A Study of the Academic Achievement, Attrition and Group Reactions of High School Equivalency Students Attending Brandon University.

Autor/in	Colert, Sherril
Titel	A Study of the Academic Achievement, Attrition and Group Reactions of High School Equivalency Students Attending Brandon University.
Quelle	(1984), (226 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Academic Advising; Academic Persistence; College Environment; College Students; Educational Testing; Grade Point Average; High Risk Students; High School Equivalency Programs; Higher Education; Learning Strategies; Questionnaires; Scores; Skill Development; Student Attrition; Student Characteristics; Student College Relationship; General Educational Development Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Akademischer Rat; Hochschulumwelt; Collegestudent; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerbeurlaubung
Abstract	The academic achievement and attrition of high school equivalency students attending Brandon University, a small undergraduate Canadian university, were studied, as were the students' reactions to college life. The students, who received a high school equivalency certificate after completing the Tests of General Educational Development (GED), were admitted to the university as regular students. For 94 equivalency students who attended the university for at least one term between 1972 and 1984, profiles were developed that covered age, sex, degree program, GED test scores, and participation in academic testing, advisement, and learning skills assistance. Students were administered the Attitude Scale Screening Form A-2 of the Career Maturity Inventory and the Student Reactions to College questionnaire. Based on the findings, it is projected that high school equivalency students who have high GED scores, are female, are over age 26, and are taking nondegree courses are likely to be academically successful. Additional findings and recommendations are presented, along with statistical tables, a literature review, a chronology of the GED, and the study questionnaires. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC