June 15, 2014
June 15, 2014
June 18, 2014
Educational Research and Methods
24.405.1 - 24.405.16
Defining Unique Student Populations: How measures of objective academic performance (MOAPs) can do more than predict college success.It is standard admission process at selective colleges and universities to consider applicants’ highschool GPAs and standardized test scores for admissions and financial aid decisions. Studentsacross the country try to perform on the ACT and SAT tests to improve their chances ofacceptance, and spend years keeping their grades up with hopes of getting in to their choice ofcollege or increasing their scholarship award. For open access institutions, however, admissionis based on exceeding minimum academic criteria. Students of every academic level have a placeon these schools campuses and this brings a complex educational environment to these schools.It is well understood that students across the continuum of academic aptitude have differentneeds, but understanding of these needs has been elusive. Popular opinion is that the better thestudent’s GPA and test scores, the more likely the student is to persist in college. This is why thecompetition for top students is so fierce. Recent studies have shown that a mathematicintervention at an open access institution has had a dramatic impact on student graduation rates;however, mitigating the correlation between standardized test scores and graduation rates. Studyof this intervention revealed a set of unique student groups based on classifying individualstudent ACT and GPA score combinations into four quadrants. These measures of objectiveacademic performance (MOAPs) are categorized in bin combinations of above and below theinstitutional average. This study utilized the ACT Engage survey and a new measure of studentmathematics efficacy to investigate these four groups and ascertain any differences in traits foreach group.Results of this study show that each population has a distinct reaction to the college process andto the curricular intervention studied. Unexpected results are revealed and conclusions aboutcurricular interventions, student success and potential further study are discussed. The findingsof this study may impact the development of first year programs and augment the admissions andrecruitment process of a wide range of institutions. Further impacts on minority populations, atrisk groups and diverse socioeconomic backgrounds may be extended.
Bourne, A., & Klingbeil, N. W., & Ciarallo, F. W. (2014, June), Developing the Academic Performance-Commitment Matrix: How Measures of Objective Academic Performance can do more than Predict College Success Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20296
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