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Title: Admissions criteria as predictors of success in the International Baccalaureate.
Creator: Samore, David Charles Moon., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg...
Show moreThe purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg Senior High School were eighth grade grade point average (GPA), the Comprehensive Test of Basic Skills (CTBS) Total Battery, subscores of the CTBS (Reading Comprehension, Total Mathematics, Total Language) and IQ. The predictor variables for Pensacola High School were eighth grade GPA and California Achievement Test (CAT) Total Battery. The study involved 148 students. Multiple regression analysis indicated that eighth grade GPA is a significant predictor of success in the international Baccalaureate (p < .01). Results also suggest that the CTBS subscore of Reading Comprehension is a significant predictor of success in the IB (p < .05). CTBS Total Battery, remaining CTBS subscores, CAT Total Battery and IQ were not significant predictors (p > .05). The combination of eighth grade GPA and CTBS Reading Comprehension provided the most significant contribution to the overall predictive model (p < .01).
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12299
Subject Headings: Prediction of scholastic success, International baccalaureate
Format: Document (PDF)

Title: Predicting success in the Pre-International Baccalaureate program.
Creator: Ferrara, Richard John., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test,...
Show moreThe purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test, recommendation ratings (RECOM) and the score received on a writing sample (WRITING), with the criterion, which was the student grade point average at the completion of one year in the program (FINALGPA). The study involved 216 students, 135 ninth graders and 81 tenth graders. All data were analyzed separately for each grade level. The multiple regression analyses determined the unique contribution of each independent variable to predicting the criterion. Each grade level sample was divided into subgroups based on race (black and white students) and gender. The results of this study for the ninth grade sample indicated that INIGPA provided the most statistically significant relationship (p <.0001) to FINALGPA. Similar results occurred for the subgroups male, female and white students. Ninth grade black student results indicated a statistically significant relationship of INIGPA (p <.05) with FINALGPA. For the total ninth grade sample, as well as the subgroups white and female students, SSMATH (p <.01) was also a valid predictor. SSMATH was not a valid predictor for ninth grade males or black students. For the tenth grade sample INIGPA was the most valid predictor (p <.0001) of student success. RECOM (p <.05) was also a significant contributor to the variance in the criterion measure. INIGPA (p <.0001) had the greatest statistical significance in its relationship to the criterion for the subgroups male, female and white students. The subgroup, male students, had two other statistically significant predictors, RECOM (p<.01) and SSREAD (p <.05). The tenth grade black student sample was too small to perform multiple regression analyses.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12479
Subject Headings: International baccalaureate, Prediction of scholastic success
Format: Document (PDF)

Title: Predicting success in practical nursing programs.
Creator: Booth, Ernest Glenroy, Florida Atlantic University, Urich, Ted R.
Abstract/Description: Predictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between...
Show morePredictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between April 1988 and August 1989. The subjects included 195 Black females, 138 White females, 11 Black males, and 18 White males. Approximately sixty percent (218) of the students completed the program. Classification accuracy or (hit-rates) for all possible subsets of predictor variables (age, gender, race, ACT, Career Preparation Program sub-test scores, education level, year diploma received, nursing theory score, number of courses completed) were generated for the total sample, completers, and dropouts. The classification accuracy of predictor sets (also called models) were compared to what could be achieved by simply assigning all subjects to the larger group (completers). Analyses revealed that a number of cross-validated models, or predictor sets, were significantly better at predicting success than both maximum and proportional chance criterion. The model that was the best predictor of dropouts contained the variables age, reading sub-test score, math sub-test score, and average nursing theory score. The best predictor set for the total sample contained the variables age, race, nursing theory score, and number of term one courses completed. Significant differences (p < .05) between the program completion rates of LPN students requiring remediation before program entry and those not requiring remediation were found for all sub-tests except reading. These findings add to the growing body of knowledge that may provide program administrators a better understanding of some of the factors affecting attrition from practical nursing programs.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12295
Subject Headings: Practical nursing, Prediction of scholastic success
Format: Document (PDF)

Title: Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course.
Creator: Sweet, Jonathan A., DeDonno, Michael, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students...
Show moreThe purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multivariate statistics. The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success. The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005988
Subject Headings: Prediction of scholastic success, Undergraduates, Filmed lectures, Quantitative research
Format: Document (PDF)

Title: A COMPARISON OF SELECTED STUDENT SUCCESS CRITERIA FOR FULL-TIME DEGREE SEEKING MIAMI-DADE COMMUNITY COLLEGE, NORTH CAMPUS STUDENTS WHO WERE PROFESSIONALLY ADVISED AS OPPOSED TO THOSE STUDENTS WHO WERE SELF-ADVISED.
Creator: DERRICO, DANIEL RALPH., Florida Atlantic University, Wiegman, Robert R.
Abstract/Description: This dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and...
Show moreThis dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and frequency of schedule changes. To summarize the major conclusions drawn by this researcher: 1. Advised students, regardless of sex or age, drop fewer courses than do self-advised students. 2. There is no difference between advised and self-advised students in terms of the frequency of class schedule changes. 3. Differences in sex or age do not interact significantly with the academic advisement treatment in terms of the student success criteria of grade point average, withdrawal rate, retention rate, graduation rate, frequency of course drops, or frequency of schedule changes. 4. The relationships between the academic advisement treatment and the student success criteria of grade point average, withdrawal rate, retention rate, and graduation rate are inconclusive and merit further research.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11728
Subject Headings: Counseling in adult education--Florida, Prediction of scholastic success
Format: Document (PDF)

Title: A STUDY OF THE ACADEMIC PERFORMANCE OF A COMMUNITY COLLEGE SERVICE DISTRICT'S TRANSFER STUDENTS.
Creator: WEAVER, MARCELYN ELLEN., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point...
Show moreThe Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point average. Summary. The transfer students graduated from high schools in the four counties served by IRCC where they completed their lower division before transferring to FSU or UF. The native students graduated from high schools in the counties served by IRCC and enrolled directly at FSU or UF. The academic performance of these two groups was studied in terms of lower division, upper division, first semester upper division, and cumulative grade point averages, as well as Scholastic Aptitude Test (SAT) scores. An important application of this study was the attempt to formulate a predictive equation for upper division grade point average based on either the lower division grade point average, the SAT, or both. Procedure. As a preliminary study, the analysis of variance factorial design was used to determine if there was interaction between the two independent variables. For the hypotheses comparing grade point averages, the one-way analysis of variance was used. Linear regression was used to determine if upper division grade point average could be predicted by lower division grade point average, SAT score, or both. Multiple regression was used to test lower division grade point average and SAT as multiple variables.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11806
Subject Headings: Transfer students--Florida, Prediction of scholastic success, Academic achievement
Format: Document (PDF)

Title: Departure of Hispanic and Anglo females from public and private universities in Florida.
Creator: Kelly, Antonieta Surroca., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Two hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College...
Show moreTwo hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College Testing (1990). Of the sample, 73 were Hispanic and 129 were Anglo. Forty-seven Hispanics and 57 Anglos were surveyed from the private university and 26 Hispanics and 72 Anglos from the public university. Eighty-four percent of the women were between 21 and 29 years of age, 65.8% were not married, 50% were sophomores at the time of departure and 35.6% planned to go to school and work simultaneously next year. A 2 x 2 factorial MANOVA was utilized to assess the differences among the four groups, across the dependent variables. Reasons for departure reported by individuals were classified as personal, academic, institutional, financial and employment. Results indicate that there were no statistically significant differences among the groups. No differences were found between Hispanics and Anglos from public and private universities, between Hispanics from public and private universities and between Anglos from private and public universities in the reasons reported for their departure from college. Results suggest that the level of acculturation of Hispanic females to the North American society may be a significant explanation for the similar departure responses given by Anglo females. This is consistent with Altman and Snyder's (1970) predictions of ethnic equalization in educational settings for the 1990's in America. Further research is needed to explore subjects' initial choice of the institution they were attending at the time of departure. Recommendations include the creation of an "ombudsman office" for grievances, one-to-one mentoring by professors and upper classmen and for-day care facilities.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12405
Subject Headings: Prediction of scholastic success, College dropouts--Prevention, Dropout behavior, Prediction of
Format: Document (PDF)

Title: A comparison of multimedia technology instruction on the achievement of U.S. educated and non-U.S. educated community college geography students.
Creator: Da-Silva, Edmar Bernardes., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided...
Show moreThis study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided into two groups: one of U.S. educated students and one of non-U.S. educated students, all of whom volunteered their participation at the beginning of the course. The two groups were mixed males and females. The non-U.S. educated students were educated in 17 different countries. Data were obtained by means of test scores. Statistical analysis of the data was done using SPSS statistical software. The data generated were analyzed statistically by running four t-tests. The .05 level of significance was selected for analysis of data related to the hypotheses. Overall the statistical difference between the achievement of U.S. educated and non-U.S. educated students in their achievement in multimedia instructed geography classes was non-significant as indicated by the results shown in the statistical analysis in the study.
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Date Issued: 2008
PURL: http://purl.flvc.org/fcla/flaent/EN00154040/68_2/98p0145j.pdf, http://purl.flvc.org/FAU/58014
Subject Headings: Education, Effect of technological innovations on, Interactive multimedia, Computer-assisted instruction, Prediction of scholastic success
Format: Document (PDF)

Title: Predictors of performance on the essay section of the English Composition Test in the college board achievement tests.
Creator: Hoffman, Bettina Judith., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study...
Show moreThe purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study involved 62 high school students from Palm Beach County, Florida, who attempted the ECT and the SAT in December, 1991. Multiple regression demonstrated that there was a significant relationship between the variables and the criterion (p =.0008). The objective section of the ECT, the verbal section of the SAT, the TSWE and the student's self-reported writing ability were each predictors of the score on the essay section of the ECT (p <.01). The math section of the SAT also proved to be a predictor of the essay score (p <.05). The three subsets (ECTO and TSWE), (ECTO, SATV and TSWE), and (ECTO, TSWE and WRIT), each offered significant unique contributions (p <.01). These findings suggest that the essay score, in its present form of assessment, may be predicted from other specific, easily measurable data. Implications concerning measurement of student writing ability, the purpose of essay testing and essay assessment are discussed.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12338
Subject Headings: SAT (Educational test), English composition test, Prediction of scholastic success, College entrance achievement tests
Format: Document (PDF)

Title: Predicting success in the associate degree nursing program.
Creator: Crouch, Suzanne Johnson., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Admission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based...
Show moreAdmission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based solely on these two criteria. The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the currently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. The research question of this study was: Can the Watson-Glaser Critical Thinking Appraisal be utilized along with the college prerequisite grade point average and the National League for Nursing pre-admission test in a prediction formula for success in the Associate Degree Nursing Program? Data were collected from 192 associate degree nursing students. The setting was a community college in southeastern Florida that is currently accredited by the National League for Nursing. The subjects completed the Watson-Glaser Critical Thinking Appraisal at the beginning of the associate degree program. Data from students' records revealed the college prerequisite grade point average and the National League for Nursing pre-admission test scores. A discriminant analysis was computed to determine the significance of the prediction formula of Y1 = c + b1 X + b2 X2+ b3 X3. The dependent variable was the nursing grade point average. The independent variables were the Watson-Glaser Critical Thinking Appraisal; the college prerequisite grade point average; and the National League for Nursing pre-admission test score (F = 14.847; df = 191; p < .001). The predictor variables of college prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in the associate degree nursing program as measured by the dependent variable nursing grade point average. The prediction formula as a whole had a significance level p < .001, thereby rejecting the null hypothesis.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12615
Subject Headings: Nursing--Study and teaching (Associate degree), Prediction of scholastic success, Critical thinking
Format: Document (PDF)

Title: Learning styles and student success in radiography education.
Creator: Shaver, Vicki Ellen., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Learning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of...
Show moreLearning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of radiography students were examined and compared to determine the differences between the incoming freshmen and the graduating sophomores. The Dunn, Dunn and Price Productivity Environmental Preference Survey (PEPS) was used to study 617 college students, the sample was 80% female with an average age of 28 years. Both freshmen and sophomore groups demonstrated preferences for structured learning activities with authority figures present. They prefer learning with peers in activities scheduled during morning and afternoon hours. These students want mobility in the learning environment and prefer intake of food or beverage while concentrating. Both groups have overall perceptual preferences for auditory learning, followed closely by tactile learning. Perceptual learning strengths for the combined group of radiography students proved to be quite different from the general population, 35% had a strong preference for auditory learning methods, 28% had a strong need for tactile learning methods, 8% were kinesthetic learners and 5% visual learners. The perceptual learning styles of the general population are 30% auditory, 40% visual, 15% tactile, and 15% kinesthetic (Dunn, 1999). It is these unique characteristics of the larger group that may be most useful to educators when considering learning style principles in the broadest sense. These findings also may account for some degree of attrition found in radiography programs, since it has been previously reported that tactile and kinesthetic learners are at the greatest risk for dropping out of formal education and 36% of radiography students fall into that high risk category. Slight differences between the student groups exist; however, learning style variables were not useful in predicting success in radiography education.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12654
Subject Headings: Radiography--Study and teaching (Higher), Learning strategies, Prediction of scholastic success
Format: Document (PDF)

Title: The Influence of a System of Values Upon Academic Behavior.
Creator: Scott, Tully, Michels, Kenneth M., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient...
Show moreThe purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient between their SCAT scores and GPA than the student holding Promethean values. Additionally, it was predicted that the mean GPA of the Appollonian students would be significantly greater than that of the Promethean; that the standard deviation of the Appollonian GPA would be significantly less than that of the Promethean, and that the Appollonian range of grades would be significantly less than that of the Promethean students. One hundred and forty-eight students enrolled at the University of Florida were scored on three separate measuring instruments of Morris' Ways to Live and those holding Appollonian or Promethean values were identified by four separate operations. Correlation coefficients between SCAT scores and GPA were obtained for both Appollonian and Promethean students identified under each of the four separate operations. The correlation coefficients of the Appollonian students were compared with those of the Promethean students after being properly transformed for such comparison. In addition, the mean GPA and range of grades of the Appollonian and Promethean students were compared to determine if there were significant differences between both variables for the differing groups of students. Moreover, frequency distribution analysis of all of the thirteen discrete Ways to Live, together with correlation coefficients analysis between them and SCAT, GPA and grade ranges were computed. The main hypothesis and all predictions failed to reach statistical significance at the .01 level , and at the .05 level only on two of the four measures of Appollonianism - Prometheanism were there significant findings , and that solely with regard to differences in mean GPA. Nothing further appeared significant. Moreover, there appeared to be no substantial correlations of SCAT, GPA or grade range with any of the thirteen Ways to Live. Although no strong conclusions can be drawn from the data, they do lead to the speculation that the student sample used in this study was eclectic in the values they held, favoring several other values more than those of Appollonianism and Prometheanism, thus contributing to the non-support of the data to the main hypothesis.
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Date Issued: 1969
PURL: http://purl.flvc.org/fau/fd/FA00000827
Subject Headings: Personality and academic achievement, Prediction of scholastic success, Personality and intelligence
Format: Document (PDF)

Title: VALIDATION STUDY OF A PREDICTOR FORMULA IN A COMMUNITY COLLEGE.
Creator: EMMELUTH, DONALD STEPHEN., Florida Atlantic University, Kite, Robert H.
Abstract/Description: Community colleges stress institutional goals related to the concept that each individual should have the opportunity to progress as far as his abilities and interests will permit. While this concept does not imply that everyone should have the same education, it does demand diversified educational programs which the community college strives to make available through its curricular offerings. The purpose of this study was to construct predictor equations which would determine an individual's...
Show moreCommunity colleges stress institutional goals related to the concept that each individual should have the opportunity to progress as far as his abilities and interests will permit. While this concept does not imply that everyone should have the same education, it does demand diversified educational programs which the community college strives to make available through its curricular offerings. The purpose of this study was to construct predictor equations which would determine an individual's probability of success in introductory level college courses in English (EN 125), social science (SS 28J), business (BU 101), biology (SC 141), and mathematics (MA 151), at Fulton-Montgomery Community College in Johnstown, New York. Percentage of students achieving success in each course and significant differences between courses for students achieving success was calculated. Ten independent variables were correlated with final grades in each course. The following independent variables were found to be important in the regression equations: in EN 125, comprehension score on the Nelson-Denny Reading test; in SS 28J, prior high school social studies background, age and prior high school English background; in BU 101, age, comprehension score, high school mathematics and English grade point average; in SC 141, age, overall high school average, and high school social studies back ground; and in MA 151, comprehension score and high school mathematics background. It was also shown that there was a significant difference between courses for students achieving success. Success percentage in each course varied with instructor.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11765
Subject Headings: Prediction of scholastic success, Community colleges--New York (State)--Johnstown
Format: Document (PDF)

Title: EXAMINING STATISTICAL MODELS TO PREDICT ACADEMIC SUCCESS IN EARLY COLLEGE USING MIDDLE SCHOOL DATA.
Creator: Timar, Agnes A., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA)...
Show moreThe study explored whether middle school students’ select academic (grade point average [GPA], Accuplacer mathematics, reading, and writing scores, admission interview scores) and non-academic characteristics (race, ethnicity, the middle school they attended, their gender, their parents’ educational level) have any predictive power with regard to their success at an early college high school. This study compared binary logistic regression (BLR) and predictive discriminant analysis (PDA) statistical models. First-year early college academic success can be predicted using BLR and only six input factors from middle school (Accuplacer math scores, interview scores, gender, and race, as three dummy variables) with a 91% accuracy. However, a student academic success prediction model using middle school data for a student’s first year college success could not be built. This finding asserts Astin’s Student Development Theory (1993, 1999a, 1999b), the theoretical framework that guided this study, that students can grow and improve over time and educators need to focus on cultivating and developing students’ smartness through high level instruction and coaching instead of identifying and celebrating smartness by accepting only the most prospective students into colleges (Astin, 1977, 1993, 1999a, 2017, 2018).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014161
Subject Headings: Prediction of scholastic success, Middle school education, Universities and colleges--Admission
Format: Document (PDF)

Title: Predictors of undergraduate academic success.
Creator: Glick-Cuenot, Sheri L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004287, http://purl.flvc.org/fau/fd/FA00004287
Subject Headings: Achievement in education, Creative thinking, Educational tests and measurements, Learning, Psychology of, Prediction of scholastic success -- Mathematical models, Strategic planning
Format: Document (PDF)

Title: The relationship of grade-level, socioeconomic status and gender to selected student variables.
Creator: Miller, Judith Christy., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Students from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal...
Show moreStudents from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal were utilized to assess a sample of two hundred fourteen (214) pupils attending seventh through twelfth grades at Indian River Academy along with a sample of the one hundred twenty-five (125) students enrolled in seventh through twelfth grades at Palm Vista Christian School. A 2 x 2 x 2 ANOVA was employed to examine the differences between groups by age, socioeconomic status, and gender on attitudes, values, personality traits, interests, and critical thinking skills. No significant interaction occurred among socioeconomic status, grade level, and gender in values, attitudes, personality traits, interests, or critical thinking skills. None of the dependent variables proved to be significant when socioeconomic status was considered to be the main effect. Only the Critical Thinking Appraisal and selected subtests from the Survey of Study Habits and Attitudes revealed scores that were significantly different based upon grade level. Differences in study skills and attitudes were clearly evident between middle school and senior high school students with female middle school students dramatically outscoring the male middle school students and middle school students, in general scoring significantly higher than senior high students. Differences in critical thinking skills were also evident between middle school and senior high school students with senior high males and females outscoring those students in middle school classes. Univariate F tests indicated a highly significant difference exists between male and female responses with respect to affective characteristics. Further research should be performed to assess behavioral character and other affective characteristics to identify instructional implications of learner differences.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12265
Subject Headings: Academic achievement, Prediction of scholastic success, Students--Rating of, Youth--United States--Social conditions
Format: Document (PDF)

Title: How race, gender and Pell status affect the persistence and degree attainment rates of dual enrollment students.
Creator: Prophete, Karline S., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment...
Show moreFlorida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362570
Subject Headings: Achievement in education, Dual enrollment, Advanced placement programs (Education), Prediction of scholastic success, Federal aid to education, Interaction analysis in education, Expectation (Psychology)
Format: Document (PDF)

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

Title: Indicators linked to the success of students with psychological disabilities in urban community college allied health sciences programs.
Creator: Casey, Deborah A., Florida Atlantic University, Floyd, Deborah L.
Abstract/Description: The purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences....
Show moreThe purpose of this study was to identify what climate indicators (attitudinal, support provision, student interaction) found in allied health sciences classroom and clinical settings at a northwest community college contribute to the success of students with psychological disabilities. Three climate assessments and a series of interviews revealed crucial information regarding academic support necessary to assist students with psychological disabilities within the allied health sciences. Utilizing mixed methodologies, the researcher collected and analyzed data during the Fall 2005 academic quarter from 177 climate assessments and facilitated 33 interviews, five student focus groups, and five follow-up interviews with students with psychological disabilities. The study revealed allied health sciences faculty and staff who implement universal design principles, take time to meet with students, build trusting relationships, and work as allies may dramatically influence a student's perception of their academic potential therefore, influencing academic success. The research also indicated allied health sciences programs require additional professional development opportunities for faculty and staff to enhance the climate for students with psychological disabilities. Positive attitudinal indicators, increased support provisions, and frequent student interactions between faculty, staff, and students were found to be key indicators for student academic success. Recommendations are provided for faculty and staff to support the success of students with psychological disabilities.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12208
Subject Headings: Academic achievement--Psychological aspects, Resilience (Personality trait), Prediction of scholastic success, Curriculum-based assessment, Community colleges--Curricula--Evaluation
Format: Document (PDF)

Title: A ten year study of predictors of student success on the Advanced Placement Computer Science examination.
Creator: Cornnell, Walter A., Florida Atlantic University, Morris, John D., Weppner, Daniel B.
Abstract/Description: This study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of...
Show moreThis study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of these variables in predicting the score on the APCS examination (F (12,280) = 5.848, p $<$.001). Further discriminant analysis identified the most accurate subset of predictors. All students were divided into two groups based on their scores on the APCS examination (pass/fail). The variables that occurred most frequently in the best subsets included the number of semesters taken in advanced mathematics; overall high school grade point average; gender; the grades achieved in both first and second semester in Advanced Placement Computer Science; and the semesters in computers. A model based on these six predictors had the highest (p $<$.01) predictive accuracy of all models studied (67.6% hit rate). Additional study of other independent variables that contribute to success on the APCS examination is needed.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12427
Subject Headings: Advanced placement programs (Education), Prediction of scholastic success, Education--Data processing
Format: Document (PDF)

Prediction of scholastic success (18)	+ -
Academic achievement (2)	+ -
Achievement in education (2)	+ -
Advanced placement programs (Education) (2)	+ -
Expectation (Psychology) (2)	+ -

International baccalaureate (2)	+ -
Academic achievement -- Florida (1)	+ -
Academic achievement--Psychological aspects (1)	+ -
Advanced placement programs (Education) (1)	+ -
College dropouts--Prevention (1)	+ -
College entrance achievement tests (1)	+ -
Community colleges--Curricula--Evaluation (1)	+ -
Community colleges--New York (State)--Johnstown (1)	+ -
Computer-assisted instruction (1)	+ -
Counseling in adult education--Florida (1)	+ -
Creative thinking (1)	+ -
Critical pedagogy (1)	+ -
Critical thinking (1)	+ -
Curriculum-based assessment (1)	+ -
Discrimination in education (1)	+ -
Dropout behavior, Prediction of (1)	+ -
Dual enrollment (1)	+ -
Education (1)	+ -
Education--Data processing (1)	+ -
Educational tests and measurements (1)	+ -
Effect of technological innovations on (1)	+ -
English composition test (1)	+ -
Federal aid to education (1)	+ -
Filmed lectures (1)	+ -
High schools -- Curricula (1)	+ -

Computer science--Study and teaching (Secondary)--Florida--Palm Beach County (1)	+ -
United States (1)	+ -

Florida Atlantic University (19)	+ -
College of Education (6)	+ -
Department of Curriculum, Culture, and Educational Inquiry (3)	+ -
Department of Educational Leadership and Research Methodology (3)	+ -
MacKenzie, Donald G. (3)	+ -

Kerensky, Vasil M. (2)	+ -
Urich, Ted R. (2)	+ -
Weppner, Daniel B. (2)	+ -
Booth, Ernest Glenroy (1)	+ -
Burrichter, Arthur W. (1)	+ -
Casey, Deborah A. (1)	+ -
Cornnell, Walter A. (1)	+ -
Crouch, Suzanne Johnson. (1)	+ -
DERRICO, DANIEL RALPH. (1)	+ -
Da-Silva, Edmar Bernardes. (1)	+ -
DeDonno, Michael (1)	+ -
EMMELUTH, DONALD STEPHEN. (1)	+ -
Ferrara, Richard John. (1)	+ -
Floyd, Deborah L. (1)	+ -
Glick-Cuenot, Sheri L. (1)	+ -
Guglielmino, Lucy M. (1)	+ -
Hoffman, Bettina Judith. (1)	+ -
Igualada, Mirynne (1)	+ -
Kelly, Antonieta Surroca. (1)	+ -
Kite, Robert H. (1)	+ -
Michels, Kenneth M. (1)	+ -
Miller, Judith Christy. (1)	+ -
Morris, John D. (1)	+ -
Pisapia, John (1)	+ -
Prophete, Karline S. (1)	+ -

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