Predicting the academic performance of preservice teachers /
The purpose was to investigate the relationship between pre-enrollment variables (independent variables) and the academic performance (dependent variables) of preservice teachers. Therefore, an answer to the following question was sought: How are pre-enrollment variables (ACT score and size of h...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725899111&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose was to investigate the relationship between pre-enrollment variables (independent variables) and the academic performance (dependent variables) of preservice teachers. Therefore, an answer to the following question was sought: How are pre-enrollment variables (ACT score and size of high school student population) related to the academic performance (cumulative university GPA) of preservice teachers? To further refine the analysis, the relationship between ACT scores and academic performance of students seeking either elementary or secondary certification was also investigated. The data were gathered from 668 Southern Utah University Teacher Education graduates who obtained teaching certificates from the Utah State Office of Education. The graduates were classified by size of high school student population (1A through 5A). Pearson product-moment correlations were computed to determine the relationship between the independent and dependent variables. There was a moderate positive correlation (.56) between ACT scores and academic performance (cumulative university GPA). However, the size of the high school student population did not relate to academic performance. Students from all classifications of high school size had similar academic performances. Even though students seeking elementary certification had lower ACT scores (ACT of 20.15) than those seeking secondary certification (ACT of 21.35), the choice of elementary or secondary certification did not relate to academic performance: both groups had similar academic performances (elementary GPA of 3.44 and secondary GPA of 3.39). Recommendations for further study include: Add additional variables to the research design for correlation (gender, socioeconomic status, advanced placement courses completed, high school GPA, high school rank, etc.). Further refine the study by completing multiple linear regressions to measure the strength between the independent and dependent variable. Complete multiple regressions to determine which part of the ACT examination is the best predictor of academic performance. In order to determine which ACT quartile group shows the strongest correlation with GPA, reconfigure the high school size groups, the elementary group, and the secondary group into quartile groups by ACT score and correlate. In order to determine which GPA groups most strongly correlate with the ACT examination, reconfigure the high school size, elementary, and secondary groups by GPA (<3.0, 3.0-3.5, >3.5) and correlate. Classify each individual student by the actual student population of their high school and correlate with academic performance (instead of by 1A-5A size classification). |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | x, 55 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 46-54). |