Literaturnachweis - Detailanzeige
| Autor/in | Wasielewski, Laura M. |
|---|---|
| Titel | Academic Performance of Students with Disabilities in Higher Education: Insights from a Study of One Catholic College |
| Quelle | In: Journal of Catholic Education, 20 (2016) 1, Artikel 6 (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2164-0246 |
| Schlagwörter | Disabilities; Comparative Analysis; Catholic Schools; Church Related Colleges; Statistical Analysis; Grade Point Average; Gender Differences; College Students; Hypothesis Testing; Student Records; Academic Achievement |
| Abstract | The purpose of this study was to determine if students with disabilities perform comparably to students without disabilities academically at a small Catholic liberal arts college. Quantitative results were gathered through the comparison of end of semester and cumulative grade point averages for students with disabilities and students without disabilities (n = 56). The t test for independent means and a 2-way analysis of variance were used to test hypotheses. Students without disabilities had significantly higher academic performances than students with disabilities as measured by grade point averages. Female students without disabilities outperformed female students with disabilities as measured by end-of-semester and cumulative grade point averages. However, male students without disabilities did not outperform male students with disabilities. Further research should evaluate why females with disabilities seem to fare worse when compared to female students in the comparison group and why male students did not demonstrate the same pattern. (As Provided). |
| Anmerkungen | Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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