Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied

Hoskins, Sherria; Newstead, Stephen E.; Dennis, Ian

doi:10.1080/0260293970220305

Cited by 101 publications

(93 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The mature age students in these studies quickly settled into patterns reflecting a strong work ethic. The results also support the findings of Hoskins et al (1997) and Simonte (1997) in that the higher the number of hours allocated to homework type activity, the better the academic results. Moreover, a Canadian study of 7,000 students (Anderson, Benjamin & Fuss, 1994) found a positive correlation between mature age and higher grades.…”

Section: Discussionsupporting

confidence: 80%

“…While there is some evidence that increasing age is positively associated with academic performance (Hoskins, Newstead & Dennis, 1997;Simonte, 1997), most of the studies found little difference. It could be postulated, however, that mature age students have more demands to cope with and have developed better time management skills that generalise to a tertiary context.…”

Section: Review Of Related Literaturementioning

confidence: 93%

See 1 more Smart Citation

Juggling priorities: A comparison of young and mature age students’ use of time during their first semester of teacher eduction

Cushman

2016

Waikato Journal of Education

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 80%

Section: Review Of Related Literaturementioning

confidence: 93%

Juggling priorities: A comparison of young and mature age students’ use of time during their first semester of teacher eduction

Cushman

2016

Waikato Journal of Education

View full text Add to dashboard Cite

“…The literature on schooling has found no overall consistent e®ects of school characteristics 1 See, for example, Johnes and Taylor (1990), Hoskins, Newstead and Dennis (1997), Rudd (1984), Chapman (1996a, Chapman (1996b), Bee and Dolton (1985), Sear (1983), and Peers and Johnston (1994).…”

Section: Introductionmentioning

confidence: 99%

Schooling effects on subsequent university performance: evidence for the UK university population

Smith

Naylor

2005

Economics of Education Review

View full text Add to dashboard Cite

From a unique data-set identifying the school attended prior to university for a full cohort of UK university students, we examine the determinants of¯nal degree classi¯cation.We exploit the detailed school-level information and focus on the in°uence of school characteristics, such as school type, on subsequent performance of students at university. We estimate that, on average, a male (female) graduate who attended an Independent school is 6.5 (5.4) percentage points less likely to obtain a`good' degree than is a student who attended an LEA (that is, state-sector) school, ceteris paribus. We also¯nd considerable variation around this average¯gure across di®erent Independent schools. We¯nd that, for males, the variation in the probability of attaining a`good' degree across schools can largely be explained by the level of school fees.

show abstract

“…Previous studies have shown that gender and academic performance are linked (Farooq et al, 2011). In a study that used data from the University of Plymouth, Hoskins, Newstead, and Dennis (1997) showed that gender was related to academic performance. Similarly, Nyikahadzoi et al (2013) showed that gender was significantly correlated with academic performance in Zimbabwe.…”

Section: Gender and Academic Performancementioning

confidence: 99%

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Rowtho¹

2017

HES

View full text Add to dashboard Cite

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

show abstract

Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied

Cited by 101 publications

References 14 publications

Juggling priorities: A comparison of young and mature age students’ use of time during their first semester of teacher eduction

Juggling priorities: A comparison of young and mature age students’ use of time during their first semester of teacher eduction

Schooling effects on subsequent university performance: evidence for the UK university population

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Contact Info

Product

Resources

About