concludes by discussing future research opportunities in this area and outlining the limitations of the study.<br>xvii, 174 leaves ; 28 cm
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Bragg, Rebecca Lee. "Toward predicting completion of substance abuse treatment." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3860.
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This investigation attempts to identify factors which influence whether or not someone is likely to drop out of a chemical dependency treatment program. Dropping out is defined as someone who leaves treatment against medical advice.
The subjects were patients from a private, non-profit, medically based, residential program. Nine demographic characteristics were abstracted from the charts on file for the patients at the treatment center. Two groups of 45 patients each were selected from the inpatient population. One group, the Completed Treatment group, comprised patients who had completed the 28 day program. The second group, the AMA Discharge group, comprised patients who dropped out of treatment within the first 4 to 10 days. The demographic characteristics analyzed were gender, number of drugs used by the patient, drug preference, method of admission, treatment history, marital success, social status, dependents living at home, and education.
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Inglis, Diana. "Exploring the dropout phenomenon in a secondary school situated in a high-risk community." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3013.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The purpose of this study was to gain a contextual understanding of the dropout phenomenon in a specific school in a high-risk community. An applied, interpretive, qualitative research design was used. This involved an investigation of the subjective experiences of learners at risk of dropping out of school during the post-compulsory phase of their education at a specific school. Informants were purposively selected according to specific criteria. Data were collected through eight semi-structured interviews with learners at risk of dropping out of school; a semi-structured interview with a member of the community; a focus-group interview and collages. The data was transcribed and analysed using a qualitative thematic analysis, and compared to previous research gleaned from an extensive literature review. Results that emerged from this study indicated that the participants experienced several barriers to learning embedded in the interconnected systems, which could cause them to drop out of school. This included issues such as single-parent families, family conflict, lack of parental support, emotional difficulties due to home circumstances, substance abuse and socio-economic issues. Although results showed that the school of study had seemingly adopted an inclusive policy and had made some adaptations to accommodate learners, it became evident that the existing support structures within the school and the community were experienced as insufficient. Due to the nature of unsupportive and conflicting family systems reported by some learners, teachers are expected to perform additional nurturing roles that add pressure to an already overburdened educational system. The practical implications of the results are that, in order to support adolescents in a high-risk environment and to prevent them from dropping out of school, the focus should be on protective factors. This could be achieved through, for example, early identification and targeting of learners at risk of dropping out of school, the implementation of strategies aimed to increase engagement of all learners in the school, the implementation of an ongoing supportive drug-free programme in the school and the community in conjunction with supportive organisations, professional development workshops and in-service training for teachers, altered school schedules, and career guidance and work internships for interested learners that could be arranged in union with the local university. The results from this study therefore highlighted areas that could receive attention in the specific school to address the problem for learners at risk of dropping out of school. Further qualitative research is recommended to investigate this phenomenon in a broader spectrum of South African learners.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n kontekstuele begrip te kry van die uitsak-verskynsel in ’n spesifieke skool wat in ’n hoërisiko-gemeenskap geleë is. ’n Toegepaste, vertolkende, kwalitatiewe navorsingsmodel is gebruik. Die gevolg was ’n ondersoek van die subjektiewe ondervindinge van leerders wat die risiko geloop het om op skoolvlak uit te sak gedurende die naverpligte fase van hulle opvoeding aan ’n spesifieke skool. Informante is doelbewus volgens spesifieke kriteria gekies. Data is versamel deur middel van agt semi-gestruktureerde onderhoude met leerders wat ’n risiko geloop het om op skoolvlak uit te sak; ’n semi-gestruktureerde onderhoud met ’n lid van die gemeenskap; ’n fokusgroeponderhoud en plakskilderye. Die data is getranskribeer en geanaliseer deur gebruik te maak van ’n kwalitatiewe tematiese analise en is vergelyk met vorige navorsing wat versamel is uit ’n uitgebreide literatuuroorsig. Resultate wat uit hierdie studie geblyk het, het daarop gedui dat die deelnemers verskeie leerhindernisse ondervind het wat veranker is in die onderling-verbonde stelsels wat kon veroorsaak het dat hulle op skoolvlak uitsak. Hierby was ingesluit kwessies soos enkelouer-gesinne, gesinskonflik, ’n gebrek aan ouerlike ondersteuning, emosionele probleme as gevolg van huislike omstandighede, dwelmmisbruik en sosio-ekonomiese kwessies. Alhoewel resultate gewys het dat die studieskool skynbaar ’n inklusiewe beleid volg en ’n paar aanpassings gemaak het om leerders te akkommodeer, het dit duidelik geword dat die bestaande ondersteuning-strukture binne die skool en gemeenskap as onvoldoende ervaar is. As gevolg van die aard van nie-ondersteunende en teenstrydige gesinstelsels soos meegedeel deur sommige leerders, word daar van onderwysers verwag om bykomende opvoedingsrolle te vervul wat spanning veroorsaak in ’n reeds oorlaaide opvoedingstelsel. Die praktiese implikasies van die resultate is, dat die fokus op beskermende faktore moet wees, om adolessente in ’n hoërisiko-omgewing te ondersteun en te verhoed dat hulle op skoolvlak uitsak. Dit sou bereik kon word deur byvoorbeeld, vroeë identifisering en teikengroepvorming van leerders wat die risiko loop om op skoolvlak uit te sak, die implementering van strategieë wat daarop gemik is om die betrokkenheid van alle leerders in die skool te verhoog, die implementering van ’n deurlopende ondersteunende dwelmvrye program in die skool en gemeenskap in samewerking met ondersteuningsorganisasies, professionele-ontwikkelingswerkswinkels en indiensopleiding vir onderwysers, veranderde skoolskedules en beroepsvoorligting en werk-internskappe vir belangstellende leerders wat gereël kan word in samewerking met die plaaslike universiteit. Die resultate van hierdie studie het areas in die spesifieke skool uitgewys wat kan aandag kry om die probleem van leerders wat die risiko loop om op skoolvlak uit te sak, aan te spreek. Dit word
aanbeveel dat verdere kwalitatiewe navorsing gedoen word om hierdie verskynsel in ’n breër spektrum van Suid-Afrikaanse leerders te ondersoek.
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Saito, Hidetoshi. "Persistence and dropout in foreign language learning : meta-analytic review and prediction and case study of American learners of Japanese /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196234909855.
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Sun, Hongliang, and University of Lethbridge Faculty of Arts and Science. "Implementation of a classification algorithm for institutional analysis." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2008, 2008. http://hdl.handle.net/10133/738.
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The report presents an implemention of a classification algorithm for the Institutional Analysis
Project. The algorithm used in this project is the decision tree classification algorithm
which uses a gain ratio attribute selectionmethod. The algorithm discovers the hidden rules
from the student records, which are used to predict whether or not other students are at risk
of dropping out. It is shown that special rules exist in different data sets, each with their
natural hidden knowledge. In other words, the rules that are obtained depend on the data
that is used for classification. In our preliminary experiments, we show that between 55-78
percent of data with unknown class lables can be correctly classified, using the rules obtained
from data whose class labels are known. We feel this is acceptable, given the large
number of records, attributes, and attribute values that are used in the experiments. The
project results are useful for large data set analysis.<br>viii, 38 leaves ; 29 cm. --
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Ramirez, Ernesto. "Sociocultural issues influencing the attrition and persistence of Mexican origin college students : a case study of eight students in a bilingual education/ESL program /." ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=990270621&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Placier, Peggy Lou. "The meanings of "at-risk": Reform rhetoric and policy responses in U.S. education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184891.
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Description of students as at-risk became a trend in educational policy and programming in the late 1980s. The term at risk was originally part of the specialized discourse of medicine and psychology, and related subfields of education such as special education and educational psychology. Due to the influence of national reform reports, the term at risk became more common in the discourse of policymakers and practitioners. It was used as a descriptor of students, often low-income and/or minority students, likely to fail or drop out of school. This study employed methods from sociolinguistics, discourse analysis and policy analysis to trace the uses and meanings of at risk through national reports, state education policies in Arizona, and district policies in a medium-sized Arizona school district with both rural and suburban schools. Analysis of reports and recorded interviews with state policymakers, district administrators, principals, and teachers identified differences in the meanings of at risk at different levels of the educational system. Groups at each level had particular interests in students, as reflected in their definitions of the problems of at-risk students and their policy recommendations. The most common consequences for students of being labelled at-risk were to be removed from the mainstream for special treatment, despite arguments of some researchers and theorists that educators need to rethink such approaches.
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Clark, Marlene Fern. "Evaluating program and client characteristics associated with early dropout in an outpatient drug and alcohol clinic: A restrospective study." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1560.
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Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.
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Thames, James H. "Admissions Committee Ratings as Predictors of Persistence in Master's-level Theological Education." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935745/.
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This research attempted to ascertain whether the ratings of applicants in the admissions-evaluation process of Dallas Theological Seminary (Admission Committee Rating, or ACR) were related to persistence in seminary study sufficiently to allow reasonable prediction of completion based on the strength of the ratings. Five ACRs were examined - the total ACR and its four components, strength of previous academics, personal references, potential and promise for ministry, and previous ministry experience. Other non-admissions factors were also examined to see what relationship they had to persistence. Those factors were years of matriculation, age at matriculation, gender, marital status, ethnicity, nationality, types of previous higher education, whether or not financial aid was received (if known), and the total amount of financial aid received (if known). Persistence in the study was defined as graduation from the seminary's major four-year master's degree program (Th.M.) within the time limits published for the degree. Analysis results indicated that only two of the five ACRs were statistically significant, ministry potential and ministry experience, but the relationship with completion was weak. The conclusion reached was that the relationship between the strength of the admission evaluation and persistence was practically insignificant and contributed little to the ability to predict completion on that basis alone.
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Foster, Thomas F. Pashneh-Tala Kamyar. "The utility of personality measures in the admissions process at the United States Naval Academy /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFoster%5FPashneh-Tala.pdf.
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Orsak, Katherine Cecil. "Factors Affecting Exercise Adherence among Participants, Nonparticipants and Dropouts of a Worksite Health and Fitness Program." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277769/.
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This study examines the relationship between exercise adherence and several factors: self-motivation; attitudinal commitment; predisposing, enabling, and reinforcing (PER) factors; and barriers related to exercise. The sample (N=431) consists of employees at Texas Instruments, Incorporated in Dallas, Texas. The sample was placed into six comparison groups: high adherers, low adherers, nonparticipants who exercise, nonparticipants who do not exercise, dropouts who exercise and dropouts who do not exercise. Using a one-way ANOVA, the results show significance (p<.01) among the groups for: self-motivation and barriers. Attitudinal commitment and PER factors did not show significance. The results can be applied to worksite health programs to increase exercise adherence among employee populations.
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Marshall, David T. "Testing the Ability of Two Series of Models to Predict High School Graduation Status." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4756.
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The purpose of this study was to create and test two series of predictive models aimed at projecting high school graduation status. Secondary data were obtained in partnership with an urban school district. All of the predictor variables included in the models tested in this study were academic and nonacademic variables that were found to be significant predictors of high school graduation in previous empirical work. In the first series of models tested, individual academic and nonacademic variables were tested together along with school-level variables. Eighth and ninth grade variables were tested separately to avoid multicollinearity issues. The second series of models tested included similar individual-level academic and nonacademic variables, along with community-level predictors to analyze their ability to predict high school graduation status. Logistic regression and multilevel logistic regression analyses were conducted to analyze the data. The model including community-level predictors yielded a pseudo R-squared value of .40, approximating that 40% of the variance was explained by the predictors in the model. Most of the individual predictors included in the models yielded findings similar to those found in previous literature on high school graduation status projection; however, this was not true for all of the predictor variables included. These differences highlight the tension that can exist between generalizability and local specificity. Significant findings from studies utilizing large nationally-representative longitudinal datasets and other large data sources do not always generalize to settings with samples that differ demographically. This study represents a first step in a line of research aimed at developing a better understanding of high school graduation status, particularly in challenging school contexts.
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Wright-Henderson, Jacquita L. "Increasing retention of Wilmington campus Delaware Technical and Community College students by implementing methods of support for students who begin their studies at the pre-college level." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 155 p, 2006. http://proquest.umi.com/pqdweb?did=1257778771&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Nilsson, Mathias, and Corswant Sophie von. "How Certain Are You of Getting a Parking Space? : A deep learning approach to parking availability prediction." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166989.
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Traffic congestion is a severe problem in urban areas and it leads to the emission of greenhouse gases and air pollution. In general, drivers lack knowledge of the location and availability of free parking spaces in urban cities. This leads to people driving around searching for parking places, and about one-third of traffic congestion in cities is due to drivers searching for an available parking lot. In recent years, various solutions to provide parking information ahead have been proposed. The vast majority of these solutions have been applied in large cities, such as Beijing and San Francisco. This thesis has been conducted in collaboration with Knowit and Dukaten to predict parking occupancy in car parks one hour ahead in the relatively small city of Linköping. To make the predictions, this study has investigated the possibility to use long short-term memory and gradient boosting regression trees, trained on historical parking data. To enhance decision making, the predictive uncertainty was estimated using the novel approach Monte Carlo dropout for the former, and quantile regression for the latter. This study reveals that both of the models can predict parking occupancy ahead of time and they are found to excel in different contexts. The inclusion of exogenous features can improve prediction quality. More specifically, we found that incorporating hour of the day improved the models’ performances, while weather features did not contribute much. As for uncertainty, the employed method Monte Carlo dropout was shown to be sensitive to parameter tuning to obtain good uncertainty estimates.
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Stringer, Bobbi Rhe. "Nonverbal Immediacy as a Predictor of Student Retention Rates Among Full-time/part-time Community College Faculty." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278524/.
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Mkhize, Thandeka Fortunate. "An analysis of the certificate of the theory of accounting knowledge and knower structures : a case study of professional knowledge." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019771.
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This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
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Osborn, Viola. "Identifying At-Risk Students: An Assessment Instrument for Distributed Learning Courses in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2457/.
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The current period of rapid technological change, particularly in the area of mediated communication, has combined with new philosophies of education and market forces to bring upheaval to the realm of higher education. Technical capabilities exceed our knowledge of whether expenditures on hardware and software lead to corresponding gains in student learning. Educators do not yet possess sophisticated assessments of what we may be gaining or losing as we widen the scope of distributed learning.
The purpose of this study was not to draw sweeping conclusions with respect to the costs or benefits of technology in education. The researcher focused on a single issue involved in educational quality: assessing the ability of a student to complete a course. Previous research in this area indicates that attrition rates are often higher in distributed learning environments. Educators and students may benefit from a reliable instrument to identify those students who may encounter difficulty in these learning situations. This study is aligned with research focused on the individual engaged in seeking information, assisted or hindered by the capabilities of the computer information systems that create and provide access to information.
Specifically, the study focused on the indicators of completion for students enrolled in video conferencing and Web-based courses. In the final version, the Distributed Learning Survey encompassed thirteen indicators of completion. The results of this study of 396 students indicated that the Distributed Learning Survey represented a reliable and valid instrument for identifying at-risk students in video conferencing and Web-based courses where the student population is similar to the study participants. Educational level, GPA, credit hours taken in the semester, study environment, motivation, computer confidence, and the number of previous distributed learning courses accounted for most of the predictive power in the discriminant function based on student scores from the survey.
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Queiroga, Emanuel Marques. "Geração de modelos de predição para estudantes em risco de evasão em cursos técnicos a distância utilizando técnicas de mineração de dados." Universidade Federal de Pelotas, 2017. http://repositorio.ufpel.edu.br:8080/handle/prefix/3843.
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Previous issue date: 2017-07-10<br>Sem bolsa<br>A evasão é considerada um dos principais problemas relacionados com a Educação a Distância (EAD). Nessa modalidade de ensino, a interação entre estudantes e professores geralmente é mediada por um Ambiente Virtual de Aprendizagem (AVA), onde ficam registradas em seus logs de interações as ações realizadas pelos estudantes e professores durante o processo de ensino-aprendizagem. O grande volume de dados gerados por essas interações permite a utilização de técnicas de mineração
para analisar os dados dos estudantes. Este trabalho aplica técnicas de mineração de dados e aprendizagem de máquina em logs das interações dos estudantes de cursos técnicos a distância dentro dos AVAs com o objetivo de identificar estudantes em situação de risco de evasão, utilizando como variáveis principais de entrada para os modelos de predição apenas a contagem dessas interações e atributos variados das mesmas. Foram utilizados dados de logs no AVA (contagens de interações e situação final dos estudantes) de quatro cursos técnicos EAD. As interações dos
estudantes foram contabilizadas separadamente da seguinte forma: quantidade de interações diárias, soma das interações semanais, média semanal das interações, desvio padrão e situação final. Foram avaliados dois cenários diferentes, sendo eles: 1) Geração de modelos de predição com treinamento e teste utilizando dados do próprio curso e a partir de validação cruzada e 2) Treinamento dos modelos com dados de três cursos e teste dos modelos com dados do curso restante. No primeiro cenário, foram obtidos modelos de predição da evasão com ACG de até 84% antes da décima semana de curso, alcançado 95% até a semana 52. No segundo, a maioria dos modelos de predição apresentam resultados de até 80% nas primeiras dez semanas de curso alcançando 98% antes da metade do curso. Um dos modelos alcançou uma ACG de até 95% desde as primeiras semanas. Na comparação direta com o modelo estatístico, ambas as técnicas apresentaram resultados próximos nas primeiras semanas. Entretanto, a partir da décima semana, os modelos gerados por meio de mineração de dados apresentaram um crescimento significativo nas ACG, enquanto que o modelo estatístico se manteve estável. Assim a contribuição deste trabalho é a geração de modelos de predição que possam auxiliar de forma mais precisa no combate a evasão.<br>Evasion is considered one of the main problems related to e-learning (EAD). In this teaching modality, the interaction between students and teachers is usually mediated by a Virtual Learning Environment (AVA), where the actions taken by students and teachers during the teaching-learning process are recorded in their interaction logs. The large volume of data generated by these interactions allows the
use of mining techniques to analyze student data. This work applies data mining and machine learning techniques to logs of students’ interactions of distance technical courses within AVA’s in order to identify students at risk of evasion, using as main input variables for the prediction models Only the count of these interactions and varied attributes of them. Data from logs in the AVA (interaction counts and students’ final situation) of four EAD technical courses were used. Student interactions were counted
separately as follows: number of daily interactions, sum of weekly interactions, weekly mean of interactions, standard deviation and final situation. Two different scenarios were evaluated: 1) Generation of prediction models with training and test using data from the course itself and from cross validation and 2) Training of the models with data from three courses and test of the models with data from the course remaining. In the first scenario, prediction models of prediction of ACG evasion up to 84% were obtained before the tenth week of course, reaching 95% until week 52. In the second scenario, most of the prediction models present results of up to 80% In the first ten weeks of the
course reaching 98% before the middle of the course. One of the models has achieved an ACG of up to 95% since the first few weeks. In the direct comparison with the statistical model, both techniques showed close results in the first weeks. However, from the tenth week, the models generated through data mining showed a significant growth in the GCA, while the statistical model remained stable. The contribution of this work is the generation of models able to early predict dropout students.
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Howard, Kristen Paige. "Therapist-Relevant Constructs Predicting Treatment Dropout." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497083979744123.
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Wilcox, Susan E. "Improving the Definition of Exercise Maintenance: Evaluation of Concepts Related to Adherence." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3195/.
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Physical activity has been demonstrated in the literature as an effective way to reduce the risk for development of chronic disease. The Transtheoretical Model (TTM) of behavior change has been developed as a means to predict and facilitate movement into healthier lifestyle behaviors. The model is centered on "stages of change", which describe a continuum of readiness to engage in a health behavior change. Stages contain temporal, qualitative, and quantitative characteristics. This was a six-month study that evaluated the effectiveness of stage-matched (theorized to be pertaining only to the maintenance stage of change) vs. generic (theorized to be pertaining to anyone, regardless of stage) newsletters in assisting subjects to attain the Maintenance stage of change. It also sought to identify further qualitative characteristics that can differentiate between the Action and Maintenance stages of change. Results indicated that monthly stage-matched newsletters were no more effective in helping subjects reaching Maintenance than were the generic newsletters. Exerciser self-schema was related to stages of change, but those relationships differed from baseline to six-month follow-up, indicating development of exerciser self-schema during the study period. Implications of this are discussed. Other concepts discussed included "structure" of change process, in that three new scores were developed and correlated with self-efficacy as well as intercorrelated. Motivation was also evaluated and compared across levels of success at adhering to exercise during a three-month period. Limitations of the study and implications are discussed.
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Maltzan, Tammy Lou. "Rurality and higher education implications for identity and persistence /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149275308.
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Moreno, Andrea(Andrea Carolina Moreno Tomalá). "Predicting student dropout in a MicroMasters program." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122250.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2019<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 65-68).<br>Massive Open Online Courses (MOOC) became popular in 2012. Today, MOOCs have evolved from single courses to programs that consist of a series of courses, and one or more proctored exams. Once completed, these programs open doors to career advancement and even master's degrees from renowned universities across the globe. Despite the increasing popularity and benefits of such programs, the dropout rate is surprisingly high. The purpose of this thesis is to build accurate predictive models of student dropout in MOOC-based programs as well as identify which factors are correlated with dropout. For this study, we focused in a MOOC-based program known as a MicroMasters. We chose the first ever created MicroMasters: the MITx MicroMasters® in Supply Chain Management. We collected data from more than 10,000 students, 25 courses and used Logistic Regression to build our predictive models. Results show that there are different factors associated with dropout depending on where in the program ladder the student is at. For students in initial courses, grades, gender, and level of education are correlated with dropout. Our models reached recall values as high as 0.98 and precision values as high as 0.93. For learners who have completed four or more courses, our models are not highly predictive, suggesting that external factors outside of the scope of this study, such as personal reasons or day-to-day duties, prevented learners from finishing the program. Finally, several high-level strategies were developed in order to guide a plan to reduce learner dropout at any point in the MicroMasters. The results found in our research, in conjunction with a solid implementation plan, is the first step to decrease program attrition.<br>by Andrea Moreno.<br>S.M. in Engineering and Management<br>S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
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Newman, Silke Elisabeth. "Factors predicting change and dropout in adult psychotherapy." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396563.
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Anderson, Lela Ann. "What factors influence client participation in mental health services." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2216.
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The purpose of the study is to develop a foundation of knowledge that could improve the current policies and procedures with regards to their implementation within the mental health services provided by the Children's Bureau.
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Mohd, Kamalludeen Rosemaliza. "Curriculum Track And Its Influences On Predicting High School Dropout Likelihood." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28324.
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Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success. Numerous researchers presented a multitude of factors that predict dropouts at individual and school levels. Curriculum track choice, or high school course-taking sequence, defines studentsâ schooling career and ultimately the post-secondary path that they choose (Plank, DeLuca, & Estacion, 2008). Scholars have debated on various outcomes related to dropouts influenced by various curriculum choices, namely academic, career and technical education (CTE), dual enrollment, and general curriculum. Several argued students following academic tracks are more likely to graduate. Others claim that CTE benefits students who are at-risk and suppresses dropout likelihood (Rumberger & Sun, 2008). New vocationalism or dual enrollment has proven successful at reducing dropout rates.
This study attempted to investigate the influence of curriculum track and CTE program areas on dropout likelihood while controlling for possible individual differences. Analysis was conducted via Hierarchical Generalized Linear Modeling (HGLM) due to the nested data structure of Education Longitudinal Study of 2002 (ELS). Variables included were academic background, academic and career aspiration, school-sponsored activity participation, school minority composition, school average student socio-economic status (SES), school type (private or public), school urbanicity, CTE courses offered at the school, and demographic indicators (gender, race, and SES). Findings reflect higher dropout likelihood among general curriculum participants than academic and occupational concentrators after controlling for all possible individual differences. Dual concentrators had 0% dropout rate, and therefore comparison with other curriculum tracks was not possible via HGLM analysis. Results suggest substantial importance of academic background, post-secondary education plans, and school-sponsored activity participation in predicting dropout likelihood.
Comparing CTE program areas, Family and Consumer Sciences, Human Services, Public Services, Health and Education (Human Services area) participants were more likely to drop out than other program areas while Technology Education participants were less likely to drop out than Human Services and 2 or more CTE program area participants. Results suggest 9th grade overall GPA and school-sponsored activity participation as substantial predictors of dropout likelihood among occupational concentrators. Variability across schools was insignificant.<br>Ph. D.
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Thomas, Joan. "The effects of academic monitoring for students who have been academically dismissed and readmitted to the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000thomasj.pdf.
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Yao, Juncheng. "Characterization and Prediction of Water Droplet Size in Oil-Water Flow." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470741069.
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Gomes, Pimentel Rogerio. "Measurement and Prediction of Droplet Size Distribution in Sprays." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23623/23623.pdf.
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Gomes, Pimentel Rogério. "Measurement and prediction of droplet size distribution in sprays." Doctoral thesis, Université Laval, 2006. http://hdl.handle.net/20.500.11794/18194.
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Mackey, Claudie James. "Prediction of freshmen withdrawing from an emerging state university." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54234.
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The primary purpose of this study is to investigate and modify an instrument by which the prediction of high risk withdrawal students can be accomplished at an emerging state university.
The study utilized 334 members of the freshman class at the state university. Study participants received no special programming or treatment prior to completion of the questionnaire. The subjects were required to complete Alexander Astin's Prediction Scale. Measures taken were: pre-college background, family background, educational aspirations, expectations about college, student characteristics, source of financial aid, work status and place of residence during student‘s freshman year. The statistical treatment of the data collected within this investigation required several techniques in determining its significance.
An analysis of variance was employed to ascertain the differences existing between the independent and dependent variable established within the investigation. A multivariate regression analysis was used to designate the exact location of the differences revealed by the ANOVA program.
An analysis of these computations revealed differences existing between males and females. Multiple regression revealed a difference in each of the four steps of each group when compared to the other group.
The findings of this investigation warrant the following general conclusions:
1. That the freshman year is very crucial in the persistence of students at the university by the highest percentage of withdrawals coming from the freshman class.
2. That entering freshmen with grades higher than A had a better than 50% chance for retention; other research supports this position.
3. That dissatisfaction with the program or lack of money contributes significantly to reasons for student withdrawal.
4. That financial stability of parents of students who attended the university is important in the persistence of all students.
5. That cooperative efforts from the local, state, federal and institution's financial communities is a must in keeping the availability of work opportunities for students who desire and have the need to work.
6. That commitment to the educational goals of the university was a major concern of enrollees.
7. Finally, that being able to "fit" both academically and socially was very important to incoming enrollees.<br>Ed. D.