Grade Point Average Of Students Research Articles

Business simulation and assurance of learning

Purpose This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined. Design/methodology/approach Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data. Findings Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance. Research limitations/implications Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes. Originality/value This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

The GRE and Students With Disabilities: A Validity Study at 10 Universities

We evaluated the validity of using the GRE General Test to assist with graduate school admissions for individuals with disabilities. We studied a sample of 16,239 graduate students from 10 U.S. research universities in three groups: students without any reported disabilities, students who reported disabilities and took the computer-delivered GRE with accommodations, and students who reported disabilities but took the computer-delivered GRE without accommodations. We examined differential prediction using multilevel modeling and residual analyses. The results revealed that the first-year graduate grade point average of students with disabilities was neither over- nor underpredicted by more than one tenth of a point on the 0- to 4-grading scale. However, variations on the magnitude and direction of differential prediction existed among students with different types of disabilities. We discuss data collection needs and research on students with disabilities attending graduate and professional schools.

Profil Pemahaman Konseptual Mahasiswa Calon Guru Matematika tentang Grup Ditinjau dari Kemampuan Matematika

Many students have not mastered the concept of group theory well. Hence, the researcher intended to describe the conceptual understanding of group theory based on the student’s mathematical abilities. The implementation of this research begun with the students studied about Group Theory classically. Next, to examine the mathematical abilities of students, the researcher administered the questionnaire to obtain the data about the GPA (Grade Point Average) of students. Then, the researcher chose the participants of this study based on the high, middle, and low GPA. The selected research subjects were then given test questions that had been validated by the experts. Data was analyzed using the indicators of conceptual understanding, namely: (1) explaining or restate the group concept, (2) providing an example and a nonexample, (3) using group concept to solve the problem. The results showed that the students with high mathematical abilities reached three indicators of conceptual understanding perfectly. Students with medium mathematical abilities reached two indicators of conceptual understanding but it was not perfect, she did not write the answer completely. In addition, students with low mathematical abilities could not do the test at all, he could not write the group correctly. He did not reach any indicators of conceptual understanding, thus, it can be concluded that the students with low mathematical abilities did not understand the concept well.

Predicting Success for Student Physical Therapists on the National Physical Therapy Examination: Systematic Review and Meta-Analysis.

In physical therapist education, the National Physical Therapy Examination (NPTE) is the predominant measure of student success. Because the NPTE is a high-stakes examination, predicting NPTE performance is important for physical therapist students and programs. The purpose of this study was to determine the relationships between first attempt NPTE performance, physical therapist applicant variables, and physical therapist student variables. The 4 identified physical therapist applicant variables were undergraduate cumulative grade point average (GPA), undergraduate GPA for prerequisite courses, Graduate Record Examination verbal and quantitative subscale scores, and admission scores. The 4 identified physical therapist student variables were first- and third-year physical therapist student GPA, clinical performance scores (first and final clinical experiences), noncognitive student variables, and comprehensive examination scores. A systematic search was performed using the databases PubMed and EBSCO (1966-2018). Studies included in the review met the following criteria: the physical therapist education program offered an entry-level master's or doctorate degree, pertinent data were available for each independent variable, the relationship between the independent variable and the NPTE was investigated, the NPTE was a continuous variable, the program was a US entry-level therapist education program, and the study was peer reviewed. Two independent reviewers completed data extraction and quality appraisal using the McMaster Appraisal Tool. Random-effects meta-analyses using the Pearson product-moment correlation coefficient as the measure of effect size was used. Limitations of the review included a lack of homogeneity, high NPTE pass rates, modifications to the McMaster Appraisal Tool, small sample sizes, and publication bias. No one physical therapist applicant variable should be used as an independent predictor of first attempt NPTE performance. For physical therapist students, first- and third-year physical therapist student GPA had a strong relationship with first attempt NPTE performance; clinical performance had a weak and nonsignificant relationship with first attempt NPTE performance.

The Influence of University Entrance Examination Results, Gender and Field of Study on Semester Cumulative Grade-point Averages (CGPAs) of First Year Students: The Case of Raya University

The purpose of this study was to assess the influence of university entrance examination results, gender and field of study on semester CGPA score of freshman students. A descriptive research design was employed for the present study. For the study 200 participants (119 males and 81 females) were selected through stratified random sampling technique. The data were gathered mainly from secondary sources found in the registrar office of Raya University. Descriptive statistics, Spearman correlation, multiple regression and Independent samples T-tests were applied to analyze the data. Sex of students (0=female and 1=male) had a statistically significant relationship with semester CGPA scores; university entrance exam results and field of study revealed very weak positive and statistically non-significant relationship with semester CGPA scores. Multiple regression model selected sex and university entrance examination results as statistically significant predictors of semester CGPA scores and field of study was not statistically significant predictor, but only sex was statistically significant contributor in their relative contribution to students’ CGPA scores. Independent samples t-test revealed a statistically sex differences on semester CGPA scores of students (favoring males). Further research with advanced approaches was recommended for other investigators on students CGPA scores and their influencing factors. DOI : 10.7176/JEP/10-25-02 Publication date :September 30 th 2019

The Influence of University Entrance Examination Results, Gender and Field of Study on Semester Cumulative Grade-point Averages (CGPAs) of First Year Students: The Case of Raya University

The Influence of University Entrance Examination Results, Gender and Field of Study on Semester Cumulative Grade-point Averages (CGPAs) of First Year Students: The Case of Raya University

EXAMINATION OF ATTITUDES OF SECONDARY SCHOOL STUDENTS TOWARDS TURKISH COURSE ACTIVITIES

In this study, it was aimed to determine the attitudes of secondary school students towards Turkish course activities according to various variables. In order to determine the sample of the study, deviant case sampling, which is one of the purposeful sampling methods, was used. With the mentioned sampling method, the sample of the study consists of three middle schools which are located in the city center of Erzurum and 2018 TEOG success ranking of which are the high grade, middle and low grade. 400 students participated in total. Of these, 96 were 5th graders, 88 were 6th graders, 105 were 7th graders and 111 were 8th graders. The screening model was used in the study. In order to determine the attitudes of the students, who compose the sample of the study, towards Turkish lesson activities, “Attitude Scale towards Activities of Turkish Course” developed by Cerci and Derman (2016) was used. Obtained data were analyzed by SPSS 22.0 package program. As a result of the study, it was determined that secondary school students' attitudes towards Turkish course did not differ according to school level, it significantly differentiated according to the class level, the grade point average of the 5th grade students was higher than the average of the upper grade students, there was a significant difference in favor of the students who had higher grade point average compared to the Turkish course average, The grade point average of the students with high Turkish course average was higher than those with a lower grade point average and according to the gender, the difference between girl and boy students was significant in favor of girls. The results of the study were discussed with the studies in the field literature which examine the attitudes of secondary schools students towards Turkish course, reading, speaking and writing skills and suggestions were made. Article visualizations:

Relationship between the Use of Library Facility and Students’ Academic Achievement in the University of the Punjab

Availability of library facilities in any institution is very basic; a library’s importance is like a backbone in human body. Academic resource materials are critical for spreading knowledge among each new generation of scholars. Importance of books for transmission of knowledge cannot be denied in any era. This study investigated the relationship of the library with students’ academic achievement. For the purposes of this study, academic achievement is measured here in form of Grade Point Averages of students at M.A level during 2016-18. This study also investigated whether library facilities help students in completing their educational tasks. Sample of the study included 116 students of M.A Education (2nd and 4th semester) from University of the Punjab, Lahore. These students were selected through purposive sampling technique. Responses were taken through questionnaires. Descriptive and inferential statistics were applied to find out the relationship between library facility and students’ academic achievement. Results show that a positive relationship exists between library facilities and students’ academic achievement. Students claimed that the availability of academic books helped them in improving their grades and rich library facilities helped students in completing their assignments and other projects on time. The major conclusion drawn from this research is that the students were satisfied with library facilities and availability of books. Their visit to library always helped them, and their visit to library was always useful for them and this habit led them to improve their GPA.Keywords: Library Availability, Students, Academic Achievement, GPA

The Hyper Real Educational System: A Study of Chetan Bhagat’s Novel “Five Point Someone”

The novel Five point someone argues about the grade point averages (GPAs) of the IIT students in India. Chetan Bhagat criticizes the conviction of IIT in particular and the whole technical educational system in India in general. The three friends Ryan, Hari and Alok exhibit psychological trauma which the majority of the students go through due to tight IIT schedule. This paper aims to underline the faulty education system in India and its remedies.

Admissions criteria as predictors of first-term success at a chiropractic institution

To determine the relationship between admissions criteria and grade point average (GPA) at the conclusion of the first-term of study at a chiropractic institution. Secondary data analysis was used on the Fall 2017 entering cohort of doctor of chiropractic students. Independent samples t-tests and ordinary least squares linear regression were used to explain the extent to which incoming undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age, respectfully, influenced the end-of-trimester GPA. Linear regression found each of the four independent variables (undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age) to be significant influencers of end-of-trimester-1 GPA with undergraduate GPA being the most statistically significant predictor (p < .001).The difference in mean end-of-trimester GPAs for male and female students was not statistically significant. There also was no difference in mean end-of-trimester GPAs by race/ethnicity. Current admissions requirements may need to emphasize incoming undergraduate GPA and target student support for older students. This study should be repeated for increased sample size, be performed at other chiropractic institutions, and consider additional cohorts to strengthen results.

Application of classification models to predict students’ academic performance using classifiers ensemble and synthetic minority over sampling techniques

The demand for data-driven decision making has resulted in the application of data mining in the educational sector and other disciplines. The needs for improving the performance of data mining models have been identified as an interesting area of research globally. Higher educational institutions keep a large amount of students’ data, but these data are rarely used effectively in decision and or policy-making processes. This research is an attempt to enhance the performance of data mining models to predict students’ academic performance using stacking classifiers ensemble and synthetic minority over-sampling techniques. The three (3) classifiers models J48, IBK and SMO were trained and tested on 206 students’ data set using previous academic performance records of Federal University Dutse, Nigeria. WEKA 3.9.1 data mining tool was used in predicting the final year student’s classes of degree at an undergraduate level, while Unified Tertiary Matriculation Examination, Senior Secondary Certificate Examinations and first-year Cumulative Grade Point Average of students served as inputs to the model. The result obtained showed that on training dataset after class balancing, stacking classifiers ensemble model out- performing the other three (3) classifiers models in both performance accuracy (96.7949%) and RSME (0.1098), suggesting that stacking classifiers ensemble is the best model in context of this research. Keywords: Educational Data Mining, J48. SMO. IBK, Stacking Classifiers Ensemble

THE COMPARISON OF THE CUMULATIVE GRADE POINT AVERAGE ON MEDICAL STUDENTS LIVING IN DORMITORY AND BOARDING HOUSE OF A MEDICAL SCHOOL

Background: In educational institution, learning achievement is an important indicator to measure the success of the learning process. Academic achievement can be defined as a result of the work that has been achieved by someone in his learning process, which is avoud as a GPA (Grade Point Average) in Higher Education or collage. Many factors that affect the value of GPA one of them comes from external factors ie residence. Medical Program Student of University of Muhammadiyah Jakarta is free to stay in dormitory or boarding house (indekos) during lectures in Faculty of Medicine and Health University of Muhammadiyah Jakarta. The purpose of this research is to determine the comparison and relationship of the Cumulative GPA on Students Living in Dormitory and Boarding House (Indekos) at Medical University of Muhammadiyah Jakarta Class of 2016. Method: This research uses quantitative analytic research type with cross sectional study. The subject of this research is a Student of Medical Studies at University of Muhammadiyah Jakarta. The Analysis was done by Mann Whitney Test. Results: There was no correlation between cumulative GPA in Students Living in Dormitory with Indekos with p value 0,292. Conclusion: There was no correlation between residence’s respondent and cumulative grade point of respondents in the research, but with Mann-Whitney test results comparing the rankings between groups, respondents with residence showed that the possibility of cumulative GPA is better than those living in the dormitory.

Influencia del trabajo sobre el promedio académico en estudiantes de odontología

&#x0D; &#x0D; &#x0D; &#x0D; Actualmente, una gran cantidad de estudiantes universitarios trabajan mientras cursan su carrera. El propósito de esta investigación fue comparar las diferencias en los promedios académicos de los estudiantes de la licenciatura en odontología que estudian y trabajan contra aquellos que solo estu- dian. Con este objetivo, se aplicó una encuesta a estudiantes de odontología de una universidad del noreste de México. Los promedios académicos de los estudiantes de odontología que estudian y trabajan fueron similares a los de los alumnos que solo estudian. Además, se demostró que los estudiantes que trabajan en empleos relacionados con su carrera tienen mejores promedios.&#x0D; &#x0D; &#x0D; &#x0D;

MINAT MAHASISWA AKUNTANSI MERAIH GELAR PROFESI CHARTERED ACCOUNTANT (CA)

The purpose of this study was to obtain an overview of the knowledge and interests of students following the PPAk. This research was conducted by distributing research instruments in the form of questionnaires that were given directly to students who would complete their studies in the S 1 Accounting study program. Students who willbe asked to become respondents are asked to fill out a questionnaire. Grade Point Average (GPA) of students who are respondents above 3.25. The results showed that the existence of PPAk was not fully understood so that there were differences in motivation among respondents. Relevant students are very strongly influenced by the desire to get a job / career, whereas for extension students who generally have worked the interest in obtaining a CA degree is motivated by other than a desire for a career but also a desire to improve the quality of professionalism in accounting. Thus, it seems that the extension of students' understanding of the existence of PPAk is more comprehensive compared to regular students.

MINAT MAHASISWA AKUNTANSI MERAIH GELAR PROFESI CHARTERED ACCOUNTANT (CA)

The purpose of this study was to obtain an overview of the knowledge and interests of students following the PPAk. This research was conducted by distributing research instruments in the form of questionnaires that were given directly to students who would complete their studies in the S 1 Accounting study program. Students who willbe asked to become respondents are asked to fill out a questionnaire. Grade Point Average (GPA) of students who are respondents above 3.25. The results showed that the existence of PPAk was not fully understood so that there were differences in motivation among respondents. Relevant students are very strongly influenced by the desire to get a job / career, whereas for extension students who generally have worked the interest in obtaining a CA degree is motivated by other than a desire for a career but also a desire to improve the quality of professionalism in accounting. Thus, it seems that the extension of students' understanding of the existence of PPAk is more comprehensive compared to regular students.

Facets of Conscientiousness in Relation to Academic Performance Across Programs of Study

Conscientiousness and its six facets (competence, order, dutifulness, achievement striving, self-discipline and deliberation) were examined in relation to cumulative grade point average (GPA) for undergraduate university students. The aim was to determine the degree to which conscientiousness predicted a higher GPA for students in varying programs, and to compare these results to previous findings. The programs examined were psychology, business, science/engineering, and general arts (i.e. B.A. programs other than psychology). Students were screened using Johnson’s (2014) “IPIP-NEO-120” (a 120-item version of the International Personality Item Pool-NEO: which measures constructs similar to those in the NEO Personality Inventory). Multiple regression analyses of the data revealed variations in concurrent validity of the facets of conscientiousness across majors. For psychology students, only Competence predicted GPA. For science and engineering students, Competence, Dutifulness and Achievement Striving predicted GPA. For general arts, only Deliberation predicted GPA. None of the facets were significant predictors for business students. Conscientiousness was thus a significant predictor of GPA across all majors, but the key facets were dependent on the area of study. The only gender difference detected was at low conscientiousness, with females having a significantly higher GPA than males. Additional research is necessary to further explore the predictive validity of the other Big Five personality traits and their facets, for a wider range of academic majors on academic success. Implications involve the role personality traits could play to the decision to enrol in a specific program, and how professors may bettor teach/mentor students in different programs.

Why Should We Study Sleep Health in Hospitality and Tourism Education? A Theoretical Perspective

ABSTRACTThis study developed and examined a new model based on conservation of resources theory to explore how sleep health interacts with resources (i.e., objects, conditions, energies, personal characteristics), stress, and academic performance. Participants were 654 hospitality or business undergraduates from 6 U.S. universities. We analyzed data using descriptive statistics and structural equation modeling. The results of the study showed that (a) sleep health had a significant but weak effect on student grade point average (GPA); (b) stress had no significant effect on student GPA; and (c) students’ major did not moderate the relationships between resources, stress, sleep health, and student GPA. Although sleep health does not seem to be a strong predictor of academic performance, it is suggested that educators not ignore the connection between sleep health and students’ academic success and individual health. Theoretical implications are provided to help advance hospitality and tourism education applying conservation of resources theory.

The impact of student academic achievement on graduate salaries: the case of a leading Russian university

ABSTRACT This paper analyses the impact of academic achievement on future salaries by looking into the grade point average (GPA)-earnings relationship for graduates of a leading Russian university. The study is based on pooled cross-sectional graduate survey data for 2014–2015. The issue of how student academic achievement impacts future labour market rewards is analysed through academic, demographic and labour market factors. We found that there is a significant positive impact of GPA on salaries of BA graduates (9–12% wage premium for an additional GPA point) and an insignificant or negative impact for MA programmes graduates. The study depicts that this negative effect can be partially explained by employment sector-specific variables. Among the main factors which positively affect earnings of graduates is work experience. Graduates who combined study and work achieve a 30% wage premium. However, there is no evidence that combining study and work affects student academic achievement, even for those who combined studies with full-time job. Despite the higher GPA of female students, male graduates’ earnings are 18% higher. Gender wage differences can be explained by gender distribution by the sector of employment: the over-representation of women in the low-paid education and science sectors and their under-representation in entrepreneurship and corporate sector.

Cognitive Consequences of Iodine Deficiency in Adolescence: Evidence from Salt Iodization in Denmark

Over the past three decades, many countries have introduced iodized salt policies to eradicate iodine deficiency. While it is well known that iodine deficiency in utero is detrimental to cognitive ability, little is known about the consequences of iodine deficiencies after birth. This paper examines the impact of iodine deficiency in adolescence on cognitive performance. I identify the causal effect of iodine deficiency quasi-experimentally using the introduction of iodized salt in Denmark. Denmark went from a ban on iodized salt before 1998 to a mandate after 2001, making it an ideal national experiment. Combining administrative records on high school grades over a thirty-year period with geographic variation in initial iodine deficiency, I find that salt iodization increases the Grade Point Averages of high school students by 6-9 percent of a standard deviation. This improvement is comparable to the benefits of more standard school achievement policies and at much lower costs.

Student performance is linked to connecting effectively with teachers

Purpose The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations. Design/methodology/approach The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments. Findings The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p&lt;0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9. Research limitations/implications The study was conducted at one site. Practical implications Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training. Originality/value If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.