Higher Cumulative Grade Point Averages Research Articles

The College Student Adaptive and Maladaptive Academic Behaviors Scale: Development, Reliability, and Validity

The purpose of this study was to validate a new measure of undergraduate college students’ responses to perceived academic difficulties, the College Student Adaptative and Maladaptive Academic Behaviors Scale (CSAMABS). Participants were undergraduate college students assessed at two timepoints ( N = 598). Exploratory and confirmatory factor analysis and associated modifications to items resulted in three subscales indicative of avoidance behaviors, active engagement, and academic support seeking, each with strong internal consistency and test–retest reliability. Avoidance behaviors were positively associated with both procrastination and cognitive behavioral avoidance. Students scoring lower on avoidance and higher on active engagement had higher cumulative grade point averages (GPAs) both at the end of the semester in which data were collected and at the end of the following semester. Support seeking was unassociated with GPA at either timepoint. The CSAMABS is a reliable and valid measure of responses to perceived academic difficulties specific to the postsecondary context.

Passion to Learn Well With Reflections of CGPA and Course Levels: Empirical Evidence

Passion to learn well (PLW) is important. With limited time and resources, how instructors can pinpoint and prioritize students who need support and encouragement to learn well and achieve the desired class performance. Cumulative grade point average (CGPA) is one acceptable factor in evaluating students’ academic performance. This research studied the relationship between PLW and CGPA, and course levels. The study surveys students at an undergraduate Bangkok private university, business school, real estate major. The questionnaire surveys were conducted in November 2021, and employed quantitative methods and descriptive data analysis. The results show that the higher CGPA, the higher the levels of PLW. Students with a CGPA of 2.35 and below reflected the median level of PLW. Students with CGPA above 3.00 reflected PLW at high to the highest levels. Course levels also show a relationship with PLW. The higher the course levels – from junior to senior courses – the higher PLW. Senior courses had a higher proportion of PLW at high level than junior courses. The findings contribute by support with empirical evidence.

The predictive validity of entrance scores and short-term performance for long-term success in engineering education

PurposeThis study examined predictors of cumulative grade point average (GPA) from entrance scores and successive performance during students' academic work in university engineering programs.Design/methodology/approachScores from high school coursework, the General Ability Test and the Achievement Test were examined to determine if these factors and annual successive GPAs were predictors of long-term GPA. The sample consisted of 2,031 students registered in university engineering programs during the 2013–2019 period.FindingsCorrelations were significant between entrance scores and the preparatory year GPA but not with cumulative GPA. Also, correlations were significant between year-1 GPA to year-3 GPA and the graduation GPA. Adjacent year GPA is the better predictor of later GPA. More importantly, GPA at the time of graduation is well predicted by GPAs throughout years of study within engineering programs after controlling for entrance scores. Girls outperform boys in their entrance scores and GPAs. Hence, girls are likely to obtain higher cumulative GPAs.Research limitations/implicationsThe implications of the study findings could help university faculty and administrators to understand the role of current entrance scores in predicting academic achievement of engineering students. In addition, the results could serve as a foundation to review weights of entrance scores for future developments and revisions. The findings of the study are limited to admission data for engineering students during the 2013–2019 period. Other disciplines may show a different pattern of relationships among the studied variables.Practical implicationsThe study findings have useful practical implications for admitting and monitoring student progress at engineering education programs. Results may help program curriculum development specialists and committees in designing admission criteria.Social implicationsAdministrators and faculty members are advised to consider entrance scores when providing counseling and monitoring throughout students' program-year progress. More attention should be devoted to university performance when interest is focused on later or graduation CGPA, with less emphasis on entrance scores.Originality/valueThe existed previous studies explored factors that influence the student performance in engineering programs. This study documents the role of admission criteria and successive GPAs in predicting the student graduation CGPA in engineering programs. Relationships between factors are crucial for engineering program revisions and policymaking.

Passport to the future: Boosting academic outcomes and citizenship through urban debate

This study examines the impact of a university-high school debate mentoring program on educational outcomes of high school graduates attending a racially segregated school in New Jersey, USA. Evidence shows that from 2011 to 2018, participants had stronger grade point average growth, higher cumulative grade point averages, and higher SAT scores relative to non-debating graduates. The sample ( N = 275) consists of 55 high school graduates who competed on the debate team and a control group of 220 non-debating graduates. Findings indicate debate graduates experienced a 0.81 GPA growth (2.5–3.31) from 9th grade to 12th grade while non-debate graduates exhibited a markedly lower 0.10 GPA growth (2.2–2.3). Debaters scored higher on particular sections of the SAT exam and overall SAT scores. The study provides evidence of the potential efficacy of debate team membership on student outcomes.

Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention

In diverse classrooms, stereotypes are often “in the air,” which can interfere with learning and performance among stigmatized students. Two studies designed to foster equity in college science classrooms (Ns = 1,215 and 607) tested an intervention to establish social norms that make stereotypes irrelevant in the classroom. At the beginning of the term, classrooms assigned to an ecological-belonging intervention engaged in discussion with peers around the message that social and academic adversity is normative and that students generally overcome such adversity. Compared with business-as-usual controls, intervention students had higher attendance, course grades, and 1-year college persistence. The intervention was especially impactful among historically underperforming students, as it improved course grades for ethnic minorities in introductory biology and for women in introductory physics. Regardless of demographics, attendance in the intervention classroom predicted higher cumulative grade point averages 2 to 4 years later. The results illustrate the viability of an ecological approach to fostering equity and unlocking student potential.

How social network applications enhancing team project collaborations at home

Team project collaboration is an important teaching and learning activity. Informal learning spaces are required to support such outside classrooms learning activity. There are increasing numbers of students who use virtual space platforms and social network applications (SNA) to support team project works at home. The objectives of this study were to understand how students used SNA to support team project works at home, how they learn about SNA, students’ views of pro and con of SNA, and how much students need any supports from higher education institutions on this matter. This research used business students of a Bangkok private university as a case study. The results showed that though numerous advantages of SNA, students still valued face-to-face meetings in many phases of a team project. Students with higher cumulative grade point averages reflected higher proportions of needs for universities to teach them how to use SNA for team project collaboration at home than the lower cumulative grade point average students. 
 Keywords: Higher education institutions; Home; Informal learning spaces; Social network applications; Virtual spaces

Significance of SPM Additional Mathematics and Physics toward Engineering Diploma Student’s Performance at PPD Space

Additional Mathematics and Physics are among SPM subjects that have great influence on engineering. The continuity of these two subjects can be seen in the courses offered each semester in the Engineering Diploma Program at PPD, SPACE. Students' ability to master the knowledge of Additional Mathematics and Physics greatly helps in decision making while continuing their study at PPD, SPACE. This is agreement with the aim of the Engineering Department to produce students with the Cumulative Grade Point Average (CGPA) of over 3.00 to enable them to continue with bachelor study as well as competing in job market. The results suggest that students' performance in engineering programs depends on the SPM results they have obtained. It is possible that students who scored A and B have higher CGPA compared to those with C for Additional Mathematics and Physics. Between these two SPM subjects, a study will be conducted to see which subject has higher impact onto students’ performance.

Types of Extracurricular Campus Activities and First-Year Students’ Academic Success

This research examines the relationships between first-year college students’ attendance at campus-sponsored extracurricular events and grade point average, persistence from fall to spring, and retention to the second year. Students’ attendance at various campus life events over the course of an academic year was tracked by scanning students’ identification cards. Hierarchical regression modeling revealed that first years attending events within a specific category of campus life programming called signature events had significantly higher cumulative grade point averages and better odds of persisting and retaining. The findings from this study add to the body of research on student involvement and engagement, with a specific focus on campus life activities.

When in Doubt, Go to the Library: The Effect of a Library-Intensive Freshman Research and Writing Seminar on Academic Success

The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar’s emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group.

Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences.

Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.

Stress and Its Association with the Academic Performance of Undergraduate Fourth Year Medical Students at Universiti Kebangsaan Malaysia

Introduction: Student can be stressed due to different stressors such as academic, financial, health related or loss of close family member or friend, etc. Stress is the bodies’ reaction both neurologically and physiologically to adapt to the new condition. Stress has a negative effect on the academic performance of the students. This study was aimed to explore the stress and stressors and also to determine the association between stress levels and the academic performances in terms of cumulative grade point average (CGPA) of undergraduate medical students. Methods: It was a cross-sectional study conducted among all 234 year-4 medical students of Universiti Kebangsaan Malaysia (UKM), session 2011-2012. Sample size comprised of 179 students after fulfilling all inclusion and exclusion criteria. A validated Medical Students’ Stressor Questionnaire (MSSQ) was used to collect the data. Stress level and its association with CGPA of semester-1 examination were analysed. Results: Response rate was 76.49%, where 72% were female and 69% resided in the hostel. Academic Related and Social-related Stressors caused for severe and high stress in 84% and 49% respondents respectively, with insignificant differences between gender and residency. Respondents with a high and severe stress level were observed to have higher CGPA. Conclusion: UKM medical students are highly resourceful to manage their stress well and thus denying the negative effect of stress towards their academic performance. Medical schools should train students exposing various personal and professional developmental activities that able to face the everyday challenges and manage stress well and thereby achieve better academic performance.

Are MFT-B Results Biased Because of Students Who Do Not Take the Test?

The authors study the characteristics of students who take the Major Field Test in Business (MFT-B) versus those who do not. The authors find that students with higher cumulative grade point averages (GPAs) are more likely to take the test. Additionally, students are more likely to take the test if it is offered late in the semester. Further results indicate that students with higher GPAs tend to score better on the MFT-B, and thus the outcomes profile of a school based on MFT-B results may appear stronger than it actually is if taking the test is not a requirement of the business program.

Gender differences in learning styles and academic performance of medical students in Saudi Arabia

Rationale: Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions.Objective: The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance.Method: The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students.Result: The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners.Conclusion: This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.

Outcome Trajectories of Developmental Students in Community Colleges

This analysis explores student outcomes related to taking developmental English (i.e., reading and/or writing) and math classes in three community colleges in three different states, using institutional data from 7,898 students who began college in the fall of 2009 (Cohort 1) or fall 2010 (Cohort 2). We examine the outcome trajectories of students at each college, considering their enrollment in developmental courses in their first term at college as well as other variables. Several factors helped students persist into the second term of college, and a subset of these was also significantly related to continued persistence, graduation, and higher overall grade point average (GPA). Older students, White/non-Hispanic students, and occupational students were more likely to graduate. These groups, and women, also had higher cumulative GPAs. Math ability at the time of college entrance was a powerful predictor of student success. The utility of reading placement as a predictor, and the utility of developmental English, reading, and writing (DERW) classes as an intervention, were both limited to retention into the second term and/or second year. Financial aid and tutoring were much more clearly related to student success than was developmental coursework.

English Proficiency of Non-Native Speakers as a Predictor of First-Year Performance in Undergraduate Hospitality Management Courses

The predictive value of the English level on entry of non-native international hospitality management undergraduates recruited into a Swiss hospitality course that is taught in English is examined in relation to the students' 1st-year undergraduate leadership program (LP) achievement and their cumulative grade point average (CGPA). Using secondary data relating to 349 students, we tested 3 hypotheses. Level of English on entry to the institution was found to be a statistically significant predictor of LP achievement at the 1st attempt and was positively associated with CGPA. Students who achieved the LP at the 1st attempt had statistically significantly higher CGPAs than their counterparts. The importance of achieving at least 1 grade above the minimum requisite entry English level is emphasized.

Marital status and gender as predictors of undergraduate academic performance: a United Arab Emirates context

The United Arab Emirates (UAE) is attempting to move towards a knowledge-based economy. A greater understanding of the determinants, predictors and barriers to academic success are vital to this goal. Previous research within the region has found female gender, and being married to be positive predictors of academic performance. This study explores the influence of gender and marital status on cumulative grade point averages (CGPA) across all undergraduate students presently attending a multi campus federal university within the UAE. Anonymous data were extracted from the institution’s information management systems. The data extract included all current students (N =3676), their gender, CGPA, age and marital status. Age was positively correlated with CGPA. Females had significantly higher cumulative CGPAs than males, even after controlling for age. This was true for all majors with the exception of Information Technology, where no significant difference was observed. Married students (males and females) had higher CGPAs than their unmarried counter-parts, however this difference was not statistically significant after controlling for age. Being married appears not to have any obvious detrimental effect on academic performance as indexed by CGPA. Mature students tend to perform slightly better, and females significantly outperform males.

The Freshman Year Experience: Student Retention and Student Success

This ex post facto controlled investigation was conducted from 1993 to 1996 at a medium sized, regional, predominantly White, public, four-year university in the Midwest to determine the relationship between participation in the institution's freshman year experience course and student retention and success. Students who participated in the course were found to continue their enrollment to the fall term of their second year at a higher rate, complete more of the first academic year, earn higher cumulative grade point averages, and have higher ratios of earned credit hours in relation to the number of credit hours attempted.

A correlation between characteristics and students’ perception with the last score of field experience study at community based medicine

Field experience study (FES) is one of the Community Based Medicine Education Programs that has done in Faculty of Medicine University of Malahayati. The aims of this study were to identify several factors related to final FES score. The questionnaires were given for all field study participants. It consisted of students’ characteristics and perception on field study. This FES was conducted on 3 September 2007. Cox regression was used to analyze data using STATA version 9.0. Gender, previous GPA, time of taking FES was dominant risk factors related to risk of FES score. The students who had higher cumulative Grade Point Average (GPA) had 72% higher on final FES score [adjusted relative risk (RRα) = 1.72; 95% Confidence interval (CI) = 1.22-2.43). Female than male students had 39% higher final FES score (RRα = 1.39; 95% CI = 0.93-2.09; P = 0.111), and the students who took than who did not take FES on recommended year of study had 29% higher final FES score (RR = 1.29; 95% CI = 0.96-1.73; P = 0.088). While conducting FES, special attention should be given to students who had previous GPA in order to increase their final FES score. (Med J Indones 2008; 17: 64-7) Keywords: community-based medicine, field experience study, student’s performance

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness

Academic advisors charged with developing and implementing student success strategies should ask: To what extent is the process of intervention, rather than the nature of any specific intervention, responsible for an influx in at-risk student performance and persistence? Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade-point averages and higher retention rates for all students. Students with the highest risk of academic dismissal were the most responsive to the most intrusive intervention.