June 15, 2019
June 15, 2019
June 19, 2019
Educational Research and Methods
A large number of studies use grades and GPA as a proxy for academic success, but there is less research documenting the effect of how students’ grades fluctuate with time and the role this plays in persistence. This study particularly focuses on engineering students who graduated and the relationships between their third semester GPA and their cumulative graduating GPA. We apply Ordinary Least Squares and Ordinal Logistic regressions to a longitudinal data to identify the characteristics of that population. This population is a subset of the MIDFIELD database, and included 52,946 engineering students from 14 U.S. universities. Based on the analysis of the study it was found that for engineering students who graduated, there was minimal difference in graduating GPA between those who took additional semesters or switch majors. There was little evidence that students “learn to be students,” but rather student GPAs seemed to simply regress toward the mean GPA of 3.0.
Al Yagoub, H. A., & Ebrahiminejad, H., & Ohland, M. W. (2019, June), Work in Progress - The GPA Trajectories of Engineering Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33570
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