Academic Performance Comparisons among At-Risk and Other College Students.

Autor/inn/en	Stallworth-Clark, Rosemarie; Scott, Janice S.
Titel	Academic Performance Comparisons among At-Risk and Other College Students.
Quelle	(1996), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; College Students; Comparative Analysis; Developmental Studies Programs; Educationally Disadvantaged; High Risk Students; Higher Education; Metacognition; Performance Factors; Reading Tests; Remedial Programs; Student Placement + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leistungsindikator; Lesetest; Förderprogramm; Schülerpraktikum
Abstract	The differences in academic performance among two levels of provisionally accepted (Learning Support) college students--System-placed (S) and Institutionally-placed (I)--and other students were investigated. Of 523 Learning Support students in a required reading course (RDG 099A), 402 students exited the course. Chi-square analyses and t-tests revealed that a statistically significantly greater number of I students successfully completed RDG 099A, scored higher on the College Placement Examination in Reading (CPERDG-POST) exit examination, and earned higher grades in 12 subsequent reading-intensive core curriculum courses. Among the S students, those who exited RDG 099A had higher Scholastic Aptitude verbal test scores and CPERDG pretest scores than did S students who did not exit. Most Learning Support students, regardless of placement criteria, demonstrated improvement in metacognitive awareness for college study tasks as measured by gains on the Learning and Study Strategies Inventory after completion of the required reading course. Other results show that all Learning Support students made statistically significantly lower grades during the quarter following the reading course than other students in the same 12 reading-intensive core curriculum courses. The findings are congruent with research that has shown the importance of prior performance and achievement variables for college academics. They support the position that system placement requirements (for 5 students) may be set too low if S students are to succeed at the university. (Contains 9 tables and 10 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01