Title: Academic and non-academic characteristics of successful and non-successful college science students
Abstract: This study examined the relationship between selected
academic and non-academic variables and academic success of
college science students. Subjects were 45 volunteers who
completed the research questionnaire, and 19 of these
subjects were interviewed for additional descriptive
information related to their learning experiences in their
college science classes.
The non-academic variables of self-esteem, self-concept
of ability, and social support were found to be related to
science student success. The academic variables of
cumulative science course grade point average, Texas
Academic Skills Program test math scores, and Texas Academic
Skills Program test reading scores were found to be related
to science student success. There were no differences found
between minority and non-minority students with respect to
any of the research variables. The best set of predictor
variables for success in college science students consists
of: (a) Texas Academic Skills Program test reading scores,
(b) number of hours employed per week, (c) total loss score,
{d) cumulative grade point average, (e) number of miles
commuted per week to attend class, (f) loss quality score,
and (g) loss quantity score.
These findings have implications for college science
course educators and administration. An effort should be
made to support and to enhance student reading skills.
Since student losses were shown to be related to lower
grades in science courses, an effort should be made to
identify student losses early, so that prompt intervention
may be offered. Available support services should be widely
communicated and promoted_ to all students and those services
expanded, where necessary. Faculty should engage in
activities which promote positive self-concept of ability
and positive self-esteem in students. Colleges also should
continue to make financial aid available for needy students.
Publication Year: 1995
Publication Date: 1995-05-31
Language: en
Type: dissertation
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