Student GPA Research Articles

The Road Less Traveled: Assessing the Impact of Virtual Research Consultations on Online Doctoral Student Persistence

As academic institutions nationwide experience higher online enrollment rates, virtual research consultations present online students with an opportunity to connect meaningfully in a personal interaction with a librarian and receive direct instruction. As libraries transition this staple of information literacy instruction from an in-person to an online offering, analysis of impact in the online environment is key. Little is known about the impact of this service on student outcomes, such as program completion. The purpose of this study was to investigate the impact of participation in a research consultation on program completion among doctoral students working on their dissertation at an online university. A quantitative methodology and causal-comparative design were employed. Findings showed that, although they had a significantly higher GPA in their dissertation courses than a matched sample, students who participated in a research consultation were not significantly more likely to complete their program. This finding is significant, as it suggests that library research consultations should not be viewed as retention/completion initiatives. Instead, given the higher GPAs of students who participated in a research consultation, they might more appropriately be considered as initiatives that can enhance learning, especially in relation to information literacy.

High School Math and Motivation for autistic students

Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a “math person” may be particularly influential for autistic students with higher 9th grade math performance.

Mentoring University Students with ASD on Campus: A Supplemental Program Model

ABSTRACT The number of students with autism spectrum disorders (ASD) attending institutions of higher education continues to increase while typical accommodations provided by campus disability service offices often remain unchanged. Based on the unique characteristics associated with ASD, the need for supports and “soft accommodations” continues to rise at an alarming rate. The purpose of this paper is to describe how one program used peer mentoring as an intervention to increase student success for university students with ASD. With these identified areas of need, Transition to Healthiness, Resourcefulness, Independence, Vocation, and Education (THRIVE) was created in early 2012 to provide supplemental supports, including mentoring, for degree-seeking students with ASD attending a 4-year university. Specific strategies such as peer mentoring, mentor selection, and mentor training are discussed. Data results for 18 First Time In College (FTIC) new participants in the THRIVE program during the 2018–2019 year indicated increased student GPAs from 1st semester to 1st year with an average GPA of 3.36 after one year (Fall + Spring + Summer semesters). Additional results include reported positive social interactions and high levels of student engagement with peer mentors. One major finding of the data analysis includes identification of peer mentoring as an effective resource for university students with ASD. Development of similar mentor programs in higher education are discussed.

The influences of student- and school-level factors on engineering undergraduate student success outcomes: A multi-level multi-school study

BackgroundGiven the relatively low graduation and retention rate in undergraduate engineering programs in the United States, the factors that influence student success outcomes need to be examined. However, limited research systematically studied both student- and school-level factors and how they influenced undergraduate engineering student success outcomes. We gathered responses from 458 engineering undergraduate students in a cross-sectional multilevel multi-school (14 schools) survey. These 14 schools included both large state universities and liberal arts colleges. The survey measured various student-level factors, including demographic, skills, and personality variables, along with seven school-level factors, such as student–faculty ratio and school type (i.e., public versus private). The data were analyzed using the hierarchical multilevel modeling approach.ResultsThe results showed that female students reported better outcomes than male students, racial minority students reported better outcomes than White students, but first-generation students reported poorer outcomes. Communication competency was associated with student learning outcomes, GPA, and program satisfaction, whereas conflict management preferences were not significantly correlated with any student success outcomes. The results of the school-level factors’ influences on student success outcomes were not consistent, but some factors, such as student–faculty ratios and diversity rate, were significantly related to some student outcomes.ConclusionEngineering education is a complex, multi-faceted issue that requires more collaborative and systematic research. We hope our findings help educators understand the different factors that could potentially influence engineering students and inform better program design and policymaking.

Does educational leadership enhance instructional quality and student achievement? The case of Austrian primary school leaders

ABSTRACT School leadership ranks as an essential factor for successful schools. The purpose of this study is therefore to investigate the effects of two central leadership practices – setting directions and managing instructional processes – on both instructional quality (mediator) and student achievement (target) in Austrian primary schools. The data for this study originate from the 2018 national educational standards test in mathematics, allowing the use of information from 3,785 teachers and 73,780 students from 2,961 schools. In line with theoretical leadership effectiveness models, the results of multi-level structural equation analysis reveal systematic relations of instructional quality with student achievement. However, no direct or indirect effects of the two leadership dimensions on student achievement are apparent when simultaneous effects of student GPA and student background variables, such as highest parental occupational status, books at home, migration background, and language spoken at home, are controlled for. We discuss these results as well as previous findings with respect to methodological issues and contextual conditions that deserve more attention in future studies.

The Correlation Between Intensity and Objectives of Using The Internet Towards Students Learning Achievement Using Apriori Algorithm

Internet is a basic need for everyone, including students. The internet can be used as a means to improve a student's learning achievement or vice versa, if the use of the internet is excessive. So that 3 categories were taken, including intensity, purpose of internet use and student GPA. This study aims to see the correlation between the intensity and purpose of internet use and student learning achievement which is implemented in a web-based system. The method used in this research is apriori method, which is a method for finding patterns or correlations between items. Data taken with a total of 100 data. The results of this study resulted in a combination of the goal item set, intensity and GPA along with the association rules. The highest item obtained was social media with a value of 64 and for the correlations of the correlation between intensity, goal and student GPA, the 3 highest association rules were obtained as follows: 'Online Game, Rare Intensity → Low GPA' with a confidence value 100, 'Very Frequent Intensity, Search Engine →GPA Medium' with a confidence value 85.71 and 'social media, Frequent Intensity→High GPA 'with a confidence value 41.38.

Association between Pre-Admission Scores and Student's Performance among Students of Saudi Applied Health Sciences College

Objectives: To assess if pre- admission scores are predicted to the final students GPA. Methods: Cross-sectional study conducted in the College of Applied Health Sciences in Arrass in Qassim University between January and March 202. The overall graduated students were 279. Graduated students from Clinical Nutrition program were 229 and 50 from Dental Hygiene program. The pre-admission scores and the Final GPA were collected from student's record. Pearson correlation coefficient was carried out to illustrate the correlation between admission criteria and final GPA (p-value was considered statistically significant at p<0.01). Results: there is only positive correlation between (HSGA) and the final GPA (r=208, p=000, p<0.01) whereas there is no significant correlation between (APTT), (ACHT) score and Balanced score respectively (r=-.018, p=768 ; r=.080, p=.121 ; r=.093, p=.121). Conclusion: The findings illustrates that the (HSGA) is the only predictive score to the final students GPA in this study which conducted Applied Health College in Arrass, Qassim University. Comparing the results of this results of this study with previous studies, it could be concluded that (HSGA) is the most predictive score to the final GPA. Teaching and assessment methods in medical and health sciences colleges might be similar to those methods in the High school. Further studies are needed with larger sample.

Analisis Faktor-Faktor yang Mempengaruhi Keberhasilan Studi Mahasiswa di PTKIN Provinsi Jawa Tengah

This study aims to determine the factors that influence academic achievement and student study period. The method used in this research is ex-post facto qualitative research, with a comparative model that compares several similar variables. The sample involved was 398 students from five State Islamic Universities in Central Java. Samples were selected using the random sampling method. Data collection techniques used are observation and documentation. The data obtained were analyzed using one-way ANOVA and multiple linear regression. The results showed that: (a) Only two of the six factors had a significant effect on student achievement, that was gender and the new student’s admission way. (b) There were four of the seven factors that significantly affected the study period, that was gender, type of high school, GPA, and PMB wayway. (c) There was a significant difference in student achievement in terms of the new student’s admission way. The highest academic achievement (GPA) was achieved by students who are accepted through the National Academic Achievement Selection Wayway of State Islamic Religious Colleges with an average of 3.61. d) There was a significant difference in the study period in terms of the wayway for new students. The fastest study period was reached by students who were accepted through the State Islamic Religious College Entrance Examination way with an average of 8.5 semesters. (e) There was a very significant negative correlation (sig. = 0,000) between the GPA and the study period, which means that the higher the student GPA, the faster the study period.

Depression, anxiety, and stress among students of Sriwijaya University

The prevalence of Major Depressive Disorder (MDD) among students was the highest (18.5%), followed by anxiety (16.7%). Psychosocial stressors and academic pressure on students require them to be able to adjust themselves in order to cope with the mental stress that occurs. The aims to descriptions of mental health, especially depression, anxiety, and stress in students. An analytic observational study with a cross-sectional design used. As much 1564 students from 10 faculties filled out the DASS-42 questionnaire distributed via social media in January 2020−24 August 2020. The analyzed using chi-square, Mann Whitney, and binary logistic regression with significance of 0.05. Students who have a risk to depression, anxiety, and steress are 46%, 74.2%, and 57.9%. There is a significant relationship between the incidence of depression with GPA, faculty, semester and place of residence (p<0.05). Gender, faculty, and religion factors associated with the anxiety (p<0.05). While the gender, place of residence and faculty associated with stress (p<0.05). History of chronic illness and family history of mental disorders influenced the depression, anxiety disorders, and stress (p < 0.001). Mostly, Sriwijaya University students have an increase in depression, anxiety, and stress, especially during the Covid-19 pandemic. The gender, semester, marital status, history of chronic disease, and a history of mental disorders in the family affect the incidence of depression, anxiety, and stress. The mean GPA of students with a tendency to depression, anxiety, and stress was lower by ± 0.03 points. The university stakeholders needs to implement mental health interventions to maximize student potential. Keywords: Mental disorders; college students; depression; anxiety; stress

The Effect of Culture of Use of Handphone on GPA of PAI Students at IAIN Takengon

Implementation of school-based management to improve the quality of early children education. The purpose of this study is to gain insight into the implementation of School Based Management (SBM) to improve the quality of education in Indonesia, especially Early Childhood Education (PAUD). This research is motivated by the importance of improving the quality of education in Indonesia to develop human resources and build national character and also to produce a smart and quality generation. The subject of the research was carried out at An-najah Integrated Islamic Kindergarten Takengon. The research method used is a qualitative descriptive approach by analyzing the facts in the field. The results showed that the implementation of School Based Management (SBM) in An-Najah Integrated Islamic Kindergarten was carried out through several management inputs which were then applied in the learning process and resulted in increased learning outcomes so that it could improve the quality of Early Childhood Education (PAUD).

Grading Practices and the Social Gradient in GPA: Quasi-Experimental Evidence from Sweden

AbstractWe analyse the causal effect of grading practices on socioeconomic differences in GPA. While earlier studies have documented the significant role of non-academic student traits such as self-discipline or cultural capital in producing social gradients in GPA, this study is the first to analyse the effect of grading practices on the socioeconomic gradient in grades. We exploit a Swedish educational reform, which changed the compulsory school’s grading system from a relative scale to an absolute scale between 1997 and 1998. Under reasonable and largely testable assumptions, the changes between these two years in the association between various socioeconomic background variables and student GPA has a causal interpretation as an effect of the change in grading practice. Results show that changing the grading practice can significantly alter the social gradients in GPA, in this case widening the gap between students of low and high educated parents, while also narrowing the achievement gap between girls and boys. We attribute the increase in social gradient to an interplay between school segregation and frog-pond effects.

Exploring alliance–outcome associations in a combined mental health and academic counselling setting for at‐risk students: The differential role of alliance components, personality, gender and pre‐treatment severity

AbstractThis study investigated the differential role of therapeutic alliance components in predicting mental health and academic performance outcomes of a combined academic and personal counselling initiative. The study also explored the role of pre‐treatment severity and gender in alliance formation, as well as the moderating role of personality on alliance‐outcome associations in at‐risk students at a Canadian University. Pre‐ and post‐measures of mental health (SF‐36 Mental Health Composite Summary) and academic performance (GPA) were obtained for 78 at‐risk students enrolled in the counselling initiative. Criteria for risk included academic struggles, struggles with mental health, or both. Personality and demographic variables were obtained prior to the start of counselling and strength of therapeutic alliance was measured between sessions 3 and 6. Results showed that while all of the alliance components significantly predicted increases in student GPA, the task subscale predicted increases in mental health. Personality type preference was not found to moderate these associations. Furthermore, gender and pre‐symptom severity were not related to early alliance formation. The findings support the importance of the therapeutic alliance across counselling contexts and suggest that relationship oriented counselling initiatives may support both academic performance as well as psychological well‐being in at‐risk students. Implications are discussed.

Sleep quantity and variability during the first semester at university: implications for well-being and academic performance

ABSTRACT Research has demonstrated the importance of sleep quality for university students, although work is limited with respect to how sleep during the first semester of school impacts well-being and academic outcomes. The current study sought to examine the role of sleep quantity and variability over the first semester of university on GPA and happiness. Students (n = 97) from a first-semester psychology course completed weekly assessments of sleep and well-being (happiness and anxiety) for 15 weeks, and they gave permission for researchers to collect their GPA and SAT data from the registrar. Average weekly sleep quantity was associated with greater weekly happiness and less anxiety. Weekly sleep variability was associated with lower happiness and more anxiety. Even when accounting for sleep quantity and initial start-of-semester measures, sleep variability predicted worse GPA and happiness for students at the end-of-semester. In summary, sleep consistency may be an important target for health professionals working within the university setting. This study contributes to the literature on the importance not only of sleep but also of sleep consistency, during a major life transition.

Deteksi Dini Mahasiswa Drop Out Menggunakan C5.0

The decline in the number of active students also occurred at the Faculty of Engineering and Information Technology, Universitas Jenderal Achmad Yani. This greatly affects the profile of study program graduates. So it is necessary to have a system that is able to detect students who are threatened with dropping out early. In this study, the attributes chosen were the student's GPA and the percentage of attendance . This attribute is used to classify students who are predicted to drop out. The research data uses student data from the Faculty of Engineering and Information Technology, Universitas Jenderal Achmad Yani. This study uses the C5.0 algorithm to build a decision tree to assist data classification. The decision tree that was built with 304 data as training data resulted a C5.0 decision tree which had an error rate of 5%. The accuracy results obtained from the 76 test data is 93%.

Prediksi Predikat Kelulusan Mahasiswa dengan Rantai Markov dan Faktor-Faktor yang Mempengaruhi Indeks Prestasi Mahasiswa

Students' Achievement Index (IP) changes each semester, both increase and decrease. This affects the GPA obtained by graduation. IP obtained by students in even semester is only influenced by IP in odd semester. Based on nature of Markov Chain, if there are past and future events, then future events are independent of past events and only tied to current events. Markov chain is used to analyze probability of IP change each semester and to predict the predicate of graduation with state space used, namely: satisfactory predicate with GPA of 2.00 - 2.75 to state 0, satisfactory predicate with GPA of 2.76 - 3, 24 becomes state 1, predicate is very satisfactory with GPA of 3.25 - 3.79 being state 2, and cumlaude predicate with GPA of 3.80 - 4.00 being state 3. This study aims to predict the predicate of student graduation and to analyze factors that have significant effect on IP. Dummy regression is used to analyze factors that have significant effect on IP with the factors studied, namely: campus facilities and infrastructure, friendship, organizational activeness, internet use, and money. Results showed that predicate of graduation with satisfactory predicate, GPA range of 2.00-2.75 was 0.56%, students who graduated with satisfactory predicate GPA range 2.76-3.24 was 7.39%, students who graduated with very satisfactory predicate, GPA ranges 3.25-3.79 was 54.18%, and students who graduated with cumlaude predicate ranged from GPA 3.80-4.00 was 37.87%. Factors that have significant effect on student GPA are activeness in the organization and use of the internet.

Peer effects of friend and extracurricular activity networks on students’ academic performance

Relationships with peers are critical for many aspects of adolescent development, including academic outcomes. Incorporating social control, social learning, and social capital theories, we investigated connections between two types of peer networks, close friends and extracurricular activity (ECA) members, and students’ own academic performance. Social learning and bonding social capital perspectives posit that close friends should have a symmetrical effect, either beneficial or harmful, because they exert strong influences on adolescents. By contrast, social control and bridging/linking social capital perspectives suggest that ECA member influences should be asymmetrical as they amplify benefits from higher-performing ECA peers and minimize harmful influences from lower-performing ones. We used Add Health data to test our hypotheses. We found that the average friend GPA was positively associated (in the same direction) with student GPA, while ECA member GPAs were, as hypothesized, asymmetrically linked to student GPA. We discussed implications for educators and future research.

A multi-site study of emerging adults in collegiate recovery programs at public institutions

BackgroundCollegiate Recovery Programs (CRPs) are campus-based support programs for substance use and recovery needs among college students. These CRPs utilize a variety of program activities and components aimed at promoting healthy development and sobriety while encouraging college retention among participants. ObjectivesDescribe the types of activities and administrative structures used in CRPs, examine the characteristics of students involved in this sample, and explore changes in students’ outcomes after they have enrolled in a CRP. MethodsThis multi-site study collected de-identified data from six CRPs on participating students’ sociodemographic characteristics, academic performance, substance use, and socioemotional well-being. One CRP administrator from each participating site completed a survey on CRP programming. Data were harmonized across sites and descriptively summarized. ResultsParticipating CRPs had been in operation since 2007 to 2012. Five of the six sites provided individual-level student data for a total of 861 students (56% male, 89% White, 91% undergraduate). Student histories indicated the majority had received treatment for a substance use disorder (82%) or mental health concern (77%), 56% had criminal justice involvement, and the majority were in recovery less than five years. Student GPA improved in three of the four sites that provided student GPA data. ConclusionsCRPs collect diverse types of data on participating students, but more effort is needed to focus on systematic data collection. Findings from this study suggest that CRPs play an important role in providing needed services for this vulnerable population of college students.

Associations among bullying role behaviors and academic performance over the course of an academic year for boys and girls

Although some research has evidenced a negative association between involvement in bullying and academic performance, more work is needed to understand the associations between academic performance and involvement in a more comprehensive range of bully role behaviors. The goals of the current study were to determine (a) the associations among a broader range of bully role behaviors (i.e., bullying, assisting, victimization, defending, and outsider behavior) and academic performance (i.e., grade point average; GPA), and (b) gender differences within these associations. The current study investigated these issues over the course of an academic year with 7794 students in middle through high school. Bullying behaviors were assessed in the fall and GPA data were gathered from school records from the spring of the same academic year. The results identified significant negative associations between bullying (b = −0.07, p = .001), assisting (b = −0.16, p < .001), victimization (b = −0.06, p < .001), and defending (b = −0.04, p < .001) with student GPA, whereas no significant association emerged for outsider behavior and GPA (b = −0.02, p = .13). In addition, several gender differences were found in these associations, including a stronger negative association between assisting and GPA for girls (b = −0.23, p = .001) than for boys (b = −0.08, p = .014) and a significant negative association between victimization and GPA for girls (b = −0.09, p < .001), but not boys (b = −0.02, p = .117). Differences in results across schools were also examined in an exploratory manner. The educational impact associated with bullying behaviors, limitations of the current study, and suggestions for future research are discussed.

PENGARUH MEDIA E-LEARNING DAN MOTIVASI BELAJAR TERHADAP IPK AKADEMIK MAHASISWA STKIP PANCA SAKTI

The purpose of the research is to examine the level of positive and significant (1) influence e-learning media to GPA of students in economic educationt program study year 2019/2020 in STKIP Panca Sakti , (2) influence learning motivation to academic GPA of students in economic educationt program study year 2019/2020 in STKIP Panca Sakti . The population of the research is students at economic educationt program study year 2019/2020 that amounts 697 students. The sampling technique used is the propotional random sampling, wich then obtained a sample of 255 students. Method of collecting data by using documentation and questionnaire. Data analysis method used descriptive analysis and multiple regression analysis.The result showed that (1) e-learning media significantly influence to academic GPA of students in economic educationt program study year 2019/2020 in STKIP Panca Sakti , (2) learning motivation significantly influence to academic GPA of students in economic educationt program study year 2019/2020 in STKIP Panca Sakti.

Academic Success of General Education College Students Compared to those Screened as Twice-Exceptional and Gifted

In this study, the high school and college GPAs of college students who were screened as twice-exceptional were compared to college students screened as gifted and average college students. From a sample of 32,741 college students, those screened as gifted earned significantly higher means than students screened as twice-exceptional (2e) and the general college population on both high school and college GPA (p .05), but STEM majors had higher high school mean GPAs than those with non-STEM majors (p < .001). Additionally, 2e students screened as having a reading learning disability (LD) yielded higher mean high school and college GPAs than 2e students screened as having a math LD (p < .001). Implications for advising are discussed.