文档介绍：Predicting Academic ess and Retention of Engineering Students Using One, Non-technical Assignment
Laura W. Lackey Laura W. Lackey, Assistant Professor, Environmental Engineering, 1400 Coleman Avenue, Mercer University, Macon, ia 31207-0001
and W. Jack Lackey W. Jack Lackey, Professor, e W. Woodruff School of Mechanical Engineering, ia Institute of Technology, Atlanta, ia 30332-0405
Abstract
Numerous papers have been written on the topic of student retention in higher education. A variety of multi-variable models have been developed to predict student ess. This paper evaluates the efficacy of using freshman student scores from one, non-technical assignment to correlate with academic ess as measured by grade point average. The predictor assignment is keeping a course notebook and corresponds to the student’s attitude, persistence, anizational skills rather than math and science preparedness. Statistical analysis, at the 99 percent confidence level, indicated that there was a strong relationship between the student notebook scores and grade point average. Although there was scatter in the data, this one variable does provide insight into student ess in the Mercer Engineering program.
Introduction
Predicting the ess of students engaged in higher education is important to both university faculty and administrators. Many models have been developed to predict student ess and retention in chosen fields of study as well as at the chosen college or university. Many models incorporate scores from standard achievement tests (SAT) and the high school GPA with additional predictive variables.
ess in engineering programs has been linked to a variety of intellectual and non-cognitive characteristics. A variety of researchers have historically used scores from the math portion of the SAT to distinguish persisters from those that either drop out of the engineering curriculum and enter into an alternate field of study and those that no longer pursue any type of secondary educ