On possibility of prediction of academic performance and potential improvements of admission campaign at IT university

Stanko, Tanya; Zhirosh, Oksana; Johnston, D. M.; Gartsev, Sergey

doi:10.1109/educon.2017.7942949

Cited by 12 publications

(5 citation statements)

References 5 publications

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“…University entrance exams do not always ensure the academic success of the students. At Innopolis University in Russia, one study showed that the compulsory state exam for university admission did not provide sufficient data to predict a student's academic potential (Stanko, Zhirosh, Johnston & Gartsev, 2017). In Ecuador, Sandoval, Ninazunta and Yaselga (2016) used a study conducted at the Escuela Politécnica Nacional to demonstrate that the Exonera group of students, who were identified as high-performing according to a standardized state exam, showed no better academic performance than the rest of the students who did not belong to said group.…”

Section: Discussionmentioning

confidence: 99%

Sociocultural and demographic factors that influence academic performance: The pre-university case of the Universidad Politécnica Estatal del Carchi

Burgos

Pulles

Vidal

et al. 2022

J. Technol. Sci. Educ.

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The pre-university course established at the Universidad Politécnica Estatal del Carchi (UPEC) after the disappearance of the Sistema Nacional de Nivelación y Admisión (National Equalization and Admissions System, known by its Spanish acronym as the SNNA) posed new challenges for the organizational and academic structure of this university. To start with, the challenge began with the adaptation of a curricular structure according to the educational needs of the nine undergraduate degrees offered at the university. It was followed by the implementation of the program, and finally its evaluation. The present research was designed and carried out as part of the latter goal. Its main objective was to determine the sociocultural and demographic factors that influence the academic performance of the students in the course. For the purposes of this investigation, from a methodological perspective, academic performance was associated with the number of subjects passed by the student. Using multivariate dependency techniques, a logistic regression was performed, which determined the degree of incidence of sociocultural and demographics factors on academic success. After applying the model, the results indicated that the demographic factors in this case do not influence academic success, while variables such as the educational level of the student’s parents, the student’s grade on university entrance exams and work status are significant when it comes to establishing a cause and effect relationship in this case study.

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Section: Discussionmentioning

confidence: 99%

Sociocultural and demographic factors that influence academic performance: The pre-university case of the Universidad Politécnica Estatal del Carchi

Burgos

Pulles

Vidal

et al. 2022

J. Technol. Sci. Educ.

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show abstract

“…Furthermore, no significance differences in their general weighted average were observed for both courses and hence a recommendation on the admission policies should be strictly implemented to accept grade at least 83%, and admission score at least 75%. Possibility of predicting academic performance was studied by [19] to investigate potential improvements of admission campaign at IT university. A prediction model was developed based on admission metrics which the results show that academic success at IT can predicted based on previous success.…”

Section: R Wmentioning

confidence: 99%

Analysis of Students Performance on Admission Placement

Modu,

Yahaya

2023

Eur. J. Stat.

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In the present-time, getting admission to study a preferred course of choice in the Nigerian tertiary institutions by prospective applicants is highly competitive. As a criteria, applicants are required to meet the UTME (Unified Tertiary Matriculation Examination (UTME) and five (5) relevant ordinary level credits, including English and Mathematics as a prerequisite before securing admission. However, being wrongly placed for a course that is different from ones choice could negatively affect learning and outcomes. Therefore, proper placement would have tendency of enhancing not only learning and outcomes but also self-esteem; thus improved productivity. This paper has examined students’ performance based on the course sought at entry and course placed to study. The CGPA of 300-Level students in the 2020/2021 session of the Department of Mathematics and Statistics, Yobe State University was used as a particular case for the investigation. Descriptive and Non-parametric techniques were employed. We found that applicants who sought to study computer science or physics at entry but were placed to study mathematics/statistics performed better than those who sought to study chemistry or biology. However, applicants who sought to study chemistry and placed to study mathematics/statistics are fairly better as compared to biology. Conclusively, the results of this study will inform decision makers and tertiary institution managers towards selecting those suitable to study mathematics/statistics if their preferred courses not secured.

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“…Stanko et al utilizaram notas de um exame nacional de ingresso em universidades da Rússia e correlacionaram com as notas em diferentes disciplinas, dentre elas em introdução à programação [25]. A partir disto construíram um modelo para predizer o desempenho do estudante a partir desta nota de ingresso.…”

Section: Revisão Da Literaturaunclassified

Investigando a Relação Entre a Nota no Vestibular com o Desempenho em Introdução à Programação

Silva¹,

Silva²,

Santos³

2021

Anais Do I Simpósio Brasileiro De Educação Em Computação (EDUCOMP 2021)

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Há uma demanda em identificar estudantes que irão necessitar de suporte pedagógico em introdução à programação como estratégia para combater a evasão e retenção. Diferentes características dos estudantes foram analisadas com este propósito, dentre elas o uso das notas de ingresso na instituição de ensino. No entanto, observa-se uma lacuna de dados do contexto educacional brasileiro. Apresenta-se neste estudo a análise estatística dos dados acadêmicos de 292 estudantes. As pontuações no vestibular foram correlacionadas com o desempenho alcançado em introdução à programação. Observou-se uma fraca correlação positiva, que corrobora outros estudos na literatura. Discute-se as implicações deste resultado para a construção de modelos de predição de desempenho acadêmico em programação. Além disto, um procedimento de meta-análise foi realizado para sumarizar o corpo de conhecimento de outros estudos sobre essa temática.

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On possibility of prediction of academic performance and potential improvements of admission campaign at IT university

Cited by 12 publications

References 5 publications

Sociocultural and demographic factors that influence academic performance: The pre-university case of the Universidad Politécnica Estatal del Carchi

Sociocultural and demographic factors that influence academic performance: The pre-university case of the Universidad Politécnica Estatal del Carchi

Analysis of Students Performance on Admission Placement

Investigando a Relação Entre a Nota no Vestibular com o Desempenho em Introdução à Programação

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