Grade Point Average Research Articles

A quasi-experimental evaluation of student academic performances in single sex secondary classrooms

Teacher beliefs and environmental conditions influence student performance outcomes. In this non-equivalent comparison quasi-experimental design study, students enrolled in ten secondary Principles of Agriculture courses assigned to a control or treatment group based upon their sexual identity. Teachers were asked periodically about their expectations of student performances. Over the course of the academic semester, students within the treatment group maintained higher grade point averages and better attendance. Boys from the treatment group maintained a higher percent of non-discipline referrals than boys from the control group. In addition, correlations are made between the teachers’ expectations, and student performance and career aspirations. The researchers recommend that secondary schools consider single-sex classrooms for entry-level agricultural courses and for additional research to be considered to further strengthen the preliminary findings.

Using a Modified Quality Control Charts on Academic Grades of Tertiary Institutions Students

Quality of products or services has different meaning by different Authors. Quality of academic processes in Nigeria is measured mainly by the standard set by regulatory bodies of Educational Institutions. There are a number of factors that affects quality assurance and students’ academic performance in Nigeria. This study is on the application of statistical quality control techniques on the academic performance of students. The study was aimed to investigate the performance of both National Diploma (ND) and Higher National Diploma (HND) students of the Waziri Umaru Federal Polytechnic (WUFP) Birnin Kebbi, Nigeria, using a modified version of the Shewhart’s quality control charts. Nine (9) departments from a total of 32 departments of the institution were selected. A total of 720 student’s records of Cumulative Grade Point Averages (CGPAs) were studied. Twenty student’s records each were selected per session and per programme. The results showed that the overall performance of students of the Institution is within the average standard expected of each graduand of the Polytechnic as provided by the regulatory body, the National Board for Technical Education (NBTE).

IDENTIFY FACTORS AFFECTING STUDENT ACHIEVEMENT USING THE BINARY LOGISTIC REGRESSION ANALYSIS

The success of students in completing their study program is indicated by the achievements reflected in their Grade Point Average (GPA). Grade Point Average (GPA) is expressed in numerical form and is an academic achievement calculated based on all courses taken in all semesters that have been passed by students. This study aims to obtain a model of external factors that affect Grade Point Average (GPA) and variables that affect Grade Point Average (GPA). The response variable in this study is Grade Point Average (GPA) which is categorical and divided into two categories. The method used is binary logistic regression analysis. This study used primary data with the research subjects being second, third, and fourth-semester students in the Mathematics Education Department of Alauddin Makassar State Islamic University. The indicators on the instrument can be categorized as valid and reliable to measure service variables, learning, facilities and infrastructure, and student interest in entering college. The results of binary logistic regression analysis show that service has a significant effect on Grade Point Average (GPA), besides that learning, facilities, infrastructure, and the number of students enrolling in college have an effect but are not significant on Grade Point Average (GPA).

HOW DID ONLINE LEARNING AFFECT PHYSIOTHERAPY STUDENTS DURING THE COVID-19 PANDEMIC?

Objective
 The COVID-19 pandemic, which affected almost all
 areas of life, has had serious effects on education
 as well. This study aimed to investigate the effects
 of the online education process on physical
 activity, perseverance, and coronaphobia among
 undergraduate physiotherapy students during
 COVID-19 pandemic.
 Material and Method
 A total of 185 undergraduate physiotherapy students
 were included in the study. Physical activity level
 was assessed with the International Physical Activity
 Questionnaire-Short Form (IPAQ-SF), perseverance
 with the Short Perseverance Scale (Grit-S), and
 coronaphobia with the COVID-19 Fear Scale. In
 addition, the perceived changes in physical activity
 and perseverance levels during the pandemic
 were evaluated. The academic performance was
 determined with the grade point average (GPA).
 Results
 It was determined that most of the students perceived
 a decrease in their physical activity (82.7%) and
 perseverance (69.2%) levels. There was a moderate
 positive correlation between GPA and COVID-19
 Fear Scale score (rho:0.407, p

The Relationship Between Noncognitive (Emotional Intelligence) Variables on Academic GPA Among Sonography or Radiography Students After 1-Year Course Completion

Objective: This study aimed to determine the relationship between emotional intelligence (EI) and grade point average (GPA) in a cohort of sonography (DMS) or radiography (RT) students. Furthermore, this study explored whether an EI model, such as the Trait Emotional Intelligence Questionnaire (TEIQue), demonstrated a significant association with GPA and could potentially be used as a part of the admission process. Materials and Methods: The TEIQue questionnaire that collected participants’ EI and demographic data was administered to students in both educational programs. Data were obtained at the beginning of each respective program and 1 year later. Students’ GPA was examined over three college semesters. Results: In total, 26 participants enrolled. This cohort included 10 DMS and 16 RT students enrolled for an associate’s degree in an applied sciences program within a community college. No significant relationship was observed between academic GPA and global EI, as well as three subscales of trait EI. Global trait EI for DMS ( P = .35) and RT students ( P = .05) demonstrated nonsignificant relationships with students’ GPAs, respectively. Conclusion: These results demonstrated that there was no significant relationship between noncognitive variables, such as EI, among DMS or RT students and academic GPA. Further studies should investigate whether these findings were similar to those in other diagnostic imaging programs.

Factors Affecting Time Management Ability among Medical Sciences Students during the COVID-19 Pandemic

Time management (TM) is a crucial academic ability, especially as schools transition from conventional to virtual instruction delivery during the coronavirus disease 2019 (COVID-19) pandemic. The aim of the study was to identify the variables affecting medical science undergraduate students in Iran during the COVID-19 pandemic. This web-based cross-sectional study was conducted in 2021. Participants included medical students and students pursuing a bachelor’s degree in medical sciences. They were conveniently selected from medical universities across Iran. A demographic questionnaire and the Trueman and Hartley Time Management Questionnaire were used as study instruments. Telegram and WhatsApp were used for data collection and sampling. The SPSS program (version 22.0) and multiple linear regression (MLR) analysis were used to analyse the data. In total, 1,183 students completed the questionnaires in their entirety. The mean of their age was 22.08±3.15 years and the majority of them were female (62.04%). The mean TM score was 45.19±8.3 (with a range of 14–70), and gender, grade point average (GPA), daily study time, daily internet use time, work status, and kind of university were the significant predictors of TM ability (p < 0.05). Iranian students have a moderate level of TM skill, and their work status, GPA, daily study time, daily Internet usage, and type of university are the main predictors of their TM. The shift from traditional to virtual learning during the COVID-19 pandemic highlights the importance of equipping medical students with necessary TM skills.

Changes in Medical Students’ Empathy Level in Different Academic Years: A Trend Analysis

Empathy is an essential attribute that enables physicians to comprehend the condition and emotions of their patients, facilitating accurate responses. Consequently, empathy has been linked to improved diagnoses and enhanced clinical outcomes. This study aimed to assess the changing patterns of empathy levels among medical students during their academic tenure in medical school. A descriptive study was conducted using convenience sampling, involving 361 medical students in Ahvaz, Iran, between September and December 2021. Empathy levels were assessed using the Persian adaptation of the Jefferson Scale of Empathy (student version) (JSE-S). Statistical analyses were conducted using the t-test and variance analysis (ANOVA). Based on the empathy scale (ranging from 20 to 140), the mean empathy score among medical students was found to be 106.42±14.8, exhibiting variations based on study year, gender, and grade point average (GPA) (p < 0.01). Notably, a significant decline in empathy scores was observed in final-year students compared to their counterparts in the first year (113.39 vs. 97.05; p < 0.001). Female students and those with higher GPAs demonstrated a higher level of empathy (p < 0.001). The results of the present study revealed that medical students in Iran exhibit a moderate level of empathy compared to findings from local studies. Furthermore, the findings suggest a decline in empathy levels as students progress through their years in medical school. Based on these findings, it is strongly recommended to integrate empathy training into the medical curriculum. Such an approach would enhance student learning and contribute to positive patient care outcomes.

Factors Affecting Academic Performance of M. Sc. Level Students at Tribhuvan University

Background: Several factors contribute to a student's academic performance. Studies have examined the direct impact of student-related factors and the broader influence of social and economic factors.
 Objective: To identify the important factors influencing the academic performance of Master's level students at the Institute of Science and Technology (IoST), Tribhuvan University (TU).
 Materials and Methods: Primary data of 251 master’s level students was collected with a questionnaire adapted and developed from similar studies. The data was collected using convenience sampling. In addition to demographic and categorical questions, five-point Likert scale questions were also used. Data analysis involved fitting a multiple linear regression (MLR) with the identified significant independent variables. The goodness of fit of the model was evaluated to assess the accuracy and reliability of the final model in explaining variations in students' SGPA (Semester Grade Point Average).
 Results: The study revealed that students' motivation, study habits, and communication skills significantly influenced their SGPA. Study habits showed a coefficient of 0.118 (p < 0.001), indicating a positive and significant relationship with SGPA. Student motivation had a coefficient of 0.19 (p < 0.001). Similarly, Higher levels of motivation were linked to improved SGPA outcomes. Communication skills exhibited a coefficient of 0.086 (p < 0.001) at a 5% level of significance. All these factors had a positive coefficient which means students better on these factors on an average will tend to have better academic performance.
 Conclusion: Study habits, motivation, and communication skills were found to have a significant effect on students’ SGPA. Therefore, we can conclude that at the master's level in IoST, TU, the primary determinants of students' SGPA are their characteristics such as their motivation, study habits, and communication skills.

Factors Associated with Burnout Syndrome among Clinical Medical Students at Chonburi Hospital, Thailand

Objective: Burnout syndrome causes chronic fatigue, loss of motivation, despair, decreased work performance, and depression. Clinical medical students risk developing burnout syndrome due to long-term learning pressure, responsibilities for patient care and night shifts. This study aimed to examine the factors associated with burnout syndrome among clinical medical students at Chonburi Hospital.Material and Methods: A cross-sectional study was conducted from July 2022 and January 2023. Data were collected using the Maslach Burnout Inventory General Survey among 106 medical students. Descriptive statistics, chi-square, ANOVA, and the independent t-test were used to investigate the association among variables.Results: Severe burnout syndrome was not found among clinical medical students. High emotional exhaustion was the most common burnout symptom among these medical students (53.8%). While 27.3% had high depersonalization, no medical students had low personal accomplishment. The factor related to high emotional exhaustion was 4th-year medical students. At the same time, the factors associated with high depersonalization were fourth-year medical students, males, and low accumulated grade point averages (GPAX).Conclusion: The prevalence of severe burnout was not found among clinical medical students at Chonburi Hospital. However, males, fourth-year medical students, and low GPAX were risk factors for burnout symptoms. Therefore, screening, monitoring, and providing help to these at-risk medical students to reduce their chances of severe burnout should be encouraged.

Exam Review Versus Categorical Feedback: Which Improves Scores by Doctor of Physical Therapy Students?

Introduction. Feedback after computer-based assessments is essential to the learning process. Options include knowledge of results (KR), knowledge of correct results (KCR), and elaborated feedback (EF). This study aimed to identify whether specific or broader forms of postassessment feedback optimize physical therapist students' computer-based assessment scores. Review of Literature. Health care educators have various types of feedback they can provide to students. Educators may consider the need for exam integrity and increasing student engagement when determining what type of feedback to deliver. Elaborated feedback seems to be most effective in higher-order learning objectives than KCR or KR to improve learning outcomes and can be delivered in clear and engaging ways for students while maintaining exam integrity. Subjects. Forty-nine first-year Doctor of Physical Therapy students. Methods. This study was a quasi-experimental design. Students were given a feedback form postassessment: secure exam review with note sheet (KCR) or Strengths and Opportunities Report (EF). Students repeated assessments on the same content (mix of repeat and related items). Exam scores and question performance were analyzed with linear and logistic regression. Students were surveyed about feedback preferences. Results. After adjusting for differences in the initial exam scores and graduate Grade Point Average, KCR improved retake exam scores (confidence interval [CI95] = 0.07–1.82 percentage points). Knowledge of correct results was more effective than EF for repeated questions (RR = 1.53, CI95 = 1.12–2.09, P = .0031). Knowledge of correct results and EF were similarly effective for related questions (RR = 1.01, CI95 = 0.76–1.33, P = .9997). Most students (89.75%) preferred KCR. Discussion and Conclusion. Compared with EF, KCR provided modest improvements on follow-up exams, specifically on repeated questions. Because students are unlikely to encounter repeated questions on licensure exams, EF may be an excellent choice to balance exam integrity and feedback quality.

Student-Company Assignment: Simulation Approach

Student-Company Assignment is defined as a multi-criteria problem involving the allocation of students to companies according to various criteria. Universities offering workplace experience courses in their undergraduate programs send their students to companies. During this assignment process, allocating suitable students to suitable companies can be a challenging task, as company demands are limited, and certain companies are more preference after by many students. This study proposes a simulation approach to solve the problem. In the first stage of the study, various criteria for students and companies were identified. These criteria include the total number of students, the total number of companies, student preferences, company demands for students, language skills of students, academic grade point averages of students, subject-specific skills of students, language skills demand of companies, and subject-specific skills demand of companies. In the second stage of the study, student-company matching is performed considering these criteria. The SIMIO program was used to model and simulate this process. The contribution of this study to the literature can be summarized as a simulation approach to the student-company assignment problem. The proposed approach was applied to a university offering workplace experience and the results showed an improvement in terms of performance parameters compared to the existing situation.

Impact of Graduating with Honours on Entry Wages of Economics Majors*

Employers use various proxies to predict the future labour productivity levels of the job applicants. Success in school, especially in high‐level coursework, is among the most widely used proxies to screen entry‐level candidates. We estimate the causal effect of graduating with honours (i.e. with a grade point average of 3.00 and above out of 4.00) on the starting wages of economics majors in Türkiye. Using comprehensive micro data on all economics majors between 2014 and 2018, matched with administrative records about their first jobs, we implement a regression discontinuity analysis to investigate whether there is any statistically significant jump in the starting wages at the honours‐degree cutoff. We find that graduating with honours increases the wages of males, while there is no impact on females. We further document that the impact on males is almost entirely driven by the graduates of non‐elite universities. In particular, graduating with an honours degree increases the entry wages of males from non‐elite universities by about 4%, on average. We provide an explanation for these patterns using the theory of statistical discrimination. We discuss the potential reasons behind the heterogeneous signal value of graduating with honours between males vs. females and elite versus non‐elite university graduates.

The Prevalence of Nomophobia and Its Impact on Academic Performance of Medical Undergraduates at the College of Medicine, Umm Al-Qura University, Makkah City, Saudi Arabia.

Nomophobia, or no mobile phone phobia, is a term used to describe psychological conditions when people fear being without a mobile phone. This study aimed to measure the prevalence of nomophobia, its associated factors, and its impact on the academic performance of medical undergraduates at Umm Al-Qura University (UQU), Makkah City, Saudi Arabia. A descriptive cross-sectional study included a simple random sample of 595 medical undergraduates. The study administered the Nomophobia Questionnaire, which had been validated in previous articles, using an interview-based model. The collected data were reviewed and entered into the IBM SPSS Statistics for Windows, Version 26 (Released 2019; IBM Corp., Armonk, New York) for analysis. A total of 595 medical students were included in this study. Most of them (99%, n = 589) had different degrees of nomophobia, while only a small percentage (1%, n = 6) did not exhibit it. The younger medical students (18-19 years old) showed significantly higher percentages of moderate to severe nomophobia in comparison to older students (P = 0.028), while there was no significant relationship between nomophobia and academic performance, despite the fact that 128 (77.1%) of students with severe nomophobia had grade point averages (GPAs) of 3.5-4.0, compared to 244 (69.1%) of students with moderate nomophobia (P = 0.150). This study concludes that the prevalence rate of nomophobia is generally high among medical undergraduates at UQU in Makkah City, Saudi Arabia. This disorder was detected more among younger medical undergraduates, with no significant effects on their academic performance. It is mandatory to conduct more studies with larger sample sizes of different university students (medical and non-medical) to identify factors that lead to the development of nomophobia. Qualitative research among groups of university students will add more deep information about this disorder. Health education programs should be designed and targeted at university students, focusing on the harmful health effects of excessive use of mobile phones and measures to prevent this disorder.

Prediksi Tingkat Kelulusan Menggunakan K-Means Pada Program Studi Informatika Unismuh Makassar

Predicting timely graduation brings numerous benefits not only to students but also to the university itself. Creating a graduation prediction model assists students and academic advisors in fostering a positive environment that encourages on-time graduation by developing a predictive model for graduation rates using the K-means data mining method in the Informatics study program at Universitas Muhammadiyah Makassar. This method is used to cluster students based on attributes such as total credits taken, semester Grade Point Average (GPA), and overall Cumulative Grade Point Average (CGPA). The clustering aims to identify patterns and characteristics of student graduation. Data from several semesters is collected and preprocessed, including data normalization and transformation. The research steps involve data preprocessing, cluster labeling, distance calculation to cluster centers, and result analysis. The analysis shows that the K-means method can generate student clusters with varying graduation rate patterns. The formed clusters can be interpreted as groups of students with potential for timely graduation or groups needing more attention to achieve on-time graduation. Empirical validation is performed by comparing K-means prediction results with actual graduation data. Accuracy measurement involves calculating the percentage of similarity between predictions and actual data. Empirical validation results demonstrate the accuracy level, which can serve as a benchmark for assessing the performance of this prediction model. This study aims to provide deeper insights into factors influencing student graduation and potentially support decision-making at the academic level. Keywords: Graduation Prediction, Data Mining, K-Means, Analysis, Clustering, Empirical Validation.

Predicting Student Academic Performance Based on Psychological Test using Machine Learning

It is essential to consider the psychological aspect of selecting new students to determine the success of prospective students. The psychological aspect is measured by a psychological test that shows the level of prospective students' abilities in social, emotional, personality, and potential to live at university. This paper proposes an approach to predicting student performance based on their psychological test scores using the Decision Tree and Random Forest algorithms. The dataset used in this study was taken from the student academic record at Institut Teknologi Del, which includes years of psychological test scores and the Grade Point Average (GPA) from studying at the Institute. More specifically, the dataset used includes the 2019, 2020, and 2021 class years. However, there are gaps in the dataset used, including missing values and psychological test attributes such as TIU, TIU Category, Work Achievement, Work Tempo, Accuracy, and Consistency, which are unavailable in other datasets. This is shown in the correlation heatmap, which shows the level of correlation for each attribute, which is still classified as a very weak correlation. Therefore, we came up with two approaches. The first approach is to use as many records as possible (Analysis on records), and the opposite of the second is to take advantage of more features (Analysis based on features). The two approaches are compared to determine which performs better for the classification model. Our results show that studies that emphasize the use of records produce slightly better performance than analyses that emphasize features. In more detail, the random forest algorithm produces the best performance compared to the decision tree algorithm in each Analysis, the RMSE value is 0.4552, and the MAE value is 0.3514. Moreover, none of the psychological test attributes strongly correlate to GPA and hence do not guarantee student performance.

The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis.

Friendships can positively impact students' academic performance and grade point average (GPA) by providing emotional support and reducing stress, thereby leading to improved focus and better concentration on studies. Peer connections and friendships often result in collaborative learning and the exchange of academic ideas, improving comprehension and retention of course materials, ultimately leading to higher GPAs. In contrast, negative friendships or excessive social distractions can adversely affect GPA, which highlights the importance of striking a fine balance between social connections and academic responsibilities. This systematic review and meta-analysis adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. It involved a thorough electronic search on PubMed, Ebsco, and Web of Science databases with no time restrictions. We considered studies from various parts of the world, which examined friendships and relations within the academic setting. This reviewdelved into the substantial impact of friendships in academic settings. Friendships foster a supportive environment for collaboration and knowledge-sharing, ultimately enhancing motivation, reducing stress, and improving GPA, thereby contributing to a successful academic experience. While disparities were noted across studies due to geographical variations, study designs, and outcome measures, the majority of them revealed a positive correlation between friendship and academic performance. Some studies highlighted gender-related differences, with male friendships often proving beneficial for academic performance, though this is not a universal rule, as the quality offriendships mostly depends on compatibility rather than gender. To sum up, the extensive review of research underscores the pivotal role of friendships in academic settings, which act as crucial support systems for collaboration, knowledge-sharing, and motivation among students, leading to enhanced academic performance. Despite regional and methodological variations, a consistent positive correlation between friendship and academic success was observed across diverse studies.

Determinants of English Language Proficiency: A Multifaceted Analysis

This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

Factors Influencing Academic Achievement Among College Students: The Influence of Emotional Intelligence, Student Engagement and Demographics

<p style="text-align: justify;">The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.</p>

Advancing Equity and Opportunities for STEM Students From Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes

This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics ( Mage = 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.

Association of applicant demographic factors with medical school acceptance

BackgroundMedical school acceptance rates in the United States (US) have been lower for applicants who identify as Underrepresented-in-Medicine (UiM) compared to non-UiM applicants. The gap between UiM and no-UiM groups is narrowing in recent years. Less well-studied are associations of acceptance decisions with family income and parental education. This study’s purpose is to evaluate the relationships between medical school acceptance and family income, parental education status, racial/ethnic background, Grade Point Average (GPA), Medical College Admission Test (MCAT) score, and participation in extracurricular activities.MethodsThis is a cross-sectional study of first-time US medical school applicants between 2017 and 2020. Acceptance rates for first-time applicants were calculated for first-generation (FG), low-income (LI), and UiM applicants. Associations of these attributes with MCAT scores, science GPAs, and seven categories of extracurricular activities were evaluated. Regression analyses estimated associations between acceptance to medical school with all variables with and without interaction terms (FG*URM, LI*URM, FG*LI).ResultsThe overall acceptance rate for first-time applicants from 2017–2020 was 45.3%. The acceptance rates among FG, LI and UiM applicants were 37.9%, 39.6% and 44.2%, respectively. In univariable logistic regression analyses, acceptance was negatively associated with being FG (OR: 0.68, CI: 0.67–0.70), LI (OR: 0.70, CI: 0.69–0.72), and UiM (OR: 0.95, CI: 0.93–0.97). In multivariable regression, acceptance was most strongly associated with science GPA (OR: 7.15, CI: 6.78–7.54 for the highest quintile) and UiM (OR: 5.56, CI: 5.48–5.93) status and MCAT score (OR: 1.19, CI: 1.18–1.19), FG (OR: 1.14, CI: 1.10–1.18), and most extracurricular activities. Including interaction terms revealed a negative association between acceptance and LI (OR:0.90, CI: 0.87–0.94) and FG was no longer significant (OR:1.10, CI:0.96–1.08).ConclusionsCollectively these results suggest medical school admissions committees may be relying on holistic admission practices. While MCAT and GPA scores continue to predict acceptance, individuals from racially and ethnically UiM backgrounds have favorable odds of acceptance when controlling for MCAT and GPA. However, these positive associations were not seen for low-income and first-generation applicants. Additional preparation for college and the MCAT for these latter groups may help further diversify the medical profession.