Author: Bob R. Emley
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
Book Description
This study analyzed the academic performance of successful community college transfer students by academic discipline courses. Grade distributions were compared between Des Moines Area Community College (DMACC) and Iowa State University (ISU) by matched disciplines. A T-test for equality of means and Chi-square analysis was used to determine significant differences in the grade distributions. The participants included 837 transfer students that graduated with a bachelor's degree from ISU between 1998 and 2002. Descriptive analysis of student demographics identified overall patterns and unique features of successful transfer students. Analysis of grade distributions of specific disciplines and community college general education courses identified significant differences. The results of the study indicated a majority of transfer students were female, white, traditional age, with lower than State of Iowa average ACT scores. Almost half (48.2%) of the students transferred 60-65 credits and 66% complete the bachelor's degree in 5 years. Overall GPA was significantly different between DMACC (2.96) and ISU (2.84). Significant differences were found in 20 of 31 matched discipline groups. DMACC general education grade distributions and ISU grade distributions were also significantly different. The results suggest that further research is necessary to analyze specific student characteristics and the related transfer success. Student support services and academic performance of community college courses will need further research. The significant differences in grade distributions suggest that faculty and administration of both institutions need to review course competencies, grading criterion and assessment techniques. Further research is warranted to better understanding specific community college academic performance and related university major fields of study. Community college courses specifically designed for transfer students may need to be developed in the general education curriculum to better prepare transfer students for university course expectations. In addition, a comprehensive assessment program of general education skills and abilities may need to be implemented to more fully understand the academic expectations of transfer students.
An Analysis of Academic Performance by Discipline of Community College Transfer Students
Author: Bob R. Emley
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
Book Description
This study analyzed the academic performance of successful community college transfer students by academic discipline courses. Grade distributions were compared between Des Moines Area Community College (DMACC) and Iowa State University (ISU) by matched disciplines. A T-test for equality of means and Chi-square analysis was used to determine significant differences in the grade distributions. The participants included 837 transfer students that graduated with a bachelor's degree from ISU between 1998 and 2002. Descriptive analysis of student demographics identified overall patterns and unique features of successful transfer students. Analysis of grade distributions of specific disciplines and community college general education courses identified significant differences. The results of the study indicated a majority of transfer students were female, white, traditional age, with lower than State of Iowa average ACT scores. Almost half (48.2%) of the students transferred 60-65 credits and 66% complete the bachelor's degree in 5 years. Overall GPA was significantly different between DMACC (2.96) and ISU (2.84). Significant differences were found in 20 of 31 matched discipline groups. DMACC general education grade distributions and ISU grade distributions were also significantly different. The results suggest that further research is necessary to analyze specific student characteristics and the related transfer success. Student support services and academic performance of community college courses will need further research. The significant differences in grade distributions suggest that faculty and administration of both institutions need to review course competencies, grading criterion and assessment techniques. Further research is warranted to better understanding specific community college academic performance and related university major fields of study. Community college courses specifically designed for transfer students may need to be developed in the general education curriculum to better prepare transfer students for university course expectations. In addition, a comprehensive assessment program of general education skills and abilities may need to be implemented to more fully understand the academic expectations of transfer students.
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
Book Description
This study analyzed the academic performance of successful community college transfer students by academic discipline courses. Grade distributions were compared between Des Moines Area Community College (DMACC) and Iowa State University (ISU) by matched disciplines. A T-test for equality of means and Chi-square analysis was used to determine significant differences in the grade distributions. The participants included 837 transfer students that graduated with a bachelor's degree from ISU between 1998 and 2002. Descriptive analysis of student demographics identified overall patterns and unique features of successful transfer students. Analysis of grade distributions of specific disciplines and community college general education courses identified significant differences. The results of the study indicated a majority of transfer students were female, white, traditional age, with lower than State of Iowa average ACT scores. Almost half (48.2%) of the students transferred 60-65 credits and 66% complete the bachelor's degree in 5 years. Overall GPA was significantly different between DMACC (2.96) and ISU (2.84). Significant differences were found in 20 of 31 matched discipline groups. DMACC general education grade distributions and ISU grade distributions were also significantly different. The results suggest that further research is necessary to analyze specific student characteristics and the related transfer success. Student support services and academic performance of community college courses will need further research. The significant differences in grade distributions suggest that faculty and administration of both institutions need to review course competencies, grading criterion and assessment techniques. Further research is warranted to better understanding specific community college academic performance and related university major fields of study. Community college courses specifically designed for transfer students may need to be developed in the general education curriculum to better prepare transfer students for university course expectations. In addition, a comprehensive assessment program of general education skills and abilities may need to be implemented to more fully understand the academic expectations of transfer students.
The Academic Performance of Community College Transfer Students
Author: Robert James Williams
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 302
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 302
Book Description
An Analysis of the Academic Performance and Success of Community College Transfer Students as Compared with University Students
Author: Cecilia Valle Gonzales
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 370
Book Description
Analysis of Selected Variables Related to Academic Performance at the University of California, San Diego of Community College Transfer Students Including Those in the Transfer Admission Guarantee Program
Author: Christine DuPraw
Publisher:
ISBN:
Category :
Languages : en
Pages : 156
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 156
Book Description
A Study of the Academic Performance of Iowa Valley Community College District Transfer Students
Author: Lisa Michelle Breja
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
Book Description
The purpose of this study was to assess the academic performance of Iowa Valley Community College District transfer students at the Iowa Regent institutions. The study analyzed the Regent first-term and cumulative GPA of IVCCD students who transferred to Iowa State University, University of Northern Iowa, and the University of Iowa between 2000 and 2004. Four research questions guided the study: (1) What are the academic characteristics of IVCCD students who transferred to Regent institutions? (2) How did students perform at Regent institutions upon transfer? (3) Did transfer students experience a recovery in GPA at the time of baccalaureate degree attainment? (4) Are there significant differences in Regent first-term GPA based upon Regent institution, community college, sex, community college credits earned, degree vs. non-degree recipient, academic year of transfer, or academic discipline? Student-level data for 755 transfer students was obtained from Transfer Student Academic Performance reports provided by Offices of Admissions at ISU, UNI, and UI. Data analysis was accomplished through the use of demographic characteristics, means, standard deviations, and analysis of variance (ANOVA). Findings of the study indicated that students experienced transfer shock at the senior institution and obtained a Regent first-term GPA that was seven-tenths of a grade point less than their community college cumulative GPA. Students who persisted to graduation from the Regent institutions recovered 0.28 of a grade point from their Regent first-term GPA and achieved an overall GPA that was 0.24 lower than their community college cumulative GPA. ANOVA results revealed that students who transfer from MCC, who are female, and who complete degrees prior to transferring achieve a significantly higher Regent first-term GPA. In addition, students who enrolled in Education and Humanities achieved a higher Regent first-term GPA than those in other disciplines. Recommendations for further study included expanding the study to include all Iowa community colleges, increasing the number and nature of the independent variables, integrating the Regent information into the IVCCD student record-keeping system, and expanding the study to include private, four-year institutions.
Publisher:
ISBN:
Category :
Languages : en
Pages : 196
Book Description
The purpose of this study was to assess the academic performance of Iowa Valley Community College District transfer students at the Iowa Regent institutions. The study analyzed the Regent first-term and cumulative GPA of IVCCD students who transferred to Iowa State University, University of Northern Iowa, and the University of Iowa between 2000 and 2004. Four research questions guided the study: (1) What are the academic characteristics of IVCCD students who transferred to Regent institutions? (2) How did students perform at Regent institutions upon transfer? (3) Did transfer students experience a recovery in GPA at the time of baccalaureate degree attainment? (4) Are there significant differences in Regent first-term GPA based upon Regent institution, community college, sex, community college credits earned, degree vs. non-degree recipient, academic year of transfer, or academic discipline? Student-level data for 755 transfer students was obtained from Transfer Student Academic Performance reports provided by Offices of Admissions at ISU, UNI, and UI. Data analysis was accomplished through the use of demographic characteristics, means, standard deviations, and analysis of variance (ANOVA). Findings of the study indicated that students experienced transfer shock at the senior institution and obtained a Regent first-term GPA that was seven-tenths of a grade point less than their community college cumulative GPA. Students who persisted to graduation from the Regent institutions recovered 0.28 of a grade point from their Regent first-term GPA and achieved an overall GPA that was 0.24 lower than their community college cumulative GPA. ANOVA results revealed that students who transfer from MCC, who are female, and who complete degrees prior to transferring achieve a significantly higher Regent first-term GPA. In addition, students who enrolled in Education and Humanities achieved a higher Regent first-term GPA than those in other disciplines. Recommendations for further study included expanding the study to include all Iowa community colleges, increasing the number and nature of the independent variables, integrating the Regent information into the IVCCD student record-keeping system, and expanding the study to include private, four-year institutions.
The Effects of Community College Grade-point Average and Academic Discipline on First-year Performance at a Four-year Institution for Community College Transfer Students
Author: Alisha Lynn Kimble
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 76
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 76
Book Description
A Comparison of Academic Performance Between Community College Transfer Students and Non-transfer Students at a Four-year University in Ecuador
Author: Aldo Alfredo Maino
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Since 2000, the number of students transferring from United States community colleges to four-year institutions has steadily increased. As a result, growing attention has been paid to community college students' academic performance following their transfer. Research conducted in the United States has reported mixed results regarding transfer students' academic performance in four-year institutions. Similar to the United States, many college students in Ecuador transfer to different types of postsecondary institutions. However, no research has been published on this experience in Ecuador that can inform educators and support transfer students' academic performance after transferring. To fill this gap, this study investigated the characteristics and academic success of community college students who transferred to a four-year institution in Ecuador. In particular, this study used secondary data to compare characteristics and academic performance (i.e., GPA) between transfer and non-transfer students attending a small private four-year university in Ecuador between Fall 2008 and Fall 2013. Results from mixed-effects models showed that transfer students had a higher average GPA after one semester (intercept) than non-transfer students; however, no difference in the average change in GPA over the years (slope) was found between transfer and non-transfer students. Further analysis examining gender differences in the average GPA after the first semester (intercept) showed that transfer females performed significantly better than males. It was also found that the area or program of study was a significant predictor explaining some of the variation in the average GPA after the first semester (intercept). For example, students in engineering programs had the lowest average GPA across the years. This suggests that extra attention and academic assistance might be necessary for these students entering to engineering program of study. In addition, significant differences in the average GPA after the first semester (intercept) were found depending on the quality of the community college that students transferred from. This result suggests that universities should design their marketing strategies and admission resources that recruit students from category A and B institutes of technology and universities, which can be further facilitated by subscribing articulation agreements with these institutions to allow prospect transfer students to transfer a great majority of their credit hours. The current study shows, that transfer students are capable of being academically successful at four-year institutions. It further suggests that recruitment efforts aimed at community college transfer students should target students based on their transferring GPA and the quality of the transferring institution; while for non-transfer students on the basis of high school GPA. It is hoped that this study would help Ecuadorian authorities and institutional officers at all levels more effectively facilitate student mobility between the country's institutes of technology and its universities, and encourage more in-depth research on transfer students so that their academic potential becomes a reality.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Since 2000, the number of students transferring from United States community colleges to four-year institutions has steadily increased. As a result, growing attention has been paid to community college students' academic performance following their transfer. Research conducted in the United States has reported mixed results regarding transfer students' academic performance in four-year institutions. Similar to the United States, many college students in Ecuador transfer to different types of postsecondary institutions. However, no research has been published on this experience in Ecuador that can inform educators and support transfer students' academic performance after transferring. To fill this gap, this study investigated the characteristics and academic success of community college students who transferred to a four-year institution in Ecuador. In particular, this study used secondary data to compare characteristics and academic performance (i.e., GPA) between transfer and non-transfer students attending a small private four-year university in Ecuador between Fall 2008 and Fall 2013. Results from mixed-effects models showed that transfer students had a higher average GPA after one semester (intercept) than non-transfer students; however, no difference in the average change in GPA over the years (slope) was found between transfer and non-transfer students. Further analysis examining gender differences in the average GPA after the first semester (intercept) showed that transfer females performed significantly better than males. It was also found that the area or program of study was a significant predictor explaining some of the variation in the average GPA after the first semester (intercept). For example, students in engineering programs had the lowest average GPA across the years. This suggests that extra attention and academic assistance might be necessary for these students entering to engineering program of study. In addition, significant differences in the average GPA after the first semester (intercept) were found depending on the quality of the community college that students transferred from. This result suggests that universities should design their marketing strategies and admission resources that recruit students from category A and B institutes of technology and universities, which can be further facilitated by subscribing articulation agreements with these institutions to allow prospect transfer students to transfer a great majority of their credit hours. The current study shows, that transfer students are capable of being academically successful at four-year institutions. It further suggests that recruitment efforts aimed at community college transfer students should target students based on their transferring GPA and the quality of the transferring institution; while for non-transfer students on the basis of high school GPA. It is hoped that this study would help Ecuadorian authorities and institutional officers at all levels more effectively facilitate student mobility between the country's institutes of technology and its universities, and encourage more in-depth research on transfer students so that their academic potential becomes a reality.
A Study of the Academic Performance of a Community College Service District's Transfer Students
Author: Marcelyn E. Weaver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Book Description
An Analysis of the Factors Related to the Academic Performance of Community College Transfer and Native Business Students at New Jersey Public Senior Institutions of Higher Education
Author: Robert Lee Powell
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 302
Book Description
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 302
Book Description
The Academic Performance of Community College Transfer Students at Selected Independent Institutions of Higher Education
Author: Joel Recinos
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
Book Description