Author: Isaac Brigham
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 160
Book Description
Selected Academic and Non-academic Variables as Predictors of Academic Success of Male Student-athletes at Southern Illinois University at Carbondale
Author: Isaac Brigham
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 160
Book Description
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 160
Book Description
Journal of College Student Personnel
Author:
Publisher:
ISBN:
Category : American periodicals
Languages : en
Pages : 632
Book Description
Publisher:
ISBN:
Category : American periodicals
Languages : en
Pages : 632
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Comprehensive Dissertation Index
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 882
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 882
Book Description
College Student Journal
Author:
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 688
Book Description
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 688
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
An Investigation of Selected Academic and Nonacademic Predictor Variables of Academic Performance of Student-athletes at Louisiana State University
Author: Derek Morgan
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
An Investigation of Selected Predictor Variables of Academic Performance of Freshman Athletes and Nonathletes at a National Association of Intercollegiate Athletics Institution
Author: Lyle L. Hicks
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 260
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 260
Book Description
Selected Academic Variables as Predictors of First Semester Academic Success of At-risk Football Student-athletes at the University of Missouri
Author: Bryan S. Maggard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
The purpose of this study was to identify selected academic variables that may serve as predictors of first semester academic success of at-risk scholarship football student-athletes who matriculated at the University of Missouri during the academic years of 2002-03, 2003-04, and 2004-05. The variables analyzed were high school grade point average (GPA), high school rank, and standardized test score. The results of the study indicated that high school GPA was the only significant predictor of first semester college GPA for at-risk student-athletes accounting for 21 percent of the explained variance.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Book Description
The purpose of this study was to identify selected academic variables that may serve as predictors of first semester academic success of at-risk scholarship football student-athletes who matriculated at the University of Missouri during the academic years of 2002-03, 2003-04, and 2004-05. The variables analyzed were high school grade point average (GPA), high school rank, and standardized test score. The results of the study indicated that high school GPA was the only significant predictor of first semester college GPA for at-risk student-athletes accounting for 21 percent of the explained variance.
Student Characteristics Used to Predict Academic Success in an Non-traditional Delivery System
Author: Randall G. Greenwell
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
Book Description
Over the past 30 years, there has been very little research done related to predicting academic achievement utilizing a mastery learning based delivery system. The majority of research concerning student characteristics and academic achievement was conducted within four-year institutions and focused on the traditional lecture-based classroom. Descriptive variables such as age and gender were the two most often cited as significant predictors of academic achievement. Cognitive variables such as high school grade point average and rank were also found to be significant predictors of academic performance. Specific measures of motivation, such as locus of control, were also cited as significant predictors of academic achievement. This study was a descriptive research project using a survey design. A total of 203 subjects participated, 101 enrolled in traditional lecture courses and 102 enrolled in open learning courses. Due to the deviation of the data from a normal distribution, nonparametric statistical tests were used. Ninety males participated of which 51 were enrolled in traditional courses while 39 were taking courses in open learning. One hundred thirteen females participated, 50 were enrolled in open learning and 63 in traditional classes. Analysis of the data indicates that the delivery system made little difference in overall success rates. For only those subjects taking open learning classes was there a statistically significant relationship between locus of control and academic achievement. For both subject groups there was a statistically significant relationship between the high school grade point average, rank and academic achievement. For subjects in the traditional classroom there was a statistically significant relationship between gender and academic achievement.
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
Book Description
Over the past 30 years, there has been very little research done related to predicting academic achievement utilizing a mastery learning based delivery system. The majority of research concerning student characteristics and academic achievement was conducted within four-year institutions and focused on the traditional lecture-based classroom. Descriptive variables such as age and gender were the two most often cited as significant predictors of academic achievement. Cognitive variables such as high school grade point average and rank were also found to be significant predictors of academic performance. Specific measures of motivation, such as locus of control, were also cited as significant predictors of academic achievement. This study was a descriptive research project using a survey design. A total of 203 subjects participated, 101 enrolled in traditional lecture courses and 102 enrolled in open learning courses. Due to the deviation of the data from a normal distribution, nonparametric statistical tests were used. Ninety males participated of which 51 were enrolled in traditional courses while 39 were taking courses in open learning. One hundred thirteen females participated, 50 were enrolled in open learning and 63 in traditional classes. Analysis of the data indicates that the delivery system made little difference in overall success rates. For only those subjects taking open learning classes was there a statistically significant relationship between locus of control and academic achievement. For both subject groups there was a statistically significant relationship between the high school grade point average, rank and academic achievement. For subjects in the traditional classroom there was a statistically significant relationship between gender and academic achievement.