Analysis of Student Performance in Large-Enrollment Life Science Courses

Autor/inn/en	Creech, Leah Renee; Sweeder, Ryan D.
Titel	Analysis of Student Performance in Large-Enrollment Life Science Courses
Quelle	In: CBE - Life Sciences Education, 11 (2012) 4, S.386-391 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.12-02-0019
Schlagwörter	Academic Achievement; Majors (Students); Grade Point Average; Biochemistry; Science Achievement; Biological Sciences; Enrollment; Class Size; Hierarchical Linear Modeling; Grades (Scholastic); Predictor Variables; Statistical Significance; Prerequisites; Gender Differences; Ethnicity; Honors Curriculum; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Biochemie; Abwasserbiologie; Einschulung; Klassengröße; Notenspiegel; Prädiktor; Voraussetzung; Geschlechterkonflikt; Ethnizität
Abstract	This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by [beta] values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067-0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088-0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10