WHAT FACTORS PREDICT THE SUCCESS OF DEVELOPMENTAL EDUCATION STUDENTS IN AN INTRODUCTORY BIOLOGY COURSE


WHAT FACTORS PREDICT THE SUCCESS OF DEVELOPMENTAL EDUCATION STUDENTS IN AN INTRODUCTORY BIOLOGY COURSE

Type: Project Materials | Format: Ms Word | Attribute: Documentation Only | Pages: 50 Pages | Chapters: 1-5 chapters | Price: ₦ 3,000.00

2,503 marked this research material reliable.
Call or whatsapp: +2347063298784 or email: info@allprojectmaterials.com
Excellent and professional research project topics and materials website. All the research tools, journals, seminars, essays, article, books, term papers, softwares and project materials for your research guide and final year projects are available here.

ABSTRACT

Academic success correlates strongly with high rates of class attendance in an introductory biology course for first-year developmental education students. To better understand this correlation, the author studied how students’ grades in the course are predicted by students’ ethnicity, gender, grade-point average, ACT Aptitude Rating, and class attendance. Students’ grade-point averages and class attendance were the strongest predictors of students’ academic success, followed by their ACT Aptitude Rating. Attendance was strongly associated with students’ grade-point-averages, and only weakly with their ACT Aptitude Rating. Ethnicity had no predictive value for academic success. First-year college students encounter learning-environments and academic expectations that often differ dramatically from those of high school (Tinto, 1993). For example, college is accompanied by more personal freedoms, new social situations and settings, less supervision, and lax attendance-policies in most classes. These changes often result in social and academic problems that contribute to large numbers of dropouts (Tinto, 1993; Razali & Yager, 1994; Seymour & Hewitt, 1994, 1997). This is especially true for science majors. Indeed, only about half of the high school seniors who declare science as their major remain science majors after their first year of college. This helps to explain why the sciences have higher attrition rates than any undergraduate major (Seymour & Hewitt, 1994, 1997; National Research Council, 1996; Daempfle, 2002). Numerous studies have investigated what factors are associated with the academic success of developmental education students. These studies have focused on a variety of factors, including test-anxiety, self-esteem, the ability to use higher levels of thinking, and problem-solving (Bassarear, 1991; Berenson, Best, Stiff, & Waskik, 1990; Chisko, 1985; Dwinell & Higbee, 1991; Goolsby, Dwinell, Higbee, & Bretscher, 1988). However, several of these studies have been based on self-reported data, which are often highly unreliable (Sappington, Kinsey, & Munsayac, 2002). In this study, I examined factors associated with the academic success of developmental education students in an introductory biology course. To avoid the problems associated with self-reported data (Sappington, Kinsey, & Munsayac, 2002), I studied pre-admission and post-admission criteria such as students’ gender, ethnicity, class attendance, college grade-point-average, and ACT Aptitude Rating, each of which could be measured easily, accurately, and objectively. Methods The course and its students. This study was done during 2002-03 in a large introductory biology course at the Twin Cities campus of the University of Minnesota. All sections of the four-credit course (Principles of Biological Science) were taught by the same instructor, in a similar way (e.g., the same syllabus, textbook sequence of topics, pedagogical techniques), and in the same classroom. The study included 847 students having an average age of 20 years, an average ACT composite score of 20, an average high-school rank of 51%, and an average course-load of 15 semester-hours. The classes were 52% male and 48% female, and were ethnically diverse: 17% African-American, 2% American Indian, 16% Asian and Pacific Islander, 4% Chicano/Latina, and 61% Caucasian/other. Attendance, exams, and grading. Class attendance was recorded in at least 80% of the course’s classes. All exams covered material presented both in class and in assigned readings from the required course textbook. Missing classes did not preclude any student from earning an A; that is, students could have earned an A on each exam if they had read and understood the readings assigned in the textbook. No grades were “curved,” students were not allowed to retake any exams, and there were no extra-credit projects. Course grades were based entirely on students’ abilities to demonstrate their mastery of the course’s academic content and skills.

WHAT FACTORS PREDICT THE SUCCESS OF DEVELOPMENTAL EDUCATION STUDENTS IN AN INTRODUCTORY BIOLOGY COURSE

Additional Information

  • The Project Material is available for download.
  • The Research material is delivered within 15-30 Minutes.
  • The Material is complete from Preliminary Pages to References.
  • Well Researched and Approved for supervision.
  • Click the download button below to get the complete project material.

Frequently Asked Questions

In-order to give you the best service available online, we have compiled frequently asked questions (FAQ) from our clients so as to answer them and make your visit much more interesting.

We are proudly Nigerians, and we are well aware of fraudulent activities that has been ongoing in the internet. To make it well known to our customers, we are geniune and duely registered with the Corporate Affairs Commission of the republic of Nigeria. Remember, Fraudulent sites can NEVER post bank accounts or contact address which contains personal information. Free chapter One is always given on the site to prove to you that we have the material. If you are unable to view the free chapter 1 send an email to info@allprojectmaterials.com with the subject head "FREE CHAPTER 1' plus the topic. You will get a free chapter 1 within an hour. You can also check out what our happy clients have to say.


Students are always advised to use our materials as guide. However, if you have a different case study, you may need to consult one of our professional writers to help you with that. Depending on similarity of the organization/industry you may modify if you wish.


We have professional writers in various disciplines. If you have a fresh topic, just click Hire a Writer or click here to fill the form and one of our writers will contact you shortly.


Yes it is a complete research project. We ensure that our client receives complete project materials which includes chapters 1-5, full references, questionnaires/secondary data, etc.


Depending on how fast your request is acknowledged by us, you will get the complete project material withing 15-30 minutes. However, on a very good day you can still get it within 5 minutes!

What Clients Say

Our Researchers are happy, see what they are saying. Share your own experience with the world.
Be polite and honest, as we seek to expand our business and reach more people. Thank you.

Project Information

  • CATEGORY : ANIMAL SCIENCE
  • TYPE : PROJECT MATERIAL
  • FORMAT : MICROSOFT WORD
  • ATTRIBUTE : Documentation Only
  • PAGES : 50 Pages
  • CHAPTERS : 1 - 5
  • PRICE : ₦ 3,000.00

Share Links

Download Post
Download Post

Search for Project Topics

Project topics in Departments

Do you need a writer for your academic work?

Reviews:
A Review on what factors predict the success of developmental education students in an introductory biology course, what, factors, predict project topics, researchcub.info, project topic, list of project topics, research project topics, journals, books, Academic writer.
ABSTRACT Academic success correlates strongly with high rates of class attendance in an introductory biology course for first-year developmental education students. To better understand this correlation, the author studied how students’ grades in the course are predicted by students’ ethnicity, gender, grade-point average, ACT Aptitude Rating, and class attendance. Students’ grade-point averages and class attendance were the strongest predictors of students’ academic success, followed by their ACT Aptitude Rating. Attendance was strongly associated with students’ grade-point-averages, and only weakly with their ACT Aptitude Rating. Ethnicity had no predictive value for academic success. First-year college students encounter learning-environments and academic expectations that often differ dramatically from those of high school (Tinto, 1993). For example, college is accompanied by more personal freedoms, new social situations and settings, less supervision, and lax attendance-policies in most classes. These changes often result in social and academic problems that contribute to large numbers of dropouts (Tinto, 1993; Razali & Yager, 1994; Seymour & Hewitt, 1994, 1997). This is especially true for science majors. Indeed, only about half of the high school seniors who declare science as their major remain science majors after their first year of college. This helps to explain why the sciences have higher attrition rates than any undergraduate major (Seymour & Hewitt, 1994, 1997;.. animal science project topics

WHAT FACTORS PREDICT THE SUCCESS OF DEVELOPMENTAL EDUCATION STUDENTS IN AN INTRODUCTORY BIOLOGY COURSE