Higher Grade Point Averages Research Articles

Factors Affecting Indonesian Higher Education Institution Students’ Academic Achievement in the Industry 4.0 Era

Industry 4.0 presents new challenges for Higher Education Institutions in Indonesia. Jobs in this era requires intellectual capabilities at a higher level. One of the ways to measure intellectual capabilities is through Academic Achievement in the form of Grade Point Average (GPA). Organizations around the world, including in Indonesia, want employees with high GPA. Therefore, it is imperative for Higher Education Institutions in Indonesia to understand the factors affecting Students’ Academic Achievement. This study conducts literature reviews to find and analyse factors affecting Indonesian Students’ Academic Achievement in Industry 4.0 era. This study finds 28 factors. Based on these factors, this study develops development initiatives that Indonesian Higher Educations Institutions in Indonesia can do in order to improve Indonesian students’ academic achievement.

Failure to replicate the basic dilution effect in performance prediction

AbstractA preregistered replication was conducted to examine the evidence for the basic dilution effect in a performance prediction context. Participants (n = 796) were presented with either diagnostic information alone or diagnostic + nondiagnostic information in a grade point average (GPA) prediction task. The diagnostic information was either indicative of a low GPA or a high GPA. The basic dilution effect predicts less extreme predictions when nondiagnostic information (e.g., the student describes himself as a cheerful person) is included with the diagnostic information. Despite an unusually large sample, a strong manipulation, and the use of stimulus sampling, results showed no evidence for dilution in GPA predictions. Reasons for the failure to replicate under optimal conditions are discussed.

Critical Pedagogy and Children’s Beneficial Development

Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.

Assessing library instruction: A study of the relationship between attendance, retention, and student success

Libraries must find ways to collaborate with university-wide assessment efforts to demonstrate how library resources and services support student-centered outcomes. The purpose of this study is to examine the relationships between attending library instruction, first-time, full-time freshman retention, and grade point average (GPA). This study also tests the feasibility of collecting personally identifiable library use data and integrating these data with the university's data warehouse. Results of Chi-square and binomial logistic regression predicting retention indicate that students who attend library instruction are more likely to be retained. Results of multiple linear regression prediction GPA indicate that students who attend library instruction are more likely to have a higher GPA. However, results indicate that attending more than one library instruction session did not have any additional effect on retention. Result of binomial logistic regression predicting retention indicate that students with a higher GPA are more likely to be retained.

Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence.

The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally-representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course-taking sequence, and educational attainment two years post-high school. High parent expectations generally magnified the particularly strong positive effects of high math teacher expectations, and there was some evidence of variation in links between adult expectations and outcomes by both student race/ethnicity and socioeconomic status. Parents' educational involvement at school, teacher-student relationships, and school-parent communication mediated the links between adult educational expectations and academic outcomes.

Academic Performance in Adolescents Born to Mothers With Gestational Diabetes-A National Danish Cohort Study.

ContextThe prevalence of gestational diabetes mellitus (GDM) is increasing, and intrauterine hyperglycemia is suspected to affect offspring cognitive function.ObjectiveWe assessed academic performance by grade point average (GPA) in children aged 15 to 16 years at compulsory school graduation, comparing offspring exposed to GDM (O-GDM) with offspring from the background population (O-BP).MethodsThis register-based, cohort study comprised all singletons born in Denmark between 1994 and 2001 (O-GDM: n = 4286; O-BP: n = 501 045). Standardized and internationally comparable GPAs were compared in univariate and multivariable linear models. Main outcome measures included the adjusted mean difference in GPA. We also analyzed the probability of having a high GPA, a GPA below passing, and no GPA registered.ResultsO-GDM had a GPA of 6.29 (SD 2.52), whereas O-BP had a GPA of 6.78 (SD 2.50). The adjusted mean difference was –0.36 (95% CI, –0.44 to –0.29), corresponding to a Cohen’s D of 0.14. O-GDM had a lower probability of obtaining a high GPA (adjusted odds ratio [aOR] 0.68; 95% CI, 0.59 to 0.79), while their risk of obtaining a GPA below passing was similar to O-BP (aOR 1.20; 95% CI, 0.96 to 1.50). O-GDM had a higher risk of not having a GPA registered (aOR 1.38; 95% CI, 1.24 to 1.53).ConclusionAcademic performance in O-GDM was marginally lower than in O-BP. However, this difference is unlikely to be of clinical importance.

Predictors of quality of life of nursing internship students from five Saudi universities

ObjectivesThis study investigated the quality of life (QoL) of nursing internship students (NISs) and the predictive variables for the QoL of NISs during the COVID-19 pandemic. The correlates of QoL of NISs with their gender, age, prior nursing experience, and grade point average (GPA) from the previous semester are also assessed. MethodsThis study used a quantitative cross-sectional design through an electronic survey form for the collection of required data. The 22-item Quality of Life Evaluation Scale (QOLES) was adopted as the survey instrument. A total of 283 NISs from five public universities in KSA completed the survey. ResultsThe students' age, gender, and nursing-related experience prior to their internship were all found to be significantly associated with the overall QOLES score (p values of 0.001, 0.001, and 0.01, respectively). The NISs GPA was found to be marginally significant (p = 0.08). A significant difference was identified in the overall QOLES score based on age (p = 0.02), gender (p = 0.02), and GPA (p = <0.001). Finally, as estimated by the regression analysis, only age (p = 0.002) was found to be a significant predictor of NISs’ QoL. ConclusionIn this study, the QoL of Saudi NISs was positively correlated with their age and gender. Male NISs had greater QoL than females, while a high QoL was observed among students with high GPAs before the internship year. Only the age of the NISs was found to be a reliable predictor of QoL.

The impact of healthy lifestyles on academic achievement among Italian adolescents

We evaluated the association between healthy lifestyles and academic achievement in a sample of 373 adolescent Italian students. Specifically, we investigated on the association between use of illegal drugs, habits to practice a regular physical, typology of diet, levels of social support, levels of self-esteem, level of Internet use, perceived stress and amount of sleep and academic achievement. Academic performance was positively correlated with good diet, perceived social support, and self-esteem. A statistically significant difference emerged between students with high versus low correct grade point averages in relation to lifetime and current use of illegal drugs. Last, academic performance was negatively correlated with Internet use, perceived stress, and bad diet. A multiple regression analysis was conducted in order to predict academic achievement based on good diet, physical activity, self-esteem, sleep hours, perceived stress, problematic Internet use, perceived social support, and lifetime substance use while controlling for age, gender, and years of education. As expected, healthy lifestyles behaviors were highlighted as a significant predictor in academic achievement. Specifically, it was showed that a good diet as well as nonproblematic Internet use significantly predicted academic success. Moreover, it was found that gender did not moderate the relationship between those predictors and academic achievement. The results of our study show that to practice healthy lifestyle behaviors is a relevant factor for a better performance at school, at least in our sample.

The Flutie Effect: The Influence of College Football Upsets and National Championships on the Quantity and Quality of Students at a University

Abstract: Using a panel study of universities, we find that football success, as measured either by an upset win or winning a national championship, increases applications and enrollment at a university. Surprisingly, we further find that losing an upset game also increases student enrollment numbers. When examining the academic quality of incoming students following one of these events, we encounter mixed results. Our findings indicate that winning a national championship lowers the number of students enrolling at a school from the top 10%, and between the top 10% to top 25%, of their high school class. However, we also find that winning either a national championship or an upset victory increases the average high school grade point average of students who choose to enroll at the school. Overall, our results suggest that athletics serve as a consumption amenity, leading students to apply and enroll at the university.

Measuring Empathy among Dental Students and Interns: A Cross-Sectional Study from Dammam, Saudi Arabia.

Objective To evaluate empathy and its related factors among undergraduate dental students and interns enrolled in a public dental college in Dammam, Saudi Arabia. Materials and Methods This cross-sectional study used the Jefferson Scale of Empathy-Health Profession Students (JSE-HPS) version to determine empathy in 362 dental students and interns in Dammam, Saudi Arabia. The JSE-HPS is a 20-item 7-point Likert scale questionnaire, and its score ranges from 20 to 140 with high values indicating increased empathy. Influences of age, gender, class year, previous year's grade point average (GPA), educational attainment of parents, and monthly family income on empathy were evaluated. Results Of 501 enrolled students and interns, 362 returned completed questionnaires, and the response rate of the study was 72%. The sample's empathy score (JSPE-HPS scale) ranged from 70 to 129 with a mean of 96.75 (±13.76). Most participants believed that empathy is important for effective communication with patients (96.1%) and can improve the provider-patient relationship (95.6%). Females demonstrated a significantly higher mean empathy score (99.98 ± 14.01) than males (92.72 ± 12.35) (P < 0.001). Similarly, the participants with high GPA (98.06 ± 13.69) had significantly greater mean empathy scores than those with low GPA (94.84 ± 13.68) (P=0.029). The mean empathy score increased significantly from junior students (3rd and 4th year students) to senior students (5th and 6th year students) and interns (P=0.008). Multiple linear regression analysis showed that class year (B = 2.03, P=0.006) and GPA (B = 8.67, P=0.003) were significant factors associated with empathy. Conclusions Empathy is important for effective patient communication and improved provider-patient relationship. Female gender, high GPA, and class years were associated with empathy. Empathy should be integrated into dental curricula for effective student learning and positive patient care outcomes.

Classification and Prediction of Students’ GPA Using K-Means Clustering Algorithm to Assist Student Admission Process

Background: Student admission at universities aims to select the best candidates who will excel and finish their studies on time. There are many factors to be considered in student admission. To assist the process, an intelligent model is needed to spot the potentially high achieving students, as well as to identify potentially struggling students as early as possible.Objective: This research uses K-means clustering to predict students’ grade point average (GPA) based on students’ profile, such as high school status and location, university entrance test score and English language competence.Methods: Students’ data from class of 2008 to 2017 are used to create two clusters using K-means clustering algorithm. Two centroids from the clusters are used to classify all the data into two groups: high GPA and low GPA. We use the data from class of 2018 as test data. The performance of the prediction is measured using accuracy, precision and recall.Results: Based on the analysis, the K-means clustering method is 78.59% accurate among the merit-based-admission students and 94.627% among the regular-admission students.Conclusion: The prediction involving merit-based-admission students has lower predictive accuracy values than that of involving regular-admission students because the clustering model for the merit-based-admission data is K = 3, but for the prediction, the assumption is K = 2.

Optic Nerve Parameters and Cognitive Function in the Northern Finland Birth Cohort Eye Study

ABSTRACT Purpose The optic nerve head (ONH) is a part of the brain that can be easily studied through the transparent medium of the eye. We explored the relationship between the properties of the optic nerve head, the retinal nerve fiber layer (RNFL) and cognitive function. Methods Participants of the Northern Finland Birth Cohort (NFBC) 1966 underwent an ophthalmic and cognitive assessment after randomization at age 46. The ophthalmological parameters obtained were the disc area and the neuroretinal rim volume of the ONH and the average RNFL thickness. The surrogates used for cognitive function were the paired associates learning test (PAL), level of education, grade point average (GPA) and Humphrey 24–2 perimetric test time (HFA). We did exploratory research between the ophthalmological parameters and the surrogates for cognition and the correlations between the surrogates for cognition. Results We found that a larger disc area was associated with a higher level of education, faster accomplishment of the HFA (R = −0.065) but a lower GPA (R = −0.084). An increase in neuroretinal rim volume was associated with fewer errors in the PAL test (R = −0.056), higher level of education, higher GPA (R = 0.072) and faster accomplishment of the HFA (R = −0.047). A thicker RNFL was associated with faster accomplishment of the HFA (R = −0.047). Conclusion We were able to find statistically significant associations between the parameters of the optic nerve head, the RNFL and cognition in the NFBC Eye study. However, the correlations were negligible at best and of limited predictive value.

Effect of the use of music on definitional knowledge in an introductory statistics course: Evidence from a Pareto chart activity

ABSTRACTThe traditional instructional approach combined with standard textbook examples provide a disengaging learning environment for students in introductory statistics courses. This article proposes and examines an experiential music‐based single‐class‐period learning activity for an introductory statistics course. This activity teaches students how to use graphical presentation of descriptive statistics, such as bar, pie, and Pareto charts. Studies in psychology and consumer research demonstrate that the music has positive short‐term effects on spatial‐temporal reasoning and sensorial response. We use a preclass postclass control‐group design to examine how the change of the method of instruction affects learning outcome. We find that the music‐based experiential learning activity has a positive effect on the definitional knowledge acquired by male students and students with higher grade point averages.

Follow the Money or Follow the Mentors?

Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.

Impact of College Provided Transportation on the Absenteeism and Academic Performance of Engineering Students

Students use different modes of transport to go to college. While many transportation programs exist at different universities and many experts find these programs to have a positive impact, no studies have investigated the impact of such programs on the absenteeism and academic performance of college students. The main purpose of this study is to investigate the impact of a college provided transportation program on the absenteeism and performance of engineering students. Different types of data were collected from a sample of engineering students, including attendance records, grade point average (GPA), course grades, majors, and bus ridership information for two years. The findings suggest that there is a positive impact of providing a college transportation service to engineering students in the form of better attendance and higher GPA. The outcomes of this study can be used to evaluate similar programs in the future and can be used by public agencies and policymakers to make decisions on expanding investments in such programs.

A study on the learning styles of law students at a Caribbean tertiary institution

ABSTRACT This study assesses the learning styles of law students at the University of the West Indies, Cave Hill (UWICH) Faculty of Law (FOL) in the Caribbean, based on age, gender and academic performance, using the Grasha-Riechmann Student Learning Style Scale. The study also compared the learning styles of UWICH FOL students with the learning styles of UWICH management students, using a comparator study by Corbin (2017). In our study, using the Grasha-Riechmann rating norms, there was no dominant preferred learning style for law students with all results falling within the moderate range. Within this moderate range, the Collaborative learning style was “first among equals”, as the strongest within the moderate range. Contrastingly, in Corbin’s study, the Collaborative learning style was preferred for management students. In our study, Independent and Collaborative learning styles were significant predictors of academic performance, with the Independent learning style resulting in higher grade point averages (GPAs), and the Collaborative learning style being a predictor of lower GPAs. Contrastingly, Independent and Avoidant learning styles were predictors of academic performance in Corbin’s study. A further longitudinal study into learning styles of UWICH law students and the teaching styles of lecturers is recommended.

The relationship between high school GPA and information literacy pre and post-test scores

Although many studies explore the effect of library instruction on information literacy test scores, there are far fewer studies exploring the relationship between high school Grade Point Average (GPA) and scores on information literacy pre- and post-tests of first year college students. This research study compares the scores of three cohorts of Franklin Pierce University students--honors students, Center Scholars (students with a cumulative high school GPA of below 2.5) and Average GPA students --on an information literacy pre-test administered in the first two weeks of the fall, and a similar post-test administered after students have attended a library instruction session. The results of this study show a relationship between high school GPA and pre-test scores and reveal an even stronger relationship between high school GPA and scores on the post-test, with honors students attaining the highest scores and Center Scholars the lowest. This article proposes explanations for these results as well as recommendations for addressing the test score disparities between these three cohorts.

Importance of Gender, Location of Secondary School, and Professional Experience for GPA—A Survey of Students in a Free Tertiary Education Setting

A publicly financed tertiary education system is a manifestation of a sustainable approach to education. Society as a whole decides to spend money on the education of young generations, who in turn are expected to do the same for future generations. The benefactor expects that students conscientiously gain knowledge, skills, and competences during their studies. These features are incorporated into and measured with the grade point average (GPA). This research contributes to the scientific debate through the identification and measurement of determinants of students’ GPA in a unique country setting, where top tertiary education is financed by a government. We investigate the relationship between GPA and differentiating factors: gender, population size of a town where students’ secondary school was located, and professional experience. Research methods used include literature analysis, parametric and nonparametric statistical tests, and econometric modeling. The surveyed sample comprised 341 accounting and controlling students from Cracow University of Economics. We find that gender, location of a secondary school, and professional experience are statistically significantly associated with GPA. Female students tend to earn higher GPAs. Similarly, students who completed secondary education in smaller towns earn higher GPAs. On the contrary students who have professional experience tend to earn lower GPAs.

The Sources of Cognitive and Metacognitive Strategies Used By 7th Grade Students While Reading the ' Cells and Divisions ' Unit

The purpose of this research is to determine the sources of cognitive and metacognitive strategies that 7th-grade students use when studying the “Cell and Divisions” unit that belongs to the field of Biology. In the study, the case study which is one of the qualitative research methods was used. A total of 6 students from 3 different secondary schools in Kars participated in the study. In the research, 6 7th grade students who study in 3 different secondary schools read the "Cell and Divisions" unit in the 7th grade Science Textbook. Students were observed by the researcher in their process of reading this unit. Students were asked to think aloud to determine the cognitive and metacognitive strategies used in the process of reading the unit. To determine whether the strategies used in reading the unit are cognitive or metacognitive, and to determine the sources (from, where or how) of these cognitive and transcriptional strategies they are using, semi-structured interviews were conducted with them immediately after reading the unit. The observation records of the students' reading process of the unit and transcripts of the data obtained from the semi-structured interviews with the students after reading the unit were made. The transcripts of the data were analyzed. According to the results of the research; It was determined that the sources of the cognitive strategies used by the two students who study in the 1st secondary school and have high grade point averages while reading the "Cell and Divisions" unit were themselves and their teachers and the sources of metacognitive strategies of them were their teachers and friends. It was determined that the sources of the cognitive and metacognitive strategies used by the two students who study in the 2nd secondary school and have medium grade point averages were only themselves. It was determined that the sources of the cognitive strategies used by the two students who study in the 3rd school and have low grade point averages were only themselves, But it was determined that the sources of the metacognitive strategies of one student were himself/herself but since the other student did not use metacognitive strategies the sources of the strategies could not be determined.

Exceeding Expectations: Students Underrepresented in Medicine at University of Utah Health.

The University of Utah (UU) serves an increasingly diverse state and houses the only public medical school, dental school, and college of pharmacy in the state. Utah's diversity in the health professions lags behind the diversity of its general population, and the nation. The Health Sciences Learning, Engagement, Achievement, and Progress (HS-LEAP) Program is a 4-year undergraduate pipeline program intended to increase racial and ethnic diversity in the health professions, specifically focused on students underrepresented in medicine (URM). Each student self-identified and submitted demographics at the time of enrollment. We followed students to successful engagement in their profession of choice; we compared graduation and postgraduation outcomes to non-HS-LEAP students at UU from 2005-2016. Almost 80% of HS-LEAP students are from communities underrepresented in medicine: 41% Latinx, 28% Asian, 7% Black, 2% American Indian/Alaskan Native, and 1% Pacific Islander. HS-LEAP students had lower ACT scores upon undergraduate enrollment, higher grade point averages in their first semester of college, higher fall-to-fall first-year retention rates, and higher 6-year graduation rates when compared to non-HS-LEAP UU students. Students who completed HS-LEAP attended graduate school at twice the rate of students who participated in HS-LEAP, the majority in the health professions. The HS-LEAP program is associated with increased URM success in undergraduate programs and elevated participation in graduate programs in medicine, dentistry, pharmacy, physician assistant, nursing, and public health. Similar programs, with continuous assessment and evaluation, could be adopted in other locations to improve the representation of these groups in health professions.