College Achievement Research Articles

TEACHING STYLES: AN EXPLORATORY STUDY OF DIMENSIONS AND EFFECTS

ABSTRACTAn exploratory model of teaching behavior as a role contract is proposed. The model consists of three subject strategies–the didactic, generalist, and researcher strategies, and the dimensions of student response, ambiguity, and warmth. Indices designed to measure the dimensions in the model were developed and related to various criteria in a large sample of two‐year colleges and students. These criteria included faculty ratings, students' sense of progress, satisfaction, and college achievements. The indices were related to these criteria in plausible ways, the generalist, researcher, and warmth indices typically having positive relations, and ambiguity having negative relations.

Sat and High School Average Predictions of Four Year College Achievement

Sat and High School Average Predictions of Four Year College Achievement

Non-verbal rigidity and academic achievement in high school and college.

Non-verbal rigidity and academic achievement in high school and college.

The Validity of American College Test for Discerning Potential Academic Achievement Levels-Ethnic and Sex Groups

AbstractThis paper attempts to answer two questions: (1) what is the relationship between past achievement (high school quarter), the American College Test, and the first semester college GPA, and (2) does the ACT have the same meaning for sex and ethnic groups. The universe consisted of 996 freshmen who were stratified according to sex and ethnic grouping with 520 respondents selected by simple random technique. Achievement scores were obtained from students’ transcripts. Two-way analysis of variance was used to establish significance. This study revealed that high school quarter rankings are better indicators of potential college achievement than ACT. It also demonstrated that the ACT has a built-in sex and ethnic bias. Two solutions are discussed as remedies for the problem.

Measurement of College Achievement by the College-Level Examination Program

The criterion-related and construct validity of the College-Level Examination Program's General Examinations are discussed primarily in terms of research studies conducted at institutions of higher education. While most of the research provides support for the validity of the examinations as measures of academic achievement in college, the results of many of the studies have alternative explanations. The examinations correlate positively with course grades and amount of previous college instruction. Significant gains on the tests are generally made by students over the first two years of college and the highest scores on each test are obtained by students intending to major in the subject covered by the test. There is some question as to whether each of the five examinations is measuring a unique factor.

Characteristics of Students Who Make Accurate and Inaccurate Self-Predictions of College Achievement

College students (N = 198) predicted their grades at the beginning of four grading periods of a school year. Average discrepancy scores (ADS) between the self-predicted grade point average (SP GPA) and achieved grade point average (Ach GPA) were obtained for all students. Students in the top quartile (inaccurate predictors) were compared with students in the bottom quartile (accurate predictors) on five dimensions. No differences were found in sex or age. Accurate predictors tended to differ from inaccurate predictors in academic classification (p=.01), academic achievement (p=.001), and self-concept (p=.001).

Comparison of effectiveness of group-counseling procedures.

The present study compared, using delayed multiple-criteria measures, the effectiveness of two different group-counseling techniques with college Ss who expressed a desire to improve their academic performance. The procedures were a more traditional approach focusing on personal-emotional problems and one on development of behaviors appropriate for college achievement. Groups were compared with two control groups on three criteria, pre-post change scores in grade point average, adjustment scores, and study habits and attitudes scores. The 5 hypotheses were not supported. Implications for research and practice in group counseling were discussed.

MEASUREMENT OF COLLEGE ACHIEVEMENT BY THE COLLEGE‐LEVEL EXAMINATION PROGRAM

ABSTRACTThe criterion‐related and construct validity of the College‐Level Examination Program's General Examinations are discussed primarily in terms of research studies conducted at institutions of higher education. While most of the research provides support for the validity of the examinations as measures of academic achievement in college, the results of many of the studies have alternative explanations. The examinations correlate positively with course grades and amount of previous college instruction. Significant gains on the tests are generally made by students over the first two years of college and the highest scores on each test are obtained by students intending to major in the subject covered by the test. There is some question as to whether each of the five examinations is measuring a unique factor.

Frustration tolerance and college grade point average.

44 university undergraduate students, 22 males and 22 females, were presented an insoluble finger maze as a measure of frustration tolerance. Simple and multiple correlations of frustration tolerance, School and College Achievement Test (SCAT) scores, and grade point average showed frustration tolerance to be a relevant factor in the prediction of college grade point average for males but not for females and when in combination with SCAT Quantitative scores for both sexes.

Temporal orientation and academic achievement in college.

Temporal orientation and academic achievement in college.

Relation of congruence in student-faculty interests to achievement in college.

Relation of congruence in student-faculty interests to achievement in college.

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment

High School Preparation and College Biology

As careful as scientists have been in the design and conduct of technical experiments, they have been overly lax in the analysis of their profession's educational problems (Darnell and Wise, 1968). In the last decade considerable improvements have taken place in teaching science at the high school level. Yet, many college professors still contend that their courses will be what they are regardless of their students' high school background (Adams, 1952; Montean et al., 1963; Rozolis, 1967). When such views are so common, no wonder that attempts to improve the transition between high school and college are noticeable in only few universities (Renner et al., 1965). This paper intends to show that achievement in college is highly related to high school preparation, and therefore introductory college courses should be designed in such a way that the student will be able to begin where he left off in high school and make the best use of his previous education. Procedures

Factors in the Continuance of Accomplishment From High School to College

The college achievements of students who were achievers or non achievers in high school were studied. Biserial correlations were obtained to show the relation between the personality and background...

Sponsored and Contest Mobility among College Graduates: Measurement of the Relative Openness of a Social Structure

This study is concerned with determining the significance of achievement and ascriptive factors in the career mobility of graduate engineers. Difficulties regarding the measurement of relative openness of a social structure are pointed out; an attempt is made to overcome some of these difficulties by operationalizing Turner's ideal type notions of sponsored and contest mobility in the form of multivariate mobility channels. The findings offer support for both models, revealing the increasing effects of achievement variables such as grades, school selectivity, and recruitment emphasis on college achievement while at the same time showing the continuing effects of social origins and college prestige on such contest mobility. Examination of the most recent graduates points to the continuing influence of ascriptive criteria and to the declining effect of schoolorganizational variables. It is suggested that such findings may support the notion of a developing credential or status opportunity structure.

Self-actualization and college achievement at three ability levels.

Self-actualization and college achievement at three ability levels.

Effectiveness of SVIB academic interest scales in predicting college achievement.

Effectiveness of SVIB academic interest scales in predicting college achievement.

The Prediction of College Achievement with the "Most Vivid Memory Technique"

The Prediction of College Achievement with the "Most Vivid Memory Technique"

STUDENTS

Some psychological and biochemical correlates of college achievement. J Amer Coll Health Au 15:326–331, April 1967.

Comparison of typical peer, self, and ideal percepts related to college achievement.

Comparison of typical peer, self, and ideal percepts related to college achievement.