Semester Grade Point Average Research Articles

Prediction of Grade Point Average (GPA) for Students at Informatics and Computer Engineering Education – Universitas Negeri Jakarta during Online Learning Using Naive Bayes Algorithm

The transition of learning models from face-to-face to online learning has had several impacts on student learning, reflected in their academic achievements. This study aims to determine the performance of the algorithm model using data mining classification techniques in predicting the Semester Grade Point Average (GPA) of Informatics and Computer Engineering Education students, at Universitas Negeri Jakarta during online learning. The prediction employed the Naive Bayes algorithm and the dataset obtained by collecting questionnaires from 2020 and 2021 batches. The total data obtained is 155 records with 13 (thirteen) attributes in the form of 1 (one) ID attribute including NIM, 11 (eleven) regular attributes including gender, college entrance, smartphone facilities, network conditions, preferred online applications, interest in learning, learning attitudes, learning creativity, parental support, study groups, and other activities outside of lectures during online learning, and 1 (one) the label attribute namely the Semester Grade Point Average for students in 3rd and 5th semester. The evaluation of this research involved the confusion matrix and the ROC (Receiver Operating Characteristic) curve. Confusion matrix resulted in an accuracy of 75%, precision of 28.33%, and recall of 26.43%. The ROC curve resulted in an AUC value of 0.679, indicating the category of poor classification. This study also applied the SMOTE data balancing technique, leading to a confusion matrix evaluation with 88.46% accuracy, 57.43% precision, and 52.14% recall. Furthermore, the ROC curve resulted in an AUC value of 0.809 which is categorized as a Good classification.

Evaluation of school achievements in adolescents with primary hypertension.

Primary hypertension (HT) is a global public health problem with increasing prevalence in recent years. HT may have caused decreased neurocognitive functions and learning difficulties. In this study, clinical characteristics of adolescents with primary HT were examined and the relationship between semester grade point average (GPA) and HT was evaluated. This is an observational, cross-sectional, descriptive study conducted on adolescents with primary HT attending high school. Patient records (number of hospital visits, HT-related complaints, blood pressure measurements, and laboratory tests) were evaluated retrospectively. End-of-semester report card grades of Mathematics, Turkish Language and Literature and English courses were noted, and compared with the clinical characteristics of the patients. The study included 83 patients with a mean age of 15.6±1.2 years. Patients with higher body mass index had lower grades in Mathematics (p=0.007) and Turkish Language and Literature (p=0.004). Patients with HT-related symptoms such as headache, epistaxis and palpitations had lower GPAs for all courses. Also, patients with hyperuricemia or proteinuria had lower semester GPAs compared to patients with normal serum uric acid levels or without proteinuria (p<0.05). GPAs for Mathematics (p=0.000) and Turkish Language and Literature (p=0.006) decrease as the number of hospital visits increases. HT may cause not only cardiovascular complications but also decreased neurocognitive functions through various mechanisms and may have a negative impact on academic skills. Therefore, HT should be followed up with a multidisciplinary approach and intensive efforts should be made to approach the goal of normotension.

Students’ academic performance before, during, and after COVID-19 in F2F and OL learning: The impact of gender and academic majors

The main purpose of this study was to investigate students’ academic performance (SAP) before, during, and after the COVID-19 pandemic in face-to-face (F2F) and online learning (OL) instructions. The study also attempted to determine the impact of gender and academic major on students’ academic performance. For the results of semester grade point average (SGPA), the findings of the study showed better SAP in F2F learning as compared to OL learning, while the results of grade point average (GPA) indicated better SAP in OL learning than in F2F learning. The findings supported the stated hypotheses by indicating the positive impact of gender and academic major on SAP in F2F and OL learning, before, during, and after the COVID-19 pandemic. The regression analysis revealed that the demographic variables can predict up to 18% variations in the student’s academic performance. These findings offer valuable insights for practical strategies to improve SAP in F2F and OL learning.

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.&#x0D; 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).&#x0D; 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).&#x0D; 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 &lt; 0.001), indicating a positive and significant relationship with SGPA. Student motivation had a coefficient of 0.19 (p &lt; 0.001). Similarly, Higher levels of motivation were linked to improved SGPA outcomes. Communication skills exhibited a coefficient of 0.086 (p &lt; 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.&#x0D; 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.

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.

Machine Learning-Based Academic Result Prediction System

Students' academic performance is a critical issue as it decides his/her career. It is pivotal for the educational institutes to track the performance record because it can help to enhance the standard of their quality education. Thus, the role of the academic result prediction system comes into existence which uses semester grade point average (SGPA) as a metric. The proposed work aims to create a model that can forecast the SGPA of students based on certain traits. It predicts the result in the form of SGPA of computer science students considering their past academic performance, study, and personal habits during their academic semester using different machine learning models, and to compare them based on different accuracy parameters. Some models that are widely used and are found effective in this field are regression algorithms, classification algorithms, and deep learning techniques. The results conclude that deep learning techniques are the most effective in the proposed work because of their high accuracy and performance, depending upon the attributes used in the prediction.

The Learning Styles and Academic Performance of Nursing Undergraduates in a Sri Lankan Defence University

Introduction: Learning styles play a significant role in the academic performance of nursing undergraduates. The main aim of this study was to evaluate the relationship between preferred learning styles and academic performance among nursing undergraduates in a defence university in Sri Lanka.Methodology: The study was conducted as a descriptive correlational study among nursing undergraduates studying at General Sir John Kotelawala Defence University, Sri Lanka. The socio-demographic data, preferred learning styles, and academic performance were evaluated by a general questionnaire, Honey and Mumford questionnaire, and via last Semester's Grade Point Average (SGPA) respectively. The data analysis was performed by SPSS 23.0. The relationship between preferred learning styles and academic performance was determined using the Pearson correlation test while the mean differences between SGPA and preferred learning styles were determined using one-way ANOVA.Results: The response rate of the participants was 69.6% (n=126), and their average (SD) age was 23.65(3.82) years. Reflector had the highest mean (SD) score (7.931.57), and Activist had the lowest (6.161.61). Activist (p = 0.002, r = -0.356) and Theorist (p = 0.048, r = -0.234) had significant negative correlations with SGPA. There was no significant difference between the SGPAs of the four student batches (p=0.095). There was no significant difference in mean SGPA among the four batches (p=0.095). Activist (p=0.004), Theorist (p=0.034) and Reflector (p=0.03) had significant mean differences among the four batches. The Activist (p=0.002, r = -0.356), and Theorist (p=0.048, r = -0.234) had negative significant correlations with SGPA.Conclusion: The results of the current study can be applied and used to improve the teaching and learning experiences of nursing undergraduates.

Effect of lecture recording on student outcomes: A focus on pharmacy students

Objectives: Lecture recording is a technology available to enhance learning by allowing students to review materials after class. Lecture recording provides many advantages including reviewing materials covered during missed classes, revisiting difficult or confusing materials, and accessing material as often as necessary to facilitate learning. Data surrounding lecture recording in pharmacy schools, specifically those with mandatory attendance, are lacking. The objective of this study is to determine if students at the University of the Incarnate Word Feik School of Pharmacy are using Lecture Capture (LC), a lecture recording system, appropriately and if the use affects their academic performance. In addition, the study evaluates student perceptions of lecture recording. Materials and Methods: A survey was given to pharmacy students in their 2nd professional year and again in their 3rd professional year to assess their use of the lecture recording system, LC. Appropriate use was defined as listening to lecture segments to clarify confusing or complex concepts. The primary outcome was the correlation between semester grade point average (GPA) and appropriate use of LC. The secondary outcome was students’ perception of the effect of LC on their academic performance. Results: No statistically significant difference in semester GPA was found between students who use LC appropriately and those who use it inappropriately. However, the majority of students feel that using LC helps them earn higher grades. Conclusion: The way in which LC is used does not affect student academic performance in terms of semester GPA but is associated with positive student perceptions.

Evaluation of a Guest Lecture on Medical Emergency of Box Jellyfish Envenomation Pathophysiology and First Aid for Medical Students.

Lethal box jellyfish envenomation has been reported in Indonesia and other countries; therefore, medical students should be equipped with related knowledge. The aim of this study was to evaluate the results of summative exams by student cohort and gender and determine the factors that contribute to success in the summative exams after novel intensive instruction in box jellyfish envenomation pathophysiology and first aid in undergraduate medical students in Surabaya, Indonesia. This study used explanatory sequential mixed methods, consisting of a cross-sectional study and interviews. A total population sampling of 203 sixth-semester students was employed. Student cohort, gender, previous semester grade point average (GPA), and English proficiency test (EPT) were considered. All statistical tests were carried out using IBM® SPSS® Statistics version 24.0 for Macintosh. The study was complemented by interviews conducted with 20 students. The one-way ANOVA test showed that students from the 2016 cohort had significantly higher mean scores in the exam than the 2015 and 2014 cohorts (p=0.002). Independent samples t-test showed that such differences were not gender-specific (p=0.249). In the binary logistic regression, the GPA in the previous semester was the only factor that contributed to success in the summative exam (OR 3.031, 95% CI: 1.520-6.044). All students commented that the lecture and practicum were interesting and beneficial. However, some considered that the language barrier might have prevented them from understanding the topic well. Results of the summative exam differed by the student cohorts, and previous semester GPA was a predictor of success in the summative exam.

Is good dietary diversity a predictor of academic success?

Interest in identifying factors influencing educational success is growing. Many studies have examined factors that may affect academic performance. It is often observed that a group of students sharing the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aims to substantiate this controversy by investigating the association between dietary habits and academic performance in a population of adolescents attending school in Eastern Morocco Methods: Cross-sectional study based on a self-administered questionnaire. Items included sociodemographic variables, eating and sleeping habits, physical activity practice and the last semester grade point average of mathematics (GPAm) and first foreign language (GPAf) subjects Results: Dietary diversity score (DDS) is a significant predictor of academic performance. Weight status and sleep duration was found to be strongly associated with academic achievement. Absenteeism and smoking are negatively associated with school achievement Conclusions: Findings indicate associations between dietary diversity and academic performance of students in eastern Morocco which support creation of effective nutrition education policies to eradicate the double burden of malnutrition on the one side leanness and on the other side fighting against obesity by promoting good diet in terms of quality and quantity and encouraging physical exercise. It is also essential to review the lifestyle of adolescents by raising awareness against the scourge of smoking near schools. The results of these actions are likely to be healthier schools and improved behavioral development and academic performance of children. (www.actabiomedica.it).

Dietary intake and educational outcomes among Australian university students: cross-sectional and longitudinal associations.

This study aimed to examine cross-sectional and longitudinal associations between dietary intake and educational outcomes (EO) in Australian first-year university students. This cross-sectional and longitudinal study measured outcomes of interest at three points over 1 year. Measures included self-reported dietary patterns and dietary intake via a three-day estimated food record. Objective EO (corresponding semester grade point average (GPA), overall GPA and graduation status) variables were extracted from academic records. Cross-sectional and longitudinal associations were examined using regression models and generalised estimating equations, respectively. A large university in Queensland, Australia. Participants (n 80) were first-year students who had completed high school in the previous year. Some significant associations were found with semester GPA, including: (a) moderate positive associations between serves of vegetables and semester GPA at time point 2 and over time; and (b) a weak negative association between Na intake and semester GPA at time point 2. Although insignificant, meaningful negative associations were found between alcohol consumption and semester GPA at time point 1 and over time. Some significant associations were also found with graduation status, including: (a) a positive association between meeting Australian carbohydrate recommendations and graduation status; and (b) a negative association between Fe intake and graduation status, both at time point 1. Both cross-sectional and longitudinal findings highlight positive associations between vegetable intake and EO and negative associations between alcohol consumption and EO. Further relevant work is needed with larger, more variable samples in demographic, dietary and EO characteristics.

Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions.

Mental health conditions can impact college students' academic achievements and experiences. As such, students may choose to disclose mental illnesses on medical school applications. Yet, no recent studies have investigated to what extent disclosure of a mental health condition may impact whether an applicant is accepted to medical school. We conducted an audit study to address this gap and surveyed 99 potential medical school admissions committee members from over 40 M.D.-granting schools in the United States. Participants rated a fictitious portion of a single medical school application on acceptability, competence, and likeability. They were randomly assigned to a condition: an application that explained a low semester grade-point average due to 1) a mental health condition, 2) a physical health condition, or 3) offered no explanation. After rating their respective application, all committee members were asked about when revealing a mental health condition would be beneficial and when it would be detrimental. Using ANOVAs, multinomial regression, and open coding, we found that medical school admissions committee members do not rate applications lower when a mental health condition is revealed. Committee members highlighted that revealing a mental health condition to demonstrate resiliency could be beneficial, but if the reference is vague or the condition is not being managed, it could be detrimental to a student's application. This work indicates that medical school admissions committee members do not exhibit a bias against mental health conditions and provides recommendations on how to discuss mental illness on medical school applications.

Relations of previous English achievement with college academic achievements as mediated by English learning beliefs

Learning is the result of many factors that interplay within individuals. That is why most learning variables affect academic performances of learners in one way or another though the strength of their predictive power could vary. The present study aimed to examine the effects of previous English achievement on English learning beliefs (ELBs) that would consequently affect college academic performances. Four hundred and seventy three respondents participated in the study through multistage sampling. A 15 items questionnaire with a 5-point Likert Scale was used to measure students' English learning beliefs. Self-reported Ethiopian Higher education Entrance Examination result of English achievement of students was used to represent their previous English results, while a 25 items teacher-made test was used to assess students' English achievement. First year first semester Grade Point Average was also used from students themselves. The principal factor analysis method produced three dimensions of English learning beliefs: combined beliefs about authority and difficulty, nature of English language learning, and risk-taking beliefs. Coefficient alpha values of the components ranged from 0.77 to 0.92. Multiple regression and structural equation modeling were employed to analyze the collected data. The results indicated that past English achievement had significant direct and indirect effects on English test scores and semester grade point average (SGPA) at college. The study discussed the results and educational implications were forwarded.

Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth

The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, &amp; Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.

THE USAGE OF ANATOMAGE AND PLASTINATION IN ANATOMY LEARNING: STUDENT PERCEPTIONS AND LEARNING OUTCOMES

Background: In the Academic Year 2017/2018 the Faculty of Medicine Universitas Pembangunan Nasional Veteran Jakarta (FMUPNVJ) began using anatomage and plastination as learning tools. This study aims to describe the learning process, compare learning outcomes of students after using anatomage and plastination with the learning outcomes of students in the previous academic year, and describe students’ perceptions regarding the learning tools used.Methods: A cross-sectional study was conducted on the population of second-semester FMUPNVJ students who had taken dermatomusculoskeletal (DMS) block in the academic year 2017/2018. Data were taken from the total population (n = 163). A questionnaire with a 5-point Likert scale and open-ended questions were used to obtain student perceptions related to the learning process and the learning tools used. Semester grade point average (GPA) before taking the DMS block and results of anatomy practical exam of the subjects (n = 163) and students of the previous academic year (n = 157) were analyzed.Results: The students appreciate learning using anatomage and plastination. The Mann-Whitney test result showed that there was no difference in semester GPA before taking DMS block between the two groups (p = 0.090). However, the learning outcomes after using anatomage and plastination were lower than those using only cadaver and mannequin (p = 0.002). Each learning tool has some advantages and disadvantages. Conclusion: The usage of anatomage and plastination at Anatomy Laboratory FMUPNVJ has not been able to improve learning outcomes. Anatomage features need to be used optimally to enhance the learning outcomes.

A Pre-matriculation Success Program to Improve Pharmacy Students’ Academic Performance at a Historically Black University

Objective. The Pharmacy Biomedical Preview program is a five-week summer academic reinforcement program held for students entering the Howard University College of Pharmacy. The objective of this study was to evaluate the impact of the program and preadmission factors on pharmacy students' first semester academic performance.Methods. A retrospective cohort study was conducted of students entering the preview program from 2012 to 2015. The primary outcome assessed was first semester grade point average (GPA). Descriptive statistics of all study variables were conducted. Bivariable analyses were used to compare students by program status. Pearson correlations and point biserial R were conducted to evaluate which factors were associated with the first semester GPA. Multiple linear regression analysis was used to evaluate whether participation in the preview program predicted GPA during the first semester in pharmacy school after adjusting for other factors. All analyses were conducted using SPSS, version 23, at an alpha of .05.Results. Incoming overall undergraduate GPA was the strongest predictor of students' first semester GPA in pharmacy school, followed by participation in the Pharmacy Biomedical Preview Program. After adjusting for other factors, mandatory participation in the program was associated with a higher first semester GPA, and voluntary participation in the program was also associated with a first semester GPA that was higher.Conclusion. Findings from this study indicated that implementation of a pre-matriculation success program at a college of pharmacy in a historically Black institution is a viable strategy to improve students' academic success in the first year.

Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback

Focusing on the sub-domain of intellectual humility, this study tested a path model and hypothesised that intellectual humility enhanced academic performance via stronger intrinsic motivation and greater receptivity to feedback. A sample of 217 post-secondary students enrolled in sub-degree programmes in Hong Kong participated in an online survey and reported their semester grade point averages (GPAs) three months later. Results showed a small, positive indirect effect of intellectual humility on academic performance through receptivity to feedback, where more intellectually humble students were more receptive to coursework feedback in that they perceived it as constructive and engaged with it more, and had subsequently higher GPAs. While intellectual humility positively predicted intrinsic motivation, intrinsic motivation was not significantly predictive of academic performance. By conducting a path analysis on variables previously identified as correlates of intellectual humility, this study suggested that intellectual humility may facilitate academic performance via active engagement and learning behaviour underpinning effective self-regulation.

Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion

Student retention is a key outcome measure for post-secondary education, but data show relatively stagnant retention rates over the past decade. Longstanding interventions such as counseling, academic advising, and mentoring provide crucial student services, but little change in retention rates suggest there is still need for additional student supports. Within the landscape of higher education, academic coaching is a relatively new, yet burgeoning intervention designed to increase student retention and success. Despite rapid growth of the intervention, little empirical work has been done to systematically describe and evaluate such programs. In this study, we provide a rich description of one academic coaching program and use a quasi-experimental design to evaluate the program’s effects on student outcomes. We investigate two research questions: 1) how does academic coaching influence key student outcomes? and 2) to what extent do these effects vary by amount of coaching received? On average, we found that students with prior semester grade point averages from 1.0—2.0 who participate in the academic coaching program earn grade point averages about 0.4 points higher during the coaching semester, are about 10% more likely to enroll in the semester following coaching, and earn about two more credits in the semester following coaching than students who choose not participate in the program. Outcomes varied minimally based on the number of coaching appointments students attended.

Literature Survey on Student Grade Calculation using Optical Character Recognition based Image Processing Techniques

There are numerous universities all over the world and every university has its own method for calculating marks and grading students based on the marks obtained by them. These methods are almost the same with some minor exceptions. Generally, a student leverages their marks as a basis for obtaining different opportunities in different stages of their Student life and their career in general. The process of obtaining the required marks or percentage on time to be utilized for acquiring and applying for various opportunities is quintessential to students’ development and their posterior growth. For every semester there is a different grading scheme, but the usual situation which is faced by a student in their life is when the marks are provided to the student to calculate the SGPA and its relevant CGPA. Generally, errors or faults are committed by manual inefficiency while making such calculations. The same inefficiency in the student’s marks is then carried over into various domains. Even though the reason might be the oversight of a simple calculation, the recipient of the misinterpreted information might view it as a serious case of misconduct. Thus, to make it easier to calculate the Semester Grade Point Average (SGPA) and Cumulative Grade Points Average (CGPA), we make use of Image Processing and Optical Character Recognition (OCR) to parse the data from the marks card to calculate the SGPA, CGPA and the Percentage. Parsing and storing the accurate information from the mark sheets is an essential part of the process in making sure the errors are not introduced into the calculations. Our goal is to improve the process which already exists but falls short of the expectations. There are ways to that include a better method of retrieving information from the physical document and feeding it to OCR software which has a good error correction mechanism and a higher accuracy of character recognition. A better result can be obtained from combining different methods that provide solutions to different parts of the problem resulting in a bigger boost in the accuracy of the parsed information. As time goes on physical documents can get damaged due to accidents, severe weather, or any natural hazards like fire, rain, and so on. Hence, one can make digitized documents and store multiple copies of the same in different places avoiding the chances of losses. Hence, digitization of the documents not only ensures the integrity of the data for longer periods but also can provide us a way of manipulating the data in many forms which is not possible if we consider the physical documents alone. Due to the fact that the physical documents are easily damaged we store the results in a database so that it can be accessed when required. When the data is transformed from the physical format to a digital format, the manipulability of the data increases. We can use the digital data for various purposes including verification of the data and the calculation of different parameters which are vital for academia. By introducing automation into the process makes the calculation accurate and consumes less time when compared to a process which involves human intervention. The primary goal is to use the emerging improvements in the field of Image Processing and OCR to aid the process of converting documents to their digital formats with the combination of automation.

The Effects of Offering Proactive Student-Success Coaching on Community College Students’ Academic Performance and Persistence

Objective: This study examined the effects of offering proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, this study investigated semester grade point average (GPA) and semester-to-semester persistence of community college students as outcomes. Methods: This study involved two stages of analysis. First, we used inverse probability of treatment weighting to create appropriately balanced samples of the students offered proactive assistance and students not offered proactive assistance to approximate a randomized control trial with observational data. Then, we applied regression analyses with weights and covariates to the balanced samples to estimate outcomes. Results: Using regression analyses with weights and covariates, we estimated few statistically significant results in sample subgroup models and no statistically significant results for whole-group samples. Generally, our analyses found that the offer of the intervention had no effect on students’ persistence and semester GPAs. Conclusions/Contributions: This study contributes empirical results to the emerging literature regarding student-success coaching, predictive analytics, and student-monitoring systems. The results demonstrate the necessity of performing rigorous analyses on these predictive-analytic systems and reveals ethical concerns that should be considered in designing interventions.