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Palmer, Chip. "Bridge Program Participants' Satisfaction, Retention, Grade Point Average, and Credits Earned." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5514.
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An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.
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Griffey, Kathy R. "The effect of at-risk tutorial programs on student grade point average." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720400.
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The purpose of the study was to determine the effectiveness of at-risk tutorial programs as measured by student grade point average.The population was defined as elementary students identif7ed by local school officials as being at-risk according to federal and state descriptions of at-risk youth and according to individual school program objectives. The sample consisted of 250 elementary students selected from nine schools in five school districts that offered Indiana Department of Education funded at-risk tutorial programs and who were identified as at-risk by local school officials.The independent variables were time and treatment utilizing a 3 (Time) x 3 (Treatment) design for the study. The dependent variable was grade point average. Intervening variables were gender, age, grade, socioeconomic status, tutor, race, type of treatment, motivation, parent input such as encouragement, and student participation in other special programs such as special counseling.The following three findings were a result of analysis of data collected for the study:1. The null hypothesis of no differences among group means was rejected at an alpha level of .05 using Wilks multivariate analysis of variance.2. Univariate F statistics revealed the multivariate difference among group means to be accounted for at Time 4.3. Scheffe' post hoc pair-wise comparisons for Time 4 revealed a difference existed between the Control Group and Experimental Group 1 and between Experimental Group 1 and Experimental Group 2. No difference existed between the Control Group and Experimental Group 2.One conclusion was evident as a result of procedures applied in the study. No differences of grade point average were proven to result from differing levels of participation in at-risk tutorial programs. Implications of the study were (a) at-risk students need to participate in long-term programs that provide services for the student K-12 school career and (b) short-term at-risk programs may cause decline of student progress when the program is withdrawn.<br>Department of Educational Leadership
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Wilz, Brenda. "Relationship between personality type and grade point average of technical college students." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wilzb.pdf.
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Cunningham, Antoinette Marie. "Credit Recovery and Grade Point Average in an Alternative High School System." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4917.
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The dropout rates of African American and Hispanic students in the United States are significantly higher than that of White students. Failure to obtain a high school diploma has adverse economic and social implications for these students and for society. The purpose of this study was to assess the relationship between a credit recovery program with key demographic variables and high school GPA, which is a graduation antecedent, for students in an alternative school. Knowles' framework of adult learning theory was used to examine how participation in the credit recovery process in a system of predominantly African American-serving alternative schools predicted GPA while accounting for the influence of student demographic variables. The ex-post facto causal-comparative design involved the analysis of an archival random sample of 168 former students, 84 of whom had taken credit recovery courses and 84 of whom had not. A multiple linear regression model (R =0.257, F(4, 163) = 2.770, p = 0.029) indicated that only gender (β = 0.188, p = .02) significantly predicted the students' GPA, with female students outperforming males. A conclusion is that the implementation of credit recovery programs in U.S. schools does not have any impact on students' GPA. The results suggest weaknesses in program delivery and training and that the review and revision of professional development opportunities for teachers is merited. Drawing from the extant literature, a professional development recommendation was made to improve program effectiveness based on documented best practice examples. Implications for the promotion of positive social change include the evaluation of more robust credit recovery programs capable of improving the graduation rates of U.S. Hispanic and African American students.
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Miranda, Janet Young. "A Study of the Effect of School-Sponsored, Extra-Curricular Activities on High School Students' Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2879/.
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This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.
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Fulk, Cindy L. Smith Paula J. "Prevention of attrition and grade point average decline among post-secondary transfer students." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416858.
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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paula J. Smith (chair), Paul J. Baker, Ronald S. Halinski, Sheryl W. Piercy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 73-76) and abstract. Also available in print.
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Turse, Sarah E., and Trevor J. Ritland. "Grade point average as a predictor of success in explosive ordnance disposal training." Monterey, California. Naval Postgraduate School, 2009. http://hdl.handle.net/10945/10424.
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Approved for public release, distribution unlimited<br>MBA Professional Report<br>The purpose of this MBA Project was to determine if a student's Grade Point Average (GPA) while attending Naval School Explosive Ordnance Disposal (NAVSCOLEOD) is an accurate predictor of graduation. This project was conducted with the sponsorship and assistance of the Center for EOD and Diving, as well as NAVSCOLEOD. This project served to verify the graduation prediction model currently in use at NAVSCOLEOD is valid. The regression equation used in the graduation prediction model was updated with student data from 2004-2008. NAVSCOLEODINST 5420.1U claims the model predicts successful completion of training for 95% of graduates who experienced a setback, and that the model is far more accurate overall than the traditional Academic Review Board (ARB) process. Based on student data from 2004-2008, the model predicted 94.1% would graduate and 5.9% would fail. This is not within the specified requirements of NAVSCOLEODINST 5420.1U. We also conclude that the methodology used in the current graduation prediction model is not a true portrayal of student graduation or failure. This model proceeds from outcome to prediction, instead of the other way around. We discuss another approach that more logically proceeds from prediction to outcome and gives a clearer understanding of model accuracy.
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Turse, Sarah E. Ritland Trevor J. "Grade point average as a predictor of success in explosive ordnance disposal training." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2009/Dec/09Dec%5FTurse%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009."<br>Advisor(s): Buttrey, Samuel E. ; Simon, Cary. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on January 29, 2010. Author(s) subject terms: NAVSCOLEOD, Academic Review Board, Graduation Prediction Model. Includes bibliographical references (p. 57). Also available in print.
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Schlesser, Carl E. "The correlation between extracurricular activities and grade point average of middle school students." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schlesserc.pdf.
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Coco, Marlena B. "Factors That Predict Marijuana Use and Grade Point Average Among Undergraduate College Students." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606744.
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<p> The purpose of this study was to analyze factors that predict marijuana use and grade point average among undergraduate college students using the Core Institute national database. The Core Alcohol and Drug Survey was used to collect data on students’ attitudes, beliefs, and experiences related to substance use in college. The sample used in this study was delimited to include only full-time undergraduate students (N =111,664) and data were collected from 2011 to 2015. Six research questions provided the foundation of the study, which was operationalized by Astin’s (1993) input environment outcome model (IEO).</p><p> Descriptive analysis was conducted to describe the sample in terms of individual and institutional characteristics, campus experiences, and substance use. Comparative analyses including one-way analysis of variance and two-way analysis of variance were conducted to determine statistical significance of differences between groups for gender, ethnic origin, marijuana use, and grade point average. Effect sizes were calculated for each ANOVA to determine the magnitude of the effect and practical significance for the population. Finally, inferential analyses using hierarchical, multiple regression were conducted to predict marijuana use. The regression model was also used to explore factors predicting medical marijuana and recreational marijuana use among students in the 2015 cohort. Statistically significant results were reported for each regression model. Statistically significant at p < .001, the factors that explained 42.2% of the variance in the final model included: gender, ethnic origin, age, institutional control, campus locale, intercollegiate athletics, social fraternities and sororities, music and performing arts, alcohol use, illegal drug use change, perceived risk of harm from trying marijuana once or twice, and perceived risk of harm from smoking marijuana regularly. Implications for policy, practice, and future research regarding marijuana use and academic performance are included.</p><p>
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Towe, Chad R. 1973. "Hispanic students' connection to school: The relation between extracurricular participation and grade point average." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11560.
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x, 84 p. : ill.<br>This study examines the relation between Hispanic students' extracurricular participation and GPA. Research suggests that participation in extracurricular activities is positively related to academic achievement in high school. This study addresses the Social Capital connection to school as a contributing factor in academic achievement. This study's findings provide evidence to support the hypothesis that extracurricular activities have a positive relation to freshman year GPA scores, specifically for Hispanic students. The study's findings also suggest there is a difference in terms of GPA for Hispanic students across trimesters. This study adds to the growing body of literature on the positive relation between extracurricular activities and cumulative GPA for Hispanic students.<br>Committee in charge: Dr. David Conley, Chair
Dr. Paul Yovanoff, Member
Dr. Keith Zvoch, Member
Dr. Geraldine Moreno, Outside Member
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Taylor, Aimée Claire. "Grade inflation an analysis of teacher perception, grade point average, and test scores in one southeastern Georgia high school /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/aimee_c_taylor/taylor_aimee_c_200701_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 114-118) and appendices.
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Middleton, Marci. "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." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/27.
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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.
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Murray, Anne. "Retention, Grade Point Average & Client Satisfaction of Professionally Counseled Freshmen & Peer Counseled Freshmen." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2683.
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Samples from two populations, entering freshmen at Western Kentucky University who were either peer counseled/advised or professionally counseled/advised, were compared on three vairables: (i) retention rate as sophomores, (2) freshman grade point averages earned. and (3) client satisfaction with counseling/advisement services.
The variance between the means of the two freshmen groups was analyzed using a two tailed t test. There was no significant difference between groups in retention or grade point average. There was, however, significant difference in client satisfaction between the peer counseled/advised freshmen and the professionally counseled/advised freshmen. Freshmen receiving peer counseling/advisement rated their helpers at a higher level of effectiveness than did the professionally counseled/advised group of freshmen.
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Lee, Jennifer. "A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177221/.
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The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to investigate the research questions. In the quantitative section of the study, the primary method of statistical analyses was multiple regression. The independent variables for the study were media multitasking orientation, gender, age, and income. The dependent variable for the study was grade point average. Three out of four independent variables, namely, media multitasking orientation, gender and age were statistically significant predictors of grade point average. In the qualitative section of the study, seven participants were interviewed to determine how individual differences in media multitasking orientation manifest themselves in academic settings.
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Marsh, Debra M. "English proficiency level correlated with cumulative grade point average for selected Southeast Asian students by gender, grade level, and birthplace." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998marshd.pdf.
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Luo, Dazun. "The effects of age, ethnic name and grade point average on screening decisions in teacher selection." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955084.
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This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A.<br>Department of Educational Leadership
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Novak, Jeffrey. "A COMPARATIVE ANALYSIS OF DIFFERENCES IN RESIDENT SATISFACTION, RETENTION, AND CUMULATIVE GRADE POINT AVERAGE BETWEEN UNIVERSITY." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2303.
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This study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the University of Central Florida housing system and how that living environment impacted students' levels of satisfaction, overall retention rates, and cumulative grade point averages. The data used for this study were obtained from a previously distributed survey conducted by the Department of Housing and Residence Life at the University of Central Florida in February 2007. Secondary data were obtained through the Department of Institutional Research at the University of Central Florida. A website link to an optional, self-administered Internet-based survey was sent via email to University of Central Florida students residing in university owned housing and university affiliated housing. The size of the sample was determined by the number of delivered emails 3800 for university owned housing, 1,500 for university affiliated housing (Towers), and 1,831 for university affiliated housing (Pegasus Landing). Of the total populations: 1) 38.57 percent were returned for university owned housing, 2) 26.26 percent were returned for university affiliated (Towers at Golden Knights Plaza), and 3) 24.63 percent were returned for university affiliated housing (Pegasus Landing). There were many statistically significant relationships. Consistently, students residing in university owned housing showed higher satisfaction and agreement levels when compared with students living in university affiliated housing. Additionally, students living in university owned housing showed a higher retention rate and cumulative grade point average when compared with students living in university affiliated housing.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Johnson, James E. "Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560838.
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A sample of 674 first-year student-athletes at Ball State University were examined for five consecutive years (2004-2008) to determine what combination of demographic, academic, and athletic variables best predicted first-year GPA and retention into the second year of college. The dependent variables of first-year GPA and retention were chosen because they are two primary components used to calculate the Academic Progress Rate, a semester by semester evaluation of team academic performance used by the NCAA (Christianson, 2004).
Results revealed college student-athletes had a higher first-year GPA if they were female (r = .36), Caucasian (r = .36), attended college relatively close to their hometown (r = .09), scored well on standardized tests (r = .49), had a respectable high school GPA (r = .65), were ranked high in their graduating high school class (r = -.58), had a large high school graduating class (r = .15), declared a major upon entering college (r = -.11), were not a member of a revenue sport (r = .37), and earned a considerable amount of playing time (r = .15). Building on the relative strengths of those relationships, first-year
GPA can be predicted by knowing gender (B = .16), race (B = -.26), standardized test scores (B = .03), high school GPA (B = .41), high school rank (B < -.01), and high school size (B < .01).
The retention of student-athletes into their second year of college produced a slightly different set of relationships. Student-athletes were more likely to be retained if they were Caucasian (r = .16), attended college close to their hometown (r = .09), scored well on standardized tests (r = -.11), had a respectable high school GPA (r = -.14), were ranked high in their graduating high school class (r = .12), were not a member of a revenue sport (r = -.09), and earned a considerable amount of playing time (r = -.17). Predicting retention is possible with information about race (B = 1.09), distance from hometown (B = .4), type of sport (B = .82), and amount of playing time (B = -.70).<br>Department of Educational Leadership
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Hada, Betsy. "THE COLLEGE STUDENT-ATHLETE AND ACADEMICS: A STUDY OF THE STUDENT-ATHLETE’S GRADE POINT AVERAGE IN AND OUT OF COMPETITION SEASON." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147874690.
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Griffin, Brindlea Wilson Witte James E. "Investigation of the effects of office referrals and absentees on the grade point average of career technical students." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Griffin_Brindlea_8.pdf.
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Branham, Keith. "THE EFFECTS OF AN ACADEMIC SUPPORT SERVICES UNIT ON THE GRADE POINT AVERAGE FOR STUDENTS ADMITTED ON PROBATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2236.
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The goal of this research was to examine the effects, if any, the programs available from an Academic Support Services unit of a small, private, liberal arts college might have on the grade point averages of students admitted on probation over two major semesters. The assumption was that the students who utilized the services of the Academic Center for Excellence would demonstrate more increases in GPA than students who did not utilize the services. The literature review of this study found that, although there were many factors and student characteristics that could predict and explain student achievement in course work, GPA was a good predictor and the only real measure of a student's performance. The programs designed to offer support are demonstrated to aid students in improving their academic achievement. The results of this study suggest that GPA is a good predictor of a student's academic achievement and a primary method of assessing student academic achievement. However, there was no apparent impact of the support services unit on the grade point averages of the students admitted on probation. Suggested uses for the study included the development of freshman orientation programs that integrate the student into academic life and a retooling of counseling and advising programs.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Place, A. William. "The influence of age and academic grade point average in a comparative decision making strategy of teacher selection /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487594970653755.
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West, Suzanne. "The Predictive Relation of a High School Mathematic GPA to High-Stakes Assessment Achievement Scores in Mathematics." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13264.
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Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results.
One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments.
In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.
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Christensen, Morgan. "What are the relationships among high school academic outcomes and attendance?" Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22668.
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Research for the past decade has examined academic performance gaps among students from the perspective of sex, race and ethnicity groups, and low socio-economic status. Across those studies school attendance has been identified as a primary correlate with academic success. I used a descriptive non-experimental design to investigate the relationship of student academic outcomes (i.e., GPA, credits earned toward graduation) among student groups (i.e., sex, race, and special education status) on attendance type of unexcused or excused absences. This study included two cohorts of 9th grade high school students (n = 2,262) from the Eugene 4J School District during the 2013 to 2016 school year. I calculated Chi-square tests, Independent t-tests, and Pearson’s correlation coefficient to examine the relationship of attendance with student academic outcomes for GPA and credits earned toward graduation and to further compare attendance type (i.e., unexcused or excused absences) among student groups. Findings indicated statistically significant differences for unexcused and excused absences and for GPA and credits earned by specific demographic subgroups – males v. females, white v. minority, special education v. not special education. There were also statistically significant correlations for GPA and credits earned based on unexcused and excused absences among demographic subgroups. In addition, there were statistically significant differences by academic and attendance variables for students who remained in comparison to students who left Eugene 4J.
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Crissman, Jennifer Lynne. "The impact of clustering freshman seminars with English composition courses on new students' grade point average and retention rates." Adobe Acrobat reader required to view the full dissertation, 1999. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-8/index.html.
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Hoffler-Riddick, Pamela Y. "The Relationship Between the Implementation of a Mandatory Uniform Dress Policy and Attendance, Grade Point Average, Discipline, and Self-Esteem." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30442.
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The current belief that fashionable clothing worn to school by students influences their attitude and behavior is the major impetus behind the adoption of stricter dress policies, including uniforms (Behling, 1994). Data available in the United States do not support any specific conclusions about the effects of school uniforms (Palikos & Rist, 1996).
A mandatory uniform dress policy was implemented at an urban middle school located in southeastern Virginia. Students in the 9th grade during 1997-98, who also completed three consecutive years at this middle school from 1994-95 through 1996- 97 were the participants in the study. Information was collected and analyzed using an Analysis of Variance for attendance, discipline, grade point average, and self-esteem data using an alpha of .05. The sample of 146 students included 96 Black students (48 men and 48 women) and 50 White students (27 men and 23 women). Independent variables were race, gender, and time. Findings revealed that uniforms had a negative impact on attendance, grade point average, and self-esteem. Discipline indicators (total number of referrals, rule violations, and out-of-school suspensions) showed mixed results. The first year of uniform implementation showed a significant decline in the number of referrals, rule violations, and suspensions for study participant. During the second year of implementation, however, the trend reversed with an increase in all discipline categories exceeding the baseline or non-uniform year.<br>Ed. D.
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Ballentine, Howard Monroe. "The Relationship Between Wellness and Academic Success in First-year College Students." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27484.
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Persistence is an important issue in higher education (Tinto, 1987a). Although social and economic benefits of a college education are well documented (Baum & Ma, 2007; Institute for Higher Education Policy, 2004), during the last 100 years the college graduation rate has remained at approximately 50% (Education Policy Institute, 2004). While prior academic achievement has proven to be a successful predictor of success in college (Camara & Echtnernacht, 2000; Sadler, Cohen, & Kockesen, 1997; Tinto, 1993), it does not account for all the variability in student retention. Research has shown that other factors, including social adaptation, physical fitness, and emotional stability can contribute to whether an individual continues to persist past the first year of college (Astin, 1993; McClanahan, 2004; Tinto, 1987b).
The purpose of this study was to examine the relationship between self-reported wellness and academic success in first-year health science college students. In addition the study sought to determine if the relationship between wellness and academic success differs by gender, academic program, or ethnicity. Also examined was whether the factors of wellness could be used to predict academic success. Wellness was defined using the Myers and Sweeney (2005) conceptual framework, as measured in a series of constructs, including the coping self, creative self, essential self, physical self, social self and an overall wellness score. Academic success was defined as first semester grade point average. The study also controlled for high school grade point average (HSGPA) and scholastic aptitude test score (SAT) as factors of prior academic achievement that may affect academic success in college.
The findings suggest that the impact of wellness differs by ethnicity and academic program. In addition, certain factors of wellness can be used to help predict academic success in the first semester of college. Finally, overall wellness had little if any bearing on academic success in first-time, first-year students.<br>Ph. D.
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Clark, David W. Laymon Ronald L. "A study of the effect of an interrupted class period for lunch on student grade point average of selected subjects." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713212.
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Thesis (Ph. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 25, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Ronald S. Halinski, Larry D. Kennedy, Mary Ann Lynn. Includes bibliographical references (leaves 66-67) and abstract. Also available in print.
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Day, Ariane. "ACT Scores and High School Cumulative Grade Point Average as Indicators of College Graduation at one High School in East Tennessee." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3791.
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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.
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Novak, Jeffrey Michael. "A comparative analysis of differences in resident satisfaction, retention, and cumulative grade point average between University of Central Florida owned and affiliated housing." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002245.
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Jooste, Kevin Jonathan. "Hope, social support, intelligence, and academic performance of first year students at a higher education institution / Kevin Jooste." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10284.
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Higher education systems are imperative to social and economic upliftment in any society,
the ability of the national labour force and income disparity differentials between members of
the populous are directly associated to academic achievement and associated pass rates in higher education. The apparent utility of higher education is however overshadowed by poor student retention, academic performance and consequent pass rates and is an issue of concern at both an international and local level. The identification of factors that could potentially improve student academic performance and consequent attainment of a tertiary qualification is becoming an increasingly important field of research. Research into such factors would have wide reaching implications in South Africa, where high unemployment rates and talent migration plague efforts to build a strong national economy. The primary imperatives of this research undertaking were to investigate the relationship between hope, social support, fluid intelligence and academic achievement in the form of grade point average (GPA), as well as determine the extent to which hope and social support moderate the relationship between fluid intelligence and GPA. The research method is comprised of a literature review and empirical study. Data collection was conducted via a cross-sectional survey design, with an availability sample (N = 308) being taken from first year students at a higher educational institution. The Hope Scale (HS), Multidimensional Scale of Perceived Social Support (MSPSS), Abstract Reasoning Test (ART) and biographical questionnaire were administered. Statistical analysis was carried out with the SPSS 20.0 programme. Principle component factor analysis provided confirmation of a four factor structure for the MSPSS, with the resultant factors being labelled Friend Support, Significant Other Support, Family Support and Lecturer Support. In this study the original 3 factor structure of the MSPSS was supplemented by adding the fourth dimension of lecturer support. A two factor structure for the HS was confirmed, with the resultant factors being labelled Agency Hope and Pathways Hope. All utilised scales indicated acceptable levels of reliability, with the resultant Cronbach alpha statistics ranging from 0,75 to 0,89. Pearson correlation coefficient correlations gave indication of a statistically and practically significant correlation of positive medium effect between fluid intelligence and grade point average. Social support from lecturers showed statistically and practically significant correlations of medium effect with social support from friends. Pathways hope was statistically and practically related to agency hope with a positive medium effect. No practically significant relations in this sample could be established between hope and grade point average and social support and grade point average. Statistically significant relations were established between lecturer social support and fluid intelligence and between agency hope and social support from significant other sources. The ability of fluid intelligence to predict grade point average was proven via regression analysis in which fluid intelligence was found to be a statistically significant predictor of grade point average. Proposed moderating effects of hope and social support on the relation between fluid intelligence and grade point average were tested via multiple regression analysis. Results indicated that within the parameters of the research sample in this study, no statistically significant moderating effects could be established for hope or social support. Based on these findings, a hypothesised cause for such relations was established based on the characteristics of the current research sample and research literature. Recommendations for future research were made, as well as organisational recommendations for the participating higher educational facility.<br>MA, Industrial Psychology, North-West University, Vaal Triangle Campus, 2012
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Thompson, David Brian. "Psychological Control, Parental Support, Adolescent Grades and School Engagement." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4159.
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As we examined research on the effects of parental psychological control and support on adolescents, we noted that these variables have not been widely studied in relation to academic achievement. Using Flourishing Families data, we examined a subsample of females and males who reported parental psychological control and support as well as school engagement variables from adolescents, fathers and mothers. We also used observed variables of grade point average (GPA). Structural equation modeling was used to determine whether parental psychological control and support would negatively or positively relate with academic achievement outcomes of GPA and school engagement. Psychological control and support processes significantly related with GPA and school engagement for both boys and girls. Therapists who work with parents should not only recognize the effects of psychological control on individual academic achievement, but should also recognize the importance of support from both parents and the importance of cross-gender parent-child relationships.
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Skira, Aaron M. "Examining the Relationship Between Financial Aid and Three Aspects of Students' First-Year Experience: Grade Point Averages, Persistence, and Housing Decisions." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1302367389.
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Hummel, Amanda Sue. "ANALYSIS OF FIRST-YEAR STUDENT PERCEPTIONS REGARDING THE EFFECTIVENESS OF UVC 101 CLASSES ON ACADEMIC ACHIEVEMENT, SOCIAL SUCCESS, AND PERSONAL GROWTH AND DEVELOPMENT BASED ON HIGH SCHOOL G.P.A." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1214860558.
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Martinez, Vesta Wheatley. "A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33184/.
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This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.
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Kane, Laura Rae. "SORORITY REJECTION: AN EMPIRICAL STUDY OF ATTRACTIVENESS, PERSONALITY, GRADE POINT AVERAGE, ACT SCORE, INVOLVEMENT, AND CLOSE FRIENDSHIPS AS PREDICTORS OF REJECTION FROM SORORITIES AND ITS RELATIONSHIP TO STUDENT DEPARTURE." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460729924.
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Scott, Jean Weekley. "An analysis of the relationship between self-esteem, social support, grade point average, and consequences of alcohol use for college students with attention deficit hyperactivity disorder or learning disabilities /." View abstract, 2006. http://wwwlib.umi.com/dissertations/fullcit/3220618.
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Carr, Sandra B. (Sandra Butters). "Effect of Non-Uniform Calculation of Grade Point Average and Rank in Class by Texas Public School Districts upon Admissions to Public Four-Year Higher Education Institutions in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331976/.
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This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.
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Gaskins, Brady P. "A Ten-Year Study of the Conditional Effects on Student Success in the First Year of College." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245509321.
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Meacham, Jared T. "Are Physically Active College Students More Successful Academically Than Their Inactive Peers?" ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2099.
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This research project intended to explore the possible relationship between physical activity and academic achievement in college students. Using an anonymous online survey, data was collected over two semesters. Ten thousand currently-enrolled college students ages eighteen and older from all states and recognized territories of the United States participated. The survey gathered data concerning a student’s age, gender, race, body weight, height, geographic region of college attendance, cumulative GPA, and physical activity level. The FIT Index of Kasari was used to classify each student’s physical activity level. A quintile split by FIT score was conducted to determine if physically active students were more successful academically than their inactive peers. Univariate analysis of variance (ANOVA), independent sample t-Test, and descriptive analysis were conducted on data pertaining to secondary research questions regarding FIT scores of students in each geographical region of college attendance, gender and race. The research found no statistically significant correlation existed between academic achievement and physical activity in college students. It found that students with very low and very high physical activity levels had lower academic achievement scores than students reporting moderate physical activity. There were significant differences in FIT scores of students in the northwest, but not among students in the southwest, northeast, or southeast. Significant differences in FIT scores were found to exist between males and females and between white and non-white college students. The research found a number of significant differences between groups within the quintile split of FIT score data regarding the primary research question.
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Hines, Linda Kay 1942. "An Analysis of Enrollment Patterns in Required General Education Courses and the Related Success, as Measured by Grade Point Average, of Technical-Occupational Students in a Multi-Campus Urban Community College." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331326/.
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This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations between grade point average and amount of general education work completed. Among the major findings were the following: over 57 per cent of the current students had completed general education requirements at a level proportional to their total program enrollments; current students tended to avoid enrollment in English more than in mathematics; current students who had completed mathematics had a higher mean GPA than those who had not completed mathematics; graduates who completed mathematics during the first half of the program had a higher mean GPA than those who completed mathematics later; a negative correlation was detected between GPA and the amount of general education course work completed; and more than 81 per cent of the graduates had a higher GPA in technical course work than in general education course work.
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Wolf, Mary Menn. "Association Between Academic Performance and Electrocortical Processing of Cognitive Stimuli in College Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2957.
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Because event-related potentials (ERPs) can reflect individual differences in intellectual ability, individual differences in college grade-point average (GPA) may be associated with specific individual ERP waves, such as the P300. However, P300 amplitude is higher in women than in men and varies across the menstrual cycle, factors that could confound the association between GPA and ERPs. In this regard, our objective was to determine whether differences in GPA are reflected in ERPs while standardling for sex and menstrual phase. After participants provided informed consent, we obtained GPAs from 22 right-handed college students (11 male, age range 22 to 26 and 10 female, age range 17 to 24) at a university with high admission and retention standards. We assessed menstrual phase by measuring luteinizing hormone levels across the cycle. We then obtained ERPs for each male participant and ERPs during each phase of the menstrual cycle for each female participant in an object-recognition visual pop-out protocol using Net Station Software (Electrical Geodesics, Inc., Eugene, Oregon) and E-prime Software (Psychology Software Tools, Inc., Sharpsburg, Pennsylvania). Males had larger P300s than females. The male and female high GPA was significantly different from the low GPA male and female groups. High GPA in females and males were associated with a positive peak at approximately 689 ms that was not present in the low-GPA male group and was significantly diminished in low-GPA females. Electro-cortical processing of cognitive stimuli differs between college students with high and low GPAs.
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Miranda, Collins M. "The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144851787.
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Howe-Huist, Elizabeth Suzanne. "Dissolution Pathways: Mother-Child Relationship Quality, Adolescent Academic Well-being, and College Completion Among Young Adults." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1593694527080269.
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Young, Hyatt Regina. "The influence of time spent by students engaged in co-curricular involvement, online social networking and studying and doing coursework on their academic achievement." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3417.
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The purpose of this study was to understand the relationship between time spent by students engaged in student co-curricular involvement, online social networking, and studying on their academic achievement. Additional factors such as student residence, gender, ethnicity, class standing and work for pay were also considered. Existing literature supports the concept that the more time students spend in educationally purposeful activities, the more likely students are going to be successful. Little research exists regarding the use of current versions of online social networking, and the relationship it might have to student academic achievement as measured by grade point average. Therefore, this study was intended to further our understanding of these factors.
Data for this quantitative study came from an online administration of a survey. The survey was disseminated to students who were enrolled at a large, public research institution in the southeastern United States and who were additionally registered in the institution's database of student organization officers during the fall 2010 semester. The number of respondents was 613, which was a 28% response rate. A multiple regression analysis was used along with other statistical analysis. Descriptive statistics were analyzed for all variables. All data was self-reported by students.
This study yielded several statistically significant findings however the effect sizes for most of the regression models was low. The findings showed statistically significant, negative correlations between the number of hours spent by students engaged in co-curricular involvement and online social networking as it relates to grade point average. Additionally, studying and doing coursework was positively correlated with grade point average. Lastly, work for pay off-campus was negatively correlated with grade point average.
Additional data analysis was conducted excluding graduate students who had originally completed the survey. This data analysis included 474 respondents. The regression models which excluded graduate students did not yield large effect sizes. Co-curricular student involvement and online social networking did have statistically significant, negative correlations with grade point average but less so than in the original analysis. These findings were despite the reported increase in the number of hours spent per week engaged in co-curricular involvement and online social networking. Work for pay off campus was more significantly negative.
The findings of this study both supported and conflicted with existing literature on these topics. The finding of statistical significance for most variables can most likely be attributed to the large sample size in the study. These findings offer additional opportunities for research by other student affairs practitioners who are interested in student success factors like those included in this study.
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Fowler, John P. "Report of an educational psychology internship at Cabot College of Applied Arts, Technology and Continuing Education : including a research report on the effectiveness of the Canadian Adult Achievement Test in predicting college grade point average for mature students /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23135.pdf.
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Thron, Joanne M. "Parental attachment and demonstrated academic mastery." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1507.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Mullins, Lavorious M. "An investigative study of the predictive validity of high school grade-point averages and scholastic aptitude test scores as they relate to baccalaureate grade-point averages." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3703.
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The graduation of students should be one of the primary goals of an institution of higher learning. Institutions of higher learning should never stop investigations to determine variables that seek to predict academic success of students. The purpose of this study is to determine the predictive validity of high school grade-point averages, Scholastic Aptitude Test (SAT) scores and their relationship to the baccalaureate grade-point averages of students. The population used in this investigation included students that enrolled as freshmen at the [University] in the 1993 fall semester and who completed all requirements for graduation no later than the 1999 spring semester but no earlier than the 1996 spring semester. In this study information was presented that found the high school grade-point average to be a better predictor of baccalaureate grade-point average than the SAT score.
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Johnson, Charles E. "Effectiveness of Introduction to College GE-100." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1111.
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In 2008, the excitement to teach the class, Introduction to College to new students who are beginning college, was greatly accepted with much reservation. Numerous memories reflected back to that special period when the writer was faced with those daunting decisions of where to attend college. Those memories of excitement and fear of being away from home the very first time, starting college life, meeting new friends, and what career path to choose, were difficult decisions during that transitional time. Orientation class back then consisted mainly of a half day spent touring the college campus and listening to various speakers; if you could stay awake. The scope of this study will be to assess the effectiveness of Introduction to College (GE-100), on student GPAs and “persistence-to-graduation” rates as measures of success. In the course, the student will learn about the variety of support services available at the college, the behaviors necessary to be successful in college, and issues that relate to choice of major and/or careers. This study used a quantitative approach utilizing an ex-post facto longitudinal design that measures student grade point averages (GPA) and persistence-to-graduation rates for the five- year period from the Fall Semester of 2003 through the Spring Semester of 2008. Overall, at the conclusion, the results indicated that GE-100 students had significantly higher GPAs and significantly greater persistence- to-graduation rates over a five year period when compared with student who did not take or complete (GE- 100).