Final Grade Point Average Research Articles

Group Investigation Learning Implementation and EOOAT-Based Assesement on Profession Education Subject

<strong>ABSTRACT: </strong>Profession Education subject has wide coverage lecture material and tend to be regarded as<strong> </strong>a theoretical matter. Profession Education conventionally, students will only examine theoretically and less meets the subject goals. Evaluation shows that it needs improvement efforts from material aspects, strategies, and assessment systems in Profession Education lectures. The study focused on the description of the implementation and effect of GI in Professions Education subject, a description of EOOAT-based assessment implementation. Subjects of this study were students of Chemical Education Islamic University of Indonesia who took Profession Education subject in the academic year 2016/2017. Lectures conducted with the collaboration of lecturers and expert lecturers from National University of Malaysia. The research instruments include course outline, lecture events unit, hand outs, diagnostic tests, project assessment, cognitive assessment, self-assessment, student satisfaction questionnaires, and expert lecturer’s assessment questionnaire. Lectures conducted in accordance with the stages in the GI, namely: identification of topics, planning investigations, execution of investigations, preparation of the final report, presentation of the final report, an evaluation of progress. Oriented learning outcomes should ideally use a rating system that can give a continuous process and performance. With EOOAT-based assessment, teachers can determine the difficulties and competencies that have not reached by the students. Lecturers can further specify corrective measures in learning to allow students to achieve competence expected. Data research shows that GI learning and EOOAT-based learning has a positive impact. The final grade point average of students was 79.2. The average score of student satisfaction was 92.5. The expert lecturer’s assessment scores were 95.8. From self assessment showed that students understand the lecture material and the interest in the teacher profession was increased after the lecture.

The relationship between students' counseling center contact and long-term educational outcomes.

Numerous studies have demonstrated that counseling centers deliver a positive impact on the emotional and social development of college students who receive services. These healthy outcomes, in turn, can lead to increased academic success, such as improved performance, retention, and persistence. While these short-term academic outcomes have been widely investigated, very few studies have explored the relationship between counseling center services and longer-term educational outcomes, such as final grade point average (GPA), time spent at the university, and degree completion. In the current study, counseling center usage, including appointments that were attended, cancelled, and no showed, as well as distal educational variables were examined within 2 cohorts of first-time full-time students over a 6-year period. Findings revealed that both users and nonusers of counseling center services spent a similar amount of time to degree completion and achieved comparable final semester GPAs as well. However, students who utilized counseling services graduated at a significantly lower rate (79.8%) than those who did not use services (86.2%) across the 6-year time span. Post hoc analyses indicated that among students who used counseling services, those who did not graduate scheduled significantly more services than those who graduated, suggesting that students who use the counseling center, and have more chronic and severe mental health problems, may be graduating at a lower rate. Implications are discussed. (PsycINFO Database Record

Group Investigation Learning Implementation and EAOAT-Based Assessement on Profession Education Subject

ABSTRACT: Profession Education subject has wide coverage lecture material and tend to be regarded as a theoretical matter. Profession Education conventionally, students will only examine theoretically and less meets the subject goals. Evaluation shows that it needs improvement efforts from material aspects, strategies, and assessment systems in Profession Education lectures. The study focused on the description of the implementation and effect of GI in Professions Education subject, a description of EOOAT-based assessment implementation. Subjects of this study were students of Chemical Education Islamic University of Indonesia who took Profession Education subject in the academic year 2016/2017. Lectures conducted with the collaboration of lecturers and expert lecturers from National University of Malaysia. The research instruments include course outline, lecture events unit, hand outs, diagnostic tests, project assessment, cognitive assessment, self-assessment, student satisfaction questionnaires, and expert lecturer’s assessment questionnaire. Lectures conducted in accordance with the stages in the GI, namely: identification of topics, planning investigations, execution of investigations, preparation of the final report, presentation of the final report, an evaluation of progress. Oriented learning outcomes should ideally use a rating system that can give a continuous process and performance. With EOOAT-based assessment, teachers can determine the difficulties and competencies that have not reached by the students. Lecturers can further specify corrective measures in learning to allow students to achieve competence expected. Data research shows that GI learning and EOOAT-based learning has a positive impact. The final grade point average of students was 79.2. The average score of student satisfaction was 92.5. The expert lecturer’s assessment scores were 95.8. From self assessment showed that students understand the lecture material and the interest in the teacher profession was increased after the lecture.

IMPROVEMENT OF LEARNING OUTCOMES INORGANIC CHEMISTRY THROUGH COOPERATIVE LEARNING APPROACH TYPES STUDENT TEAMS-ACHIEVEMENT DIVISIONS WITH THE HELP OF MOLYMOD PROPS

ABSTRACT: Profession Education subject has wide coverage lecture material and tend to be regarded as a theoretical matter. Profession Education conventionally, students will only examine theoretically and less meets the subject goals. Evaluation shows that it needs improvement efforts from material aspects, strategies, and assessment systems in Profession Education lectures. The study focused on the description of the implementation and effect of GI in Professions Education subject, a description of EOOAT-based assessment implementation. Subjects of this study were students of Chemical Education Islamic University of Indonesia who took Profession Education subject in the academic year 2016/2017. Lectures conducted with the collaboration of lecturers and expert lecturers from National University of Malaysia. The research instruments include course outline, lecture events unit, hand outs, diagnostic tests, project assessment, cognitive assessment, self-assessment, student satisfaction questionnaires, and expert lecturer’s assessment questionnaire. Lectures conducted in accordance with the stages in the GI, namely: identification of topics, planning investigations, execution of investigations, preparation of the final report, presentation of the final report, an evaluation of progress. Oriented learning outcomes should ideally use a rating system that can give a continuous process and performance. With EOOAT-based assessment, teachers can determine the difficulties and competencies that have not reached by the students. Lecturers can further specify corrective measures in learning to allow students to achieve competence expected. Data research shows that GI learning and EOOAT-based learning has a positive impact. The final grade point average of students was 79.2. The average score of student satisfaction was 92.5. The expert lecturer’s assessment scores were 95.8. From self assessment showed that students understand the lecture material and the interest in the teacher profession was increased after the lecture. Keywords: group investigation, EAOAT assessment, profession education Received: 15 June 2017, Revised: 4 August 2017, Accepted: 1 September 2017

Disentangling the predictive validity of high school grades for academic success in university

To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.

Breakfast habits and diet quality among university students and its effect on anthropometric measurements and academic success

Background and Aim: Breakfast consumption is important especially for children and young people for mental development and school/academic success and also it has shown to be protective against obesity. The aim of this study is to investigate whether breakfast habits and diet quality affect anthropometric measurements and academic success among university students. Materials and Methods: A total of 365 students, aged between 17-27 years, attending a state University in Turkey, were enrolled for this study. A questionnaire on their eating habits and a diet quality index was designed for the students, anthropometric measurements and students’ final Grade Point Average (GPA) were taken. Results: Having regular breakfast and a high quality diet has been recorded to have positive effects on the waist circumference as well as waist/hip ratio and GPA scores. Conclusion: It was concluded that regular breakfast habits and a diet of good quality have positive impact on school, academic and the overall health.

ANALISIS RULE INFERENSI FUZZY MAMDANI DALAM MENENTUKAN IPK AKHIR

Abstract - In the world of education to achieve the level of success, of course, they have a benchmark for the success of students, one of them is the Grade Point Average (GPA). The purpose of this study is to determine the final GPA so that later it can be used as a reference to predict the success rate of students. The issue of decision-making systems using Fuzzy systems is very suitable for definite reasoning or estimation, especially for systems with strict mathematical models that are difficult to get a definite decision. Fuzzy logic can be used to describe a system of chaotic dynamics, and fuzzy logic can be useful for complex dynamic systems where solutions to common mathematical models cannot work well. The Mamdani method computes efficiently and works well with optimization and adaptive techniques, which makes it very good in control problems, especially for dynamic non-linear systems. Keywords - Cumulative Achievement Index (GPA), fuzzy system, decision making system, mamdani information

Compressing instruction time into fewer years of schooling and the impact on student performance

Is it possible to compress instruction time into fewer school years without lowering education levels? A fundamental reform in Germany reduced the length of academic track schooling by one year, while increasing instruction hours in the remaining school years to provide students with a very similar core curriculum and the same overall instruction time. Using aggregated administrative data on the full population of students, we find that the reform increases grade repetition rates and lowers final grade point averages, without affecting graduation rates. The results suggest adverse reform effects on student performance, but the economic significance of the effects appears moderate.

Relationship of Lifestyle with Academic Achievement in Nursing Students.

A healthy lifestyle is one of the main factor in maintaining the health of people in society. With regard to the role of youth and students in public health, they must complete and follow a training program on lifestyle related factors. One of the main aim of the training centres is to improve the academic achievement of students. This study was designed to determine the correlation of lifestyle with academic achievement in nursing students. This was a cross-sectional study, wherein all nursing students of School of Borujen Nursing were selected by census sampling. Data gathering tool was Walker's lifestyle questionnaire which was modified for the purpose of the study. To evaluate the educational status of students, final grade point average was considered as an indicator of academic achievement. To analyze the data, SPSS version 16.0, and descriptive and analytical tests were used. The results indicated that most subjects (61.01%) displayed moderate levels of lifestyle. Pearson's correlation coefficient showed the significant positive relationship between lifestyle and academic achievement (p=0.03 and r=0.628). To improve the academic achievement of students, in addition to the cognitive abilities-perception, their lifestyle should also be considered. Therefore, it is suggested to incorporate lifestyle education in the curriculum of nursing students so as to improve their lifestyle.

Student Success Factors in Graduate Psychology Professional Programs

Research examining factors contributing to online students’ success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as graduation rates or how events occurring during matriculation may impact students’ progress, is lacking. Moreover, little is known about the factors that contribute to graduate psychology students’ successful completion of their online degree programs. This exploratory archival study uniquely focuses on data gathered from admissions files and the student information system to identify and examine possible factors contributing to students’ final program grade point average (GPA) and graduation rates in two distinct, fully online masters of psychology programs. Findings derived from chi-square tests and regression and logistic regression analyses indicate that placement on academic probation at any time during enrollment is associated with both lower final program GPA and a decreased probability of graduation. Prior graduate school experience and taking a leave of absence (LOA) were also associated with lower probability of graduation, whereas failing any course during matriculation was associated with a lower final program GPA. Implications include identifying students who fail any course, take an LOA, and/or are placed on academic probation as “at risk,” and proactively connecting with them to provide tailored advisement and resources to support their continued matriculation.

Web-based system in mechatronics learning: Views of undergraduate engineering students

This work concerns a Web-based system for learning some principles and methods in a mechatronics system that can be accessed remotely over the Internet, at any time and from any location. The investigation involves a case study to illustrate a manufacturing process and evaluate the remote experimental procedure. The main aim reported here is to determine students’ perceptions towards Web-based versus traditional experiments and identify any differences in final grade point averages. The experiment was performed at National Changhua University of Education, Taiwan, with an implementation period covering six semesters and a total of 226 students divided randomly into ‘traditional’ and ‘Web-based’ groups. The Web-based system helped students understand the concepts and master the technologies associated with Web-based mechatronic monitoring and control. Four out of six semesters surveyed recorded statistically significant differences between student perceptions of traditional and Web-based experimentation.

Correlation of Pre-Veterinary Admissions Criteria, Intra-Professional Curriculum Measures, AVMA-COE Professional Competency Scores, and the NAVLE

Data consisting of preadmission criteria scores, annual and final cumulative grade point averages (GPAs), grades from individual professional courses, American Veterinary Medical Association Council on Education (AVMA-COE) Competency scores, annual class rank, and North American Veterinary Licensing Exam (NAVLE) scores were collected on all graduating DVM students at Kansas State University in 2009 and 2010. Associations among the collected data were compared by Pearson correlation. Pre-veterinary admissions criteria infrequently correlated with annual GPAs of Years 1-3, rarely correlated with the AVMA-COE Competencies, and never correlated with the annual GPA of Year 4. Low positive correlations occurred between the NAVLE and the Verbal Graduate Record Examination (GRE) (r=.214), Total GRE (r=.171), and the mean GPA of pre-professional science courses (SGPA) (r=.236). Annual GPAs strongly correlated with didactic course scores. Annual GPAs and final class rank strongly correlated (mean r=-.849), and both strongly correlated with the NAVLE score (NAVLE: GPAs mean r=.628, NAVLE: final class rank r=-.714). Annual GPAs at the end of Years 1-4 weakly correlated or did not correlate with the AVMA-COE Competencies. The AVMA-COE Competencies weakly correlated with scores earned in didactic courses of Years 1-3. AVMA-COE Competencies were internally consistent (mean r=.796) but only moderately correlated with performance on the NAVLE (mean r=.319). Low correlations between admissions criteria and outcomes indicate a need to reevaluate admission criteria as predictors of school success. If the NAVLE remains the primary discriminator for veterinary licensure (and the gateway to professional activity), then the AVMA-COE Competencies should be refined to better improve and reflect the NAVLE, or the NAVLE examination should change to reflect AVMA-COE Competencies.

Grade Point Average Differences between Dual and Nondual Credit College Students

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

A longitudinal study of relationships between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods

There is considerable evidence that emotional intelligence, previous academic achievement (i.e. cumulative grade point average (GPA)) and personality are associated with success in various occupational settings. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods. A 1-year prospective study was done with students accepted into the School of Medical Sciences, Universiti Sains Malaysia. Information on emotional intelligence, GPA and personality traits were obtained prior to admission. The validated Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits, respectively. Stress, anxiety and depression were measured by the 21-item Depression Anxiety Stress Scale during the end-of-course (time 1) and final (time 2) examinations. At the less stressful period (time 1), stress level was associated with agreeableness and the final GPA, anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion. At the more stressful period (time 2), neuroticism associated with stress level, anxiety level was associated with neuroticism and emotional expression, and depression level was associated with neuroticism. This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period. Various personality traits, emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period. These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training.

Is There a Relationship Between Performance During Physical Therapist Clinical Education and Scores on the National Physical Therapy Examination (NPTE)?

Background and Purpose. The determination of whether a student physical therapist (PT) has reached entry-level status for graduation purposes is partially determined by the physical therapist education program's evaluation tool used for rating student performance in the clinical setting. The determination of whether a graduate can practice physical therapy depends on graduate performance on the National Physical Therapy Examination (NPTE). Clinical performance as assessed by the clinical evaluation tool used by members of the Texas Consortium for Physical Therapy Clinical Education (Consortium), the Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS), has not been evaluated with regard to the NPTE. Therefore, the purposes of this study were to assess the following: (1) the relationship between PT MACS section scores on the first and final clinical experiences with section scores on the NPTE among first-time test takers, (2) the relationship between PT MACS aggregate scores on the first and final experiences with the overall score on the NPTE among first-time test takers, and (3) the relationship of final PT grade point averages (GPAs) with NPTE scores among first time test takers. Subjects/Methods. This retrospective study used archived academic, clinical, and NPTE performance data collected by the directors of Clinical Education of 8 Texas PT professional education programs for classes graduating between 2004 and 2007. The total number of graduates was 985. Data were analyzed for relationships using Pearson product moment correlation coefficients. Results. Small, but significant, relationships were found between 2 PT MACS sections and corresponding sections on the NPTE (P Discussion and Conclusion. Although-several small, significant relationships were found between the PT MACS sections and corresponding NPTE sections, PT GPA demonstrated the greatest relationship with success on the NPTE, reinforcing the findings of previous studies. Based on results of the inter-item analysis, the PT MACS demonstrated good internal consistency reliability. Results of this study suggest that an assessment tool that tests all domains of learning cannot predict performance on a cognitive instrument such as the NPTE. Key Words: Physical therapy, Clinical education, Licensure examination. BACKGROUND AND PURPOSE Today's health care system requires that newly graduated physical therapists (PTs) enter the workforce prepared to meet the demands of total patient management. Graduates are expected to perform at a level that meets the standards of safe, effective, and efficient practice. The educational preparation of these graduates includes completion of both intense schedules of didactic classroom experience and complex clinical experiences. The combination of didactic preparation and clinical competence in entry-level skills must be assessed in order to determine the eligibility of a student to graduate from the PT education program. Clinical competence is assessed using evaluative tools specific to clinical skills that define entry-level standards. One such evaluative tool is the Physical Therapist Manual for the Assessment of Clinical Skills (PT MACS),1 developed by the Texas Consortium for Physical Therapy Clinical Education. Successful completion of an accredited professional physical therapist education program allows the graduate to apply for and take the National Physical Therapist Examination (NPTE). Entry-level competence is assessed using multiple-choice items that have been constructed based on a formal survey of physical therapists describing their current job activities and responsibilities. …

The national survey of student engagement as a predictor of undergraduate GPA: a cross‐sectional and longitudinal examination

Data from the National Survey of Student Engagement (NSSE) collected across seven years were used to predict final, cumulative grade point averages (GPA). Cross‐product regression was used to explore the predictive abilities of the NSSE benchmark scores for freshmen (n = 2578) and seniors (n = 2293) collected in cross‐sectional cohorts. Hierarchical regression was also used with 127 longitudinal responses in students’ first and senior years of college. In the cross‐sectional analyses, Level of Academic Challenge emerged as a significant predictor of GPA for freshmen, whereas the Active and Collaborative Learning benchmark was a significant predictor for seniors; both effects were modest. The cross‐sectional data explained 22.6% of the variance with 18.2% of this variance accounted for by pre‐college control factors (American College Test score and high school GPA). For the analysis of longitudinal data, 31.3% of the variance was explained and 27.8% was attributed to the pre‐college indicators. No benchmark scores were significant predictors of GPA in the longitudinal data. Results suggest that cross‐sectional analyses can adequately detect modest effects on final GPA. In contrast, longitudinal models explain more variance, though they lack the power to reveal modest effects. This study suggests approaches for the responsible use of cross‐sectional and longitudinal data in educational research.

Weekend business school degrees: Levelling the playing field?

Using a sample of 6001 students in the traditional Bachelor of Business Administration (BBA) programme and 228 students in the weekend BBA programme, this study considers whether undergraduate students who participate in a weekend bachelor degree programme at an Association to Advance Collegiate Schools of Business (AACSB)-accredited business school perform as well as students who attend the traditional programme at the same university as measured by their final Grade Point Averages (GPAs). The results of this study demonstrate that some demographic factors that are correlated with the level of overall academic performance in the weekend programme significantly differ from the demographic factors that are correlated with students' performances in the traditional programme. Although the mean performances of students in the traditional and weekend programmes differ only slightly (2.95 GPA and 3.00 GPA, respectively), gender and age were a factor only in the traditional programme as females and older students outperform males and younger students. Underperformance by minority students is consistent in both programmes.

Examining Admission Factors in an MPA Program

This article presents an in-depth examination of the validity of the admission factors employed by a NASPAA-accredited MPA program. Admission factors are examined to determine if particular factors, or a set of factors, are most indicative of an applicant’s potential achievement in the MPA program as measured by a student’s final grade point average (GPA) in the program. The study uses truncated regression techniques to analyze student records in order to determine the relative significance of a set of commonly collected admissions information. We find that the best predictor of success in the MPA program, as measured by final GPA in the program, is the applicant’s undergraduate GPA. This finding brings into question the utility of much of the information collected in a typical MPA program application.

Evaluating the Use of Random Distribution Theory to Introduce Statistical Inference Concepts to Business Students

Bootstrapping methods and random distribution methods are increasingly recommended as better approaches for teaching students about statistical inference in introductory-level statistics courses. The authors examined the effect of teaching undergraduate business statistics students using random distribution and bootstrapping simulations. It is the first such empirical demonstration employing an experimental research design. Results indicate that students in the experimental group—where random distribution and bootstrapping simulations were used to reinforce learning—demonstrated significantly greater gains in learning as indicated by both gain scores on the Assessment of Statistical Inference and Reasoning Ability and final course grade point averages, relative to students in the control group.

Hardiness commitment, gender, and age differentiate university academic performance

The increasing diversity of students, particularly in age, attending university has seen a concomitant interest in factors predicting academic success. This 2-year correlational study examined whether age, gender (demographic variables), and hardiness (cognitive/emotional variable) differentiate and predict university final degree grade point average (GPA) and final-year dissertation mark. Data are reported from a total of 134 university undergraduate students. Participants provided baseline data in questionnaires administered during the first week of their second year of undergraduate study and gave consent for their academic progress to be tracked. Final degree GPA and dissertation mark were the academic performance criteria. Mature-age students achieved higher final degree GPA compared to young undergraduates. Female students significantly outperformed their male counterparts in each measured academic assessment criteria. Female students also reported a significantly higher mean score on hardiness commitment compared to male students. commitment was the most significant positive correlate of academic achievement. Final degree GPA and dissertation mark were significantly predicted by commitment, and commitment and gender, respectively. The findings have implications for universities targeting academic support services to maximize student scholastic potential. Future research should incorporate hardiness, gender, and age with other variables known to predict academic success.