Abstract
Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.
Highlights
College-ready students are more prepared for postsecondary education and expectations, as well as for workforce, social, and political responsibilities than less college-ready students (Mokher and Leeds, 2019)
The study was aimed at testing these hypotheses: 1) H1a: There is a significant effect of college readiness on college success; 2) H1b: The conditional effect of college readiness on college success significantly differs by University Generations (UGs) and departments; 3) H1c: The probability of college success at a value of college readiness significantly varies by UGs and departments; 4) H1d: A UG with the highest total conditional effect of college readiness on college success has the highest average probability of college success
Using the Ethiopian Higher Education Entrance Examination (EHEEE) score as a continuous predictor variable; the Ethiopian General Education School Leaving Certificate Examination (EGESLCE) Grade Point Average (GPA) as a continuous covariate, UG and department as moderators, and the College Cumulative Grade Point Average (CCGPA) as a binary criterion variable, the process procedure for SPSS was used to analyze the effect of college readiness on college success at the values of UGs and departments
Summary
College-ready students are more prepared for postsecondary education and expectations, as well as for workforce, social, and political responsibilities than less college-ready students (Mokher and Leeds, 2019). One of the strong determinants of college outcomes is the development of pre-college academic skills and readiness (Fina, Dunbar and Welch, 2018; Jackson and Kurlaender, 2014; Olani, 2017). Because of their unpreparedness for college-level learning, many college entering students are assigned to non-credit-bearing remedial education (Leeds and Mokher, 2019; Kallison, 2017; Relles, 2016). Maturity level in a sense may show differences from place to place and from time to time
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