Bimodal Inverted Bell Grade Distribution: Implications for Instruction and Student Retention

Autor/inn/en	Gensheimer, Leah K.; Diebold, Charles T.
Titel	Bimodal Inverted Bell Grade Distribution: Implications for Instruction and Student Retention
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 16 (2014) 3, S.307-324 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.16.3.a
Schlagwörter	Student Attrition; Academic Persistence; Undergraduate Students; Psychology; Grades (Scholastic); College Faculty; Academic Achievement; Academic Failure; Student Characteristics; Sampling; Measures (Individuals); Predictor Variables; Regression (Statistics) + Suchen Sie Ihr Suchwort? Schülerbeurlaubung; Psychologie; Notenspiegel; Fakultät; Schulleistung; Messdaten; Prädiktor; Regression; Regressionsanalyse
Abstract	College student attrition rates remain constant despite institution level efforts. This retrospective archival study examined how individual instructors at the course level might impact academic success and retention by acting on a real time at risk warning system. Five semesters of scores on the first exam in an undergraduate psychology course revealed a bimodal inverted bell grade distribution in which the majority of students, and nearly equal proportion, performed high (earned A or B) or low (earned D or F). Study 1 (N = 310) distinguished early high performers from low performers by examining academic major, academic level, early attendance, and early quiz performance. Study 2 (N = 158) distinguished those early low performers who ultimately succeeded in the course from those who did not by also examining optional opportunities for success built into the syllabus. Findings informed five specific recommendations within the control of the instructor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01