Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?

Adamuţi‐Trache, Maria; Bluman, George W.; Tiedje, T.

doi:10.1080/09500693.2012.667168

Cited by 8 publications

(7 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Academic planning strategies involve decisions such as high school course selection choices typically involving either a science or humanities emphasis that prepares them to access particular university programs (Adamuti‐Trache and Sweet ; Crosnoe and Johnson ). Similarly, the decision to attend private (or independent) schools is often based on their presumed ability to develop academic skills and shape attitudes favorable to further education (Van Pelt, Allison, and Allison ; but see Adamuti‐Trache, Bluman, and Tiedje ; Frenette and Chan ). The timing of the transition from high school to PSE—either immediate or delayed—is also an aspect of planning.…”

Section: Methodsmentioning

confidence: 99%

Ethnicity and Effectively Maintained Inequality in BC Universities

Sweet

Robson

Adamuţi‐Trache

2017

Canadian Review of Sociology

Self Cite

View full text Add to dashboard Cite

As Canadian postsecondary systems have expanded they have become more institutionally differentiated. In British Columbia, distinctions are made between research-intensive universities (RIUs) and teaching-intensive universities with respect to resources, programming, and perceived prestige value. We employ an effectively maintained inequality framework to examine the role played by ethnicity in the competition for admission to RIUs. Our findings indicate that, together with socioeconomic status and gender, ethnicity is significantly related to RIU attendance rates. Ethnic group differences were particularly marked-Chinese and Korean speakers being most likely and Tagalog speakers least likely to attend an RIU. High school grade point averages and English language proficiency scores moderated only some of these differences, raising questions about the efficacy of competitive admissions policies based solely on academic merit.

show abstract

Section: Methodsmentioning

confidence: 99%

Ethnicity and Effectively Maintained Inequality in BC Universities

Sweet

Robson

Adamuţi‐Trache

2017

Canadian Review of Sociology

Self Cite

View full text Add to dashboard Cite

show abstract

“…This suggests a need to address the biology curricula at the high school level. In a similar study focusing on physics and math courses, Adamuti-Trache et al (2013) employed a two-level hierarchical model to find the relationship between university students' performance in their first university year and during their high school education. The researchers maintained that this helps university teachers identify the gap between prescribed and achieved learning outcomes and supports policies and decisions made by high schools and university administrators.…”

Section: Literature Reviewmentioning

confidence: 99%

Is There a Real Need for the Preparatory Years in Higher Education? An Educational Data Analysis for College and Future Career Readiness

Brdesee

Alsaggaf

2021

Social Sciences

View full text Add to dashboard Cite

Universities seek to qualify students for their academic and career futures and meet labor market requirements. Hence, a preparatory year is provided to bridge the gap between high school outcomes and the needs of university study plans. The preparatory year is the first year of support in the life of university students, and for decades, it has been recognized as important. It is considered the most crucial stage in the life of university students, where they build and refine their skills and choose their academic major, in which they complete their academic and career life. Due to the importance of this year, which requires the full attention and care of the higher authorities in terms of preparation, development, and renewal, this research outlines the importance of the preparatory year at a local level and in international institutions. Moreover, it sheds light on the details of King Abdulaziz University (KAU) students as a case study. It measures the relationship between the admission weighted ratio (AWR), the college enrollment allocation weighted ratio (CEAWR), and the performance of three batches of male and female students (three consecutive years), with details of students’ college allocation after the end of the preparatory year. More importantly, it aims to realize students’ progress through their weighted averages during their preparatory year, and the extent to which the goals of the preparatory year are achieved. After an analytic survey of the reality of the preparatory year, based on the statistical tests conducted, this study found that it is not possible to be satisfied with the weighted ratio for colleges’ direct allocation of high school students. The tests showed a difference between the AWR and that of the CEAWR, which indicates a change in the level of students’ performance from high school to university, due to the positive impact of the preparatory year. More precisely, it was noted that there is a possibility of studying the sufficiency of the weighted ratio for the direct allocation of some colleges in future research.

show abstract

“…Colleges may not be able to impact interest in STEM degrees; however, once admitted, colleges may impact degree completion by improving Calculus I success rates. Calculus I is typically the first credit-bearing math course for STEM majors, and recent research has shown that success in Calculus I increases the likelihood of success in the advanced calculus sequence (See Horrissian & Liu, 2014) as well as progress in other key STEM courses, for example, Adamuti-Trache, Bluman, and Tiedje (2013), Mesa, Jaquette, and Finelli (2009), Parker (2005), Smith and Schumacher (2005), and Tyson (2011).…”

Section: Introductionmentioning

confidence: 99%

Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado

Heiny

Raymond

2015

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

Two approaches, Linear Discriminant Analysis, and Logistic Regression are used and compared to predict success or failure for first-time freshmen in the first calculus course at a medium-sized public, 4-year institution prior to Fall registration. The predictor variables are high school GPA, the number, and GPA's of college prep mathematics courses taken in grades 9 to 12, ACT math scores, and the score on a calculus readiness test. First-time freshmen who are predicted to fail are advised to take a precalculus course prior to attempting the first calculus course. Using a prediction model for 2012 based on data from 2010 and 2011, 73.9% of students were classified correctly as either passing or failing Calculus I. Of students predicted to fail, 77% did in fact fail which was almost three times as high as the failure rate for students predicted to pass. The study also found that both precollege achievement factors, (specifically high school math GPA), and a placement test (the calculus readiness test) were significant predictors of success in Calculus I.

show abstract

Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?

Cited by 8 publications

References 21 publications

Ethnicity and Effectively Maintained Inequality in BC Universities

Ethnicity and Effectively Maintained Inequality in BC Universities

Is There a Real Need for the Preparatory Years in Higher Education? An Educational Data Analysis for College and Future Career Readiness

Placement Model for First-Time Freshmen in Calculus I (Math 131): University of Northern Colorado

Contact Info

Product

Resources

About