Final Grade Point Average Research Articles

Comparison of academic achievement, graduation competency and academic sustainability of veterinary students based on college admission processes

A university’s admission policy is established to select applicants who can successfully complete the curriculum. Thus, it is important to develop optimal admissions processes for applicant selection. This study was conducted to infer the most suitable admission processes for veterinary school applicants by examining academic achievement, graduation competency and academic sustainability. It was conducted on students admitted from 2009 to 2018 at one of the veterinary colleges in Korea. The admission methods were divided into, first the regular admission (RA) process, primarily reflecting the results of the College Scholastic Ability Test, and second, the rolling admission processes. The rolling processes were further divided into admission officer-based (AO), high school grade point average-based (GA), essay test-based (ET), admission for the underprivileged (UP) and admission for overseas Koreans and foreigners (OKF). The final grade point average was observed to be higher in the order of the GA, AO and RA groups. The survey on the veterinary graduation competency did not reveal any difference between the regular and rolling admission processes. However, among the latter, AO-based admission showed a higher ratio of outstanding competency levels. In terms of academic sustainability, OKF admission demonstrated a higher rate of failure while RA showed a higher rate of expulsion and dropout. Summarizing the above results, the most successful veterinary applicants were selected through AO-based admission. These results are meaningful in providing the basic information required to establish admission policies for veterinary colleges in Korea.

Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO): longitudinal responsiveness over a three-year curriculum.

Understanding the relationship between self-efficacy and academic and clinical education outcomes may improve professional physical therapist education. To document the longitudinal responsiveness of Self-Efficacy of Physical Therapist Student Outcomes (SEPTSO) scores from a single cohort throughout a three-year professional physical therapist curriculum and also to explore relationships between SEPTSO, grade point average (GPA), clinical education outcomes, and first-time pass rate on the National Physical Therapy Examination (NPTE). Thirty-five Doctor of Physical Therapy (DPT) students participated. The SEPTSO was administered electronically during semesters one and nine. The final GPA, Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS), and NPTE outcomes were recorded. There was a significant increase in SEPTSO scores from semester 1 to 9 (t(16) = 34.55, p < .01, Cohen's d = 9.79, n = 17). In semester 1 (n = 35), there were no significant associations between SEPTSO scores and GPA (r = .011, p = .949), PT MACS outcomes (r = .092, p = .867), or first-time NPTE pass rate (rs = -0.088, p = .634). Longitudinal responsiveness of the SEPTSO in a three-year DPT curriculum was demonstrated. There were no associations between SEPTSO scores and other outcome measures.

Predictors of Success in Obtaining Postgraduate Residency or Fellowship

ObjectiveAs more pharmacy students are pursuing postgraduate training, colleges of pharmacy are investigating ways to predict success in matching for residency or fellowship. While data have been published about characteristics predictive of matching, we sought to study student scores, rotation types, and rotation evaluations as predictors of success. MethodsData were collected from students in the graduating classes of 2021, 2022, and 2023. Students were surveyed on participation in mock interviews, numbers of programs to which they applied, and number of interviews received. In addition, data were collected on impostor phenomenon, grit, perceived stress, anxiety, grade point average (GPA), types of patient care rotations, and preceptor evaluations. ResultsOverall, 295 students were included, with 69 unsuccessful and 226 successful students. Successful students were more likely to have lower Perceived Stress Scale-10 scores in the final 3 semesters of school, a higher GPA, more elective patient care rotations, and more preceptors who answered “Yes” to “Would you hire this student?” after graduation. In the multivariate logistic regression analysis, final GPA and preceptors answering affirmatively to “Would you hire this student?” were independent predictors of success in obtaining a postgraduate position. ConclusionAs colleges of pharmacy prepare students for postgraduate residencies or fellowships, in addition to GPA, stress levels during the final 3 semesters of pharmacy school may be areas on which to focus. Given that willingness of a preceptor to hire a student after graduation was a predictor of success in securing a postgraduate position, this should be explored in future research.

The effect of Z-Score on Year Grade Point Average (YGPA) and Final Grade Point Average (FGPA) in Faculty of Engineering, General Sir John Kotelawala Defence University (KDU)

A collection of 182 Intake 35 day scholar undergraduates who had followed the Local GCE Advanced Level examination from the Faculty of Engineering, General Sir John Kotelawala Defence University (KDU), was selected. Data was collected from the several departments and units of KDU. The Grade Point Average (GPA) was considered the scale of a student’s academic performance in the study. A descriptive analysis was performed to differentiate the configuration of the data and the relationship between the Year Grade Point Average (YGPA), and Final Grade Point Average (FGPA) variables with the Z-Score. Spearman and Kendall rank correlation tests were performed in the analysis. The results indicated that the Z-score has a comparatively strong positive relationship with student’s performance at the university in their first year and the class selection.

The Effect of Distance Reiki on State Test Anxiety and Test Performance: A Randomized Controlled Trial of Nursing Students.

This randomized controlled, pretest-post-test intervention study examined the effect of distance reiki on state test anxiety and test performance. First-year nursing students (n = 71) were randomized into two groups. One week before the examination, intervention group participants performed reiki remotely for 20 minutes for 4 consecutive days, and control group participants received no intervention. The intervention group had lower posttest cognitive and psychosocial subscale scores than pretest scores (p > .05). The control group had a significantly higher mean posttest physiological subscale score than pretest score (p < .05). Final grade point averages were not significantly different between the intervention and control groups (p > .05). One quarter of the intervention group participants noted reiki reduced their stress and helped them perform better on the examination. Reiki is a safe and easy-to-practice method to help students cope with test anxiety. [J Nurs Educ. 2024;63(5):298-303.].

A Comparative Analysis for GPA Prediction of Undergraduate Students Using Machine and Deep Learning

Recently the research field of machine learning has experienced a huge rise in popularity and growth. Machine Learning (ML) is a way of improving computational prediction models by allowing the computer to generate its own algorithm to predict outcomes, based on an existing dataset. In this paper, we demonstrate the application of Machine Learning to enhance the educational processes. We implemented regression and supervised learning techniques on data from King Saud University, Riyadh, Saudi Arabia, to construct a predictive model for student performance. This allows for timely interventions in students' academic paths. We utilized extensive and diverse course records, encompassing several academic years and programs, to conduct a comparative analysis of various Machine and Deep Learning methodologies, assessing their efficacy through performance metrics. The developed ML/DL algorithms use Grade Point Averages (GPAs) of courses and semesters as explanatory features to predict the student’s final GPA, which is the target value of the models. Based on the results, the linear and bagging regression models have the best Mean Absolute Error (MAE) performance metric. To ensure there will be enough time for academic intervention, data of early courses and semesters are used.

Pathophysiology and pharmacology course grades and prediction of success in a graduate nurse practitioner program.

During a program review, faculty identified that nurse practitioner (NP) students who received a C grade in Advanced Pathophysiology (Patho) and Advanced Pharmacology (Pharm) appeared to perform poorly in the later NP management courses and on other program outcomes. The research aimed to determine whether grades in graduate Patho and Pharm courses could predict performance in NP management courses, program progression and completion, and certification pass rates. This research included deidentified student data from 2016 to 2018 across seven NP specialty tracks ( n = 4,575). Nonparametric and parametric tests were used in the analysis. A significant correlation ( p < .001) existed between Patho and Pharm grades. Lower grades in these two courses were significantly related to each other and to lower management course grades. Logistic regression showed that graduate pathophysiology grades significantly predicted certification examination performance, with lower grades associated with lower certification examination performance. Graduate pharmacology grades, pathophysiology grades, composite management course grades, and admission grade point average (GPA) significantly predicted final cumulative GPA, with lower grades associated with lower performance for all variables. Results of this research support the hypothesis that grades of C in Patho or Pharm courses significantly predict C performance in the management NP courses and lower certification success rates. The project model can be used in future research. Study findings can be helpful to NP faculty when considering curriculum decisions.

Forecasting of University Students' Performance Using A Hybrid Model of Neural Networks and Fuzzy Logic

Abstract: Artificial intelligence techniques can be applied in forecasting the academic performance of university students, with aim of detecting the factors that influence their learning process which allows instructors and university administration to take more effective actions to increase the university student's performance. Identifying the students' performance will improve the quality of education which will be through analyzing and forecasting the students' performance at the course level and degree level. This research focuses on first-year students' performance in two university-requirement courses, depending on features such as attendance, assessment marks, exams, assignments, and projects. Forecasting the students' performance in the whole degree will depend on these features; high school average, Grade Point Average (GPA) for each semester, drop courses, selected core courses in the degree, period of study, and final GPA. A hybrid Adaptive Neuro-Fuzzy Inference System (ANFIS) model was used toperform the forecasting process. In this way, based on the datasets collected from the selected courses, or the whole degree, the future results can be forecasted and suggestions can be made to carry out corrective steps to improve the final results. The experiments result of the applied models performed that ANFIS-Grid outperforms the ANFIS-Cluster, wherein each model produces the lowest error of 0.7%, where it just fails in one sample from thirteen samples, while the ANFISCluster after modification produces an error equal to 0.15%. Keywords:University Student Performance, Forecasting, Fuzzy logic, Neural Network, Adaptive Neuro-Fuzzy Inference System.

Academic Performance according to School Coexistence Indices in Students from Public Schools in the South of Chile.

School coexistence is a fundamental aspect for good academic performance. The objective of the study was to identify school coexistence indices, and to analyze differences in academic performance according to these indices in students from public schools in the province of Biobío, Chile. This cross-sectional study involved 730 children (53.8% boys; 12 ± 1.2 years). School coexistence indices as a quality of interpersonal relationships between school bodies, the perception of violence and aggressiveness from a gender perspective, and the perception of levels of safety and unsafety in different school areas as well as academic performance through accumulated final grades (AFG) and grade point averages (GPA) were measured. A total of 40.9% and 41.3% of schoolchildren agreed or strongly agreed that stronger students are violent toward weaker students and boys are violent toward one another, respectively. The school areas most classified as unsafe or very unsafe were the restrooms (20.4%), followed by the playgrounds (10%), and the gym and fields (9.5%). Schoolchildren who classified the relationships within the school bodies as bad, or very bad, presented significantly lower AFG in subjects such as math, language (Spanish), and physical education and health as well as GPA. In the same line, those who perceived greater violence and aggressiveness among peers and higher insecurity in different school areas presented significantly poorer academic performance. In conclusion, students perceived violence and aggressiveness among themselves, and the school areas perceived as unsafe were identified. Furthermore, students who perceived poorer school coexistence indices presented a weaker academic performance.

Differential effect of university entrance scores on graduates’ performance: the case of degree completion on time in Portugal

Degree completion on theoretical time is a phenomenon seldom explored in the higher education literature. We applied variance components models and random coefficients models to the microdata of an entire entrant cohort of first-time, full-time undergraduate students who completed their three-year programme at a Portuguese institution during the theoretical period. The study showed that the variance partition coefficient is 0.27, considering the hierarchical structure of students nested in programmes. The differential effect of students’ university entrance scores on degree completion grade point average is stronger across programmes than across faculties, controlling for students’ sociodemographic background (gender, age and parents’ level of education), social scholarship granted, and preference regarding the institution and programme attended. The fixed effects related to the areas of study and type of institution (e.g. university or polytechnic) were also quantified. The estimates indicated that secondary school preparation is the most important predictive factor for the final grade point average of degree completion among the variables at enrolment. Moreover, differences based on gender, age, and areas of study were found.

Predicting Students' Social Adjustment and Academic Achievement based on Parenting Attachment Styles

Aim: The purpose of this study was to predict social adjustment and academic achievement based on parental attachment styles in students. Methods: The method of this research was descriptive-correlational. The study population included 18,000 male and female first year high school students in Lorestan province in the academic year of 2014-15, which was conducted on a sample of 364 students (200 girls, 164 boys). Multi-stage cluster sampling method was selected. The California Social Adjustment Questionnaire (Klako et al., 1953) and the Hazen and Shaver Adult Attachment Styles Questionnaire (1897) were used to collect data, and the students' final grade point average was used to assess academic performance. Data were analyzed using Pearson correlation and multiple regression analysis (stepwise). Findings: The results of Pearson correlation coefficient showed that there was a meaningful negative relationship between avoidant attachment style (P=0.001, r=-0.35), anxiety attachment style (P=0.001, r=-0.29) with adaptation. Also, between secure attachment style (P≥0.001, r=0.41), attachment to mother (P≥0.001, r=0.35), attachment to father (P≥0.001, r=0.37) and attachment to friends (P=0.001, r=0.38) has a significant positive relationship with adaptation. Multiple regression results showed 31% of the total variance of students' academic adjustment by avoidant attachment style (β=-0.16), anxiety attachment style (β=-0.14), secure attachment (β=0.23), attachment to mother (β=0.10), attachment to father (β=0.15), and attachment to friends (β=0.09) are explained. Also, 14% of the variance of academic achievement is explained by the style of secure attachment (β=0.17), attachment to father (β=0.10) and attachment to friends (β=0.11). Conclusion: The present study showed that the first emotional bonds between child and mother play a fundamental role in the formation of social trust and the continuation of emotional relationships in the later period of growth, promoting it positively. Thus, with success in this field, social adjustment is achieved.

Comparing Middle School Student Learning Outcomes from In-Person, Online, and Hybrid Instructions: A Consideration of Learning Engagement during a Pandemic

Learning engagement varies in different modes of instructions. With such consideration, the authors of this article conducted comparative analyses on student learning outcomes measured by their final mean grade point averages (GPAs) during three timeperiods (before, at the onset of, and during pandemic) when inperson, online, and hybrid instructions were delivered. The records of 600 middle school students in a school district from a western state, across three academic years, were used as the sample (2018-2019 before pandemic when they were in sixth grade with in-person instruction, 2019-2020 at the onset of the COVID-19 pandemic in seventh grade with online instruction, and 2020-2021 during pandemic in eighth grade with both online and hybrid instructions). Results showed that no difference was found (from paired t-test) in student final GPAs when they transferred from in-person instruction before pandemic to online instruction at the onset of pandemic, but differences were found (a) between in-person instruction and hybrid instruction (from one-way repeated ANOVA), and (b) between online instruction and hybrid instruction (from both one-way repeated ANOVA and an independent samples t-test) at and during pandemic. Recommendations for practice and future research focusing on students’ needs were presented.

Examining Demographic and Preadmission Factors Predictive of First Year and Overall Program Success in a Public Physical Therapist Education Program

Introduction. Despite an increase in the rigor of entry-level Doctor of Physical Therapy (DPT) program admission, programs still struggle with student retention and success. The purpose of this study was to examine demographic and preadmission factors predictive of first year and overall program success in an entry-level public physical therapist education program. Subjects. Retrospective data from 473 DPT students at the Texas Woman’s University in Houston, TX, who entered the program between 2010 and 2018. Methods. This study included the following predictor variables: last 60 hours undergraduate (UG) grade point average (GPA), UG math/science GPA, overall UG GPA, science/nonscience major, Graduate Record Examination (GRE) component scores, GRE summed score (GRE-S), size and type of UG institution (dichotomized), gender, age, and personal grit score. Success in the program was measured by first-semester GPA, cumulative third-semester GPA, final program GPA, three-tiered ranking of academic and clinical education (CE) standing, completion of first-year program, and completion of the entire 3-year program. Results. First-year program success (first-semester GPA, cumulative third-semester GPA, and first-year completion) was predicted by age, overall UG GPA, GRE-S, and all GRE components. GRE scores and UG GPA when entered together predicted 45.8% of the first-year GPA. Overall program success was predicted by UG GPA, GRE-S, and all GRE components. GRE-S and UG GPA when entered together predicted 34.8% of final program GPA. Academic standing was predicted by multiple predictors, whereas CE performance was only predicted by 2 components of the GRE and GRE-S. When comparing students who completed the program versus those who did not, significant differences were found in all GRE components and overall UG GPA. Receiver-operating-characteristics analysis was used to determine cutoff scores for the GRE and overall UG GPA, which best predict first-year and program retention. Conclusion. Admissions committees of DPT should analyze their program-specific data to better guide their admissions decisions. Overall UG GPA and GRE continue to be strong predictors of physical therapist program success. In order to increase retention rates, DPT programs should consider additional resources for students who may be at risk.

Persistence and Performance in Co-Enrollment Network Embeddings: An Empirical Validation of Tinto's Student Integration Model

In this article, we empirically validate Tinto's Student Integration model, in particular, the predictions the model makes regarding both students' academic outcomes and their dropout decisions. In doing so, we analyze three decades' worth of student enrollments at an Australian university and present a novel methodological approach using graph embedding techniques to capture both structural and neighborhood-based features of the co-enrollment network. In keeping with Tinto's model, we find that not only do these embedded representations of students' social network predict their final grade point average (GPA), but also are able to successfully classify students who dropout. Our results show that these embedded representations of a student's social network can achieve F <sub xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sub> -scores of up to 0.79 when classifying dropout and explain up to 10% of the variance in student's final GPA. When controlling for a small set of covariates and variables common to the literature, this performance increases to 0.83 and 24%, respectively. Furthermore, the performance of these methods is robust to both changes in their parameterization and to corruption of the underlying social networks. Importantly, this implies that hyperparameters may be selected to reduce the computational demands of this method without loss of predictive power. The novelty of this method, and its ability to identify student dropout, merits further investigation to preemptively identify at-risk students.

Evidence-Based Approach to Switching to a Pass-Fail System for Clinical Year Veterinary Student Grading.

Veterinary schools have traditionally used letter grading systems to assess the performance of students on clinical rotations, but pass-fail grading may enhance the learning environment and student well-being. When a decision to switch grading systems is discussed, concerns are often raised about the effect of removing clinical year grades from final grade point average (GPA) calculations. In order to inform the decision making at our institution, retrospective analysis of the effects of clinical year grades on GPA was performed. The specific hypothesis tested was that clinical year GPA would not have a significant effect on cumulative GPA, as defined by a decrease or increase of 0.10 points on average. When data from two classes were examined, median (range) difference final GPA (0-4 scale) compared to GPA at the end of the pre-clinical curriculum (referred to as delta GPA) was 0.02 (-0.19 to 0.18) for the graduating class of 2016 after removal of two outliers and 0.03 (-0.10 to 0.18) for the class of 2017. Correlations between preclinical GPA and delta GPA (were -0.83 (p < .001) for both classes. The hypothesis was supported, leading to the conclusion that the overall effect of clinical letter grades on final GPA was close to zero when whole classes were considered, and delta GPA ranged between -0.2 and 0.2 for all except two students. Data from this study were distributed prior to conducting a faculty vote to switch grading systems, and the motion was supported.

Admission Criteria as Predictors of Student Success in a Dental Hygiene Program.

The aims of this study were to assess which prerequisites the dental hygiene faculty at the University of Alberta perceived as essential to success in the dental hygiene program and to determine if students' prerequisite grades and interview scores predicted their success in the program. Academic records of students admitted between 2004 and 2013 were examined in 2016 for prerequisite course grades, interview scores, and junior, senior, and cumulative grade point average (GPA). In addition, course instructors were surveyed about which prerequisites they deemed necessary for their particular subjects. The results showed that every prerequisite course was perceived as necessary at some point in the program. However, most prerequisite course grades were weak predictors of academic performance, with a moderate correlation between cumulative prerequisite GPA and the junior GPA and final cumulative GPA. The interview was also considered necessary for some preclinical and clinical courses. There was no correlation between interview scores and students' academic performance. These findings suggest that, although the interview and prerequisite GPA requirements filtered out unsuitable candidates, they did not predict which students would be successful in the program. More refined methods need to be devised to identify which students are most likely to succeed.

Data-driven Decision Making in Doctor of Physical Therapy Curricula Part I: Program-level Analysis

Background and Purpose. We describe a data-driven internal curricular review process for professional (entry-level) physical therapist education programs. Using National Physical Therapy Exam (NPTE) performance as an outcome measure, we test the ability of individual courses, as well as summary grade point averages (GPAs), to identify students at risk for failure in the first attempt of the NPTE. Methods. National Physical Therapy Exam score was modeled in a simple univariate linear regression on 2 sets of predictor variables: individual course final grades and summary GPAs. First-time NPTE performance was configured in 2 measures: a continuous measure of exam score and a dichotomous pass–fail index. For NPTE score as a continuous measure, linear regression was used to test for association. For pass–fail, we tested for optimal grade or GPA benchmark by systematic thresholding across a range of numerical grades (70–95%) or grade points (1.5–4.0). Methods were demonstrated in the setting of a dataset collected from a single graduate cohort (N = 36), among whom 26 first-time NPTE scores were available. Exploratory analyses tested the sensitivity of this analysis to datasets containing letter grades, and repeatability across 5 cohorts. Outcomes. Grade distributions in individual courses (n = 12) were weak to moderate predictors of NPTE score (range: 0.00 &lt; R 2 &lt; 0.60); curricular GPA distributions (n = 6) were moderate to fair predictors (0.4 &lt; R 2 &lt; 0.7). Overall undergraduate GPA and GPA in prerequisite science courses were found to not predict first-time NPTE score whatsoever. Optimal grade criterion within the classes ranged from 79 to 93 points; optimal GPA criteria ranged from 2.6 to 3.4. At-risk students were identifiable as early as the end of the first semester. Model consistency varied somewhat when replicated across 5 cohorts but showed general consistency in maintaining relative strengths of measured associations. This method showed robustness to conversion to letter-grade format. Discussion and Conclusion. Risk for failure in first-attempt NPTE is a parameter that can be measured, and at-risk students can be identified early in their physical therapist education programs. Internal policy making should be guided by program experience and use data at the per-course or per-semester level.

Primary school achievement and socioeconomic attainment in individuals affected by parental cancer in childhood or adolescence: a Danish nationwide register-based study

BackgroundChildren who experience parental cancer are at increased risk of developing emotional, social, cognitive and behavioural problems. Our aim was to investigate how experience of parental cancer in childhood or...

A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program

ObjectivesThis study explores patterns of writing self-efficacy fluctuation across three academic years in a baccalaureate nursing program. The goal was to assess if writing self-efficacy predicted program grades. DesignLongitudinal exploratory design. SettingThree-year accelerated nursing program in a college setting in Canada. ParticipantsFollow-up cohort included 49 students; 32 (65.3%) synchronous in program progression and 17 (34.7%) had become asynchronous between first and third year. MethodsData was collected five times between August 2013 and May 2016 at program admission, the start of their discipline-specific first-year writing course, the end of the writing course, start of third-year, and the end of third-year. Variables assessed included writing self-efficacy (two measures), writing anxiety, entrance degrees of reading power (DRP) scores, final college cumulative grade point average (GPA), and grades earned on first, second, and third-year papers. ResultsWriting self-efficacy statistically significantly improved from the start of the nursing program to the finish (p < .001). Writing self-efficacy fluctuated decreasing from post first-year writing course to the start of the third-year, returning to or exceeding end of writing course levels by the end of the third year. Students who progressed normally through the program (synchronous) were academically stronger (paper grades, DRP, GPA scores) and had higher writing self-efficacy scores than asynchronous students. Using hierarchical regression, DRP scores and synchronous/asynchronous status in the program made a larger contribution to the prediction of final program GPA and paper grades, while the inclusion of writing self-efficacy in the models made a minor contribution to overall variance. ConclusionsWriting self-efficacy will fluctuate based on context and complexity of writing demanded in academic programs. Second and third-year students require continued support with writing beyond an introductory course. Programs should attend to developing reading comprehension in students as part of their across-the-curriculum writing plans.

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

This study reports on a conceptual model that provides insight into the relationship between English reading proficiency and academic performance of first-year science and mathematics university students in Ghana, and an empirical test of that model. Longitudinal data were acquired from a sample of 133 students. Using three different mediation analyses, the study demonstrated significant medium-sized effects of English reading proficiency on students’ grade point average (GPA) by the end of year 1 and a small but significant indirect relationship between reading proficiency and the final GPA scores by the end of year 4, mediated by the GPA scores after year 1. These findings show that the academic English reading proficiency of students in a non-western multilingual academic context is important for their academic achievement. It also found that academic results obtained by students in their first-year at University were a sound predictor for success at the end of their studies. Results from this study confirm the need for universities in multilingual settings to invest in L2 students’ English reading proficiency at the start of their academic programs. Instructional recommendations are made, along with suggestions for further study.