Browsing by Subject "Prediction of scholastic success"
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Item A study of factors associated with the pupil performance at two levels of cognition in world history(Texas Tech University, 1968-06) Whitmill, R. CNot availableItem A study of the relationship between an academic counseling program and the academic performance of selected students at Texas Technological College(Texas Tech University, 1967-06) Cates, DonaldNot availableItem Academic integration, social integration, goal and institutional commitment, and spiritual integration as predictors of persistence at a Christian institution of higher education(Texas Tech University, 2002-05) Morris, JasonTinto's Model of Student Departure has been tested in various types of postsecondary institutions. Researcher's have not, however, examined Tinto's model in Christian institutions of higher education. The need for research on student attrition from Christian colleges and universities is motivated by the deficiency in the literature and the following two questions: Is Tinto's model valid at Christian institutions of higher education? Would any additional variables unique to these institutions add to the predictive validity of Tinto's model for use at these particular schools? The purpose of this study is to test three core constructs of Tinto's (1993) Model of Student Departure in a Christian institution of higher education. In addition, this study will add a spiritual integration variable to Tinto's model that could potentially help to better explain retention and attrition at Christian institutions of higher education. The sample for this study consists of the students who completed the Student Information Form, the Institutional Integration Scales, and the spiritual integration measure. These students were tracked for one year, from their initial enrollment in the fall semester of 2000 through the fall semester of 2001. Students were then placed into one of two groups. One group consists of persisters, students who have reenrolled for the fall semester of 2001. The second group is termed withdrawers, students who did not return for the fall 2001 semester. Survey research and quantitative data analysis was utilized to gather information and answer four research questions. The surveys used in this study include the Student Information Form (2000), the Institutional Integration Scales (Pascarella and Terenzini 1980) and a spiritual integration measure (Schreiner 2000). The integration surveys were distributed in the Spring 2001 semester during the twelfth week of classes to first-year students enrolled in a required Bible course. This study found that two variables contained in the Academic Integration construct (student's cumulative G.P.A. and the Academic and Intellectual Development Scale), two variables contained in the Social Integration construct (Peer-Group Interactions Scale and the student's average number of hours per week spent in extra-curricular activities), as well as the constructs of Goal and Intuitional Commitment and Spiritual Integration were significant predictors.Item Administration of high school competency requirements for chemical and petroleum engineers(Texas Tech University, 1984-12) Rollins, James ThaydasNot availableItem An evaluation of a grade point average formula for students entering the College of Agricultural Sciences at Texas Tech University(Texas Tech University, 1971-05) Nance, William HNot availableItem Comparison of scholastic achievement and attitude toward physical education between high and low physical fitness groups(Texas Tech University, 1968-06) Wilcox, Thomas VNot availableItem Personal and environmental factors contributing to success or non-success of married home economics undergraduate students at Texas Technological College(Texas Tech University, 1966-05) Badgett, Grace AnneNot availableItem Predicting college success in the School of Agriculture at Texas Technological College from measures of high school achievement(Texas Tech University, 1965-08) Cepica, William JNot availableItem Predicting scholastic achievement for male and female students with intellectual and nonintellectual variables(Texas Tech University, 1971-08) Elliott, M. TempleNot availableItem Predicting scholastic achievement with nonintellectual variables(Texas Tech University, 1967-05) Garms, Joe DewayneNot availableItem A predictive model on identifying successful institutional practices designed to enhance the performance of community college developmental students(2006) Zhou, Wei; Moore, William, Jr.To keep the promise of providing successful higher education experience to all students, community colleges need to identify effective practices to enhance success for students coming through developmental education programs. Despite the existence of a wealth of research studies on student success in higher education which are focused on four-year institutions, few have generated concrete insights on community college students, who are more likely to be minority, non-residential, part-time, first-generation college students, and working adults with families. Therefore, community colleges are seeking theoretical models generated based upon empirical studies focused on developmental students to identify and design effective practices to enhance the success of those students. The purpose of this study was to develop a theoretical, predictive model, focused on developmental education student success, by examining the correlations between student characteristics and student success via intervening variables of student engagement. This study used data from spring 2004 Florida statewide Community College Survey of Student Engagement and the Florida State Student Database. Findings of this study supported the theoretical framework that student characteristics are predictors of student success, and the impacts of student characteristics on student success are affected by student engagement, which can be influenced by institutional practices. Therefore, community colleges may develop effective institutional policies and practices focusing on student engagement to increase developmental education student success. In addition, this study assists in identifying best practices which in turn provides valuable information to community colleges in reference to the most endangered students. Moreover, the model, which provided guidelines for institutional researchers including the operational definitions of all variables, the statistical analysis used, the methods of data collection, and identification of needed instrument, enables community colleges to monitor the progresses of institutional practices and keep moving forward in a changing environment.Item Relationship of performance in developmental mathematics to academic success in intermediate algebra(1993-08) Johnson, Laurence F.; Roueche, John E.The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using an ex post facto research design, the study focused specifically on the influence of three sets of factors: (a) demographic characteristics, (b) "stopping-out," and (c) the developmental course. The criterion variables were college-level performance, defined in terms of the student's course grade, and college-level persistence, defined in terms of whether or not the student officially withdrew from the course. A convenience sample of 824 community college students who had completed both the exit-level developmental mathematics course and the entry-level college course during a three-year period from fall 1989 to summer 1992 was used for the data set; the students in the set were shown to be similar to several populations of developmental students. Discriminant function analysis indicated that the data supported the hypotheses. The discriminant function was calibrated on 364 cases randomly selected from the data set; the remainder of the cases were used to cross-validate the results. Cross-validated correct classification rates of 76.74% for academic success and 81.09% for persistence were obtained. The major conclusions of the study were: (1) Developmental course performance is a significant discriminator of college-level mathematics performance and persistence. (2) The length of time a student allows to pass between exiting the developmental course and entering the college-level course is a negatively related discriminator of both college-level performance and persistence. (3) Student age is a positively related discriminator of college-level mathematics performance. (4) The number of attempts at the developmental course is a negatively related discriminator of persistence. (5) African American completers of developmental mathematics appear to be more likely to withdraw from entry-level college mathematics than developmental completers in other ethnic groups. (6) Poor performance in exit-level developmental mathematics greatly increases the risk of failure or attrition for students in entry-level college mathematics. The implications of these results and those of several post hoc analyses were discussed in terms of their theoretical and applied contributions, the limitations of the study were detailed, and suggestions made for future research.Item Teachers' perception of use of student performance information: technology acceptance model(2003) Yang, Sung-kwan; Scribner, Jay D.The purpose of this study was to examine (1) what type of student performance information is available to teachers; (2) how they use the information; and (3) what factors impact positively and/or negatively on teachers’ use of student performance information. This study also examined (4) the relationships among perception of usefulness, ease of use, attitude, intention to use student performance information, and external pressure to use the information. This study employed both survey research and individual focused interview methods. The perceptions of teachers’ using student performance information were investigated through a survey of 206 teachers from 16 campuses in an urban school district in Texas. Data analysis included structural equation modeling Major findings from research question one were: The school district with well-developed assessment systems responded in an organized way to rising standards by improving alignment within their local curriculum. Schools and classrooms also were engaged in ongoing initiatives to improve student achievement under their own circumstances. Major findings from research question two were: Teachers used the benchmark assessment information (1) to check the efficacy of local curriculum and instructional practices; (2) to assess state curriculum standards and/or objective mastery, and (3) to prepare for state mandated tests. (4) Teachers reported they didn’t use the benchmark assessment reports, or used at the minimum level as directed by the school district. Major findings from research question three were: Teachers reported identification of student needs, alignment of curriculum and tests, preparation for instruction, information access, and information quality positively impacted their use of benchmark assessment information. Teachers reported poor quality of test and reports, user-unfriendly format, low information access, time consumption, external pressure, and misalignment with curriculum negatively impacted on their use of the benchmark assessment information. Major findings from research question four reported that the teachers’ perception of intention to use student performance information was affected directly and/or indirectly by perceived usefulness, perceived ease of use, attitude, perceived information quality, and external pressure. Only the user-guide rating variable in individual difference category showed a statistically significant relationship with perceived usefulness, intention to use, and perceived information quality.Item The Wechsler Intelligence Scale for Children as a predictor of adjustment of first grade students(Texas Tech University, 1969-08) Cannon, Thomas Milton,Not availableItem Using High School Records to Predict Success in Architecture School(Texas Tech University, 1971-08) Harley, Peter AshNot Available.