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Factors that Affect Grade Point Average and Retention Status of First-Time Science, Engineering, and Mathematics Students at Morgan State University, an Historically Black University

机译:影响摩根州立大学摩根州立大学摩根州立大学初级科学,工程和数学学生的成绩点平均值和保留状态的因素

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Many colleges conduct summer bridge programs to prepare incoming freshmen for matriculation into their institutions. From 1994 to 1998 Morgan State University (MSU) conducted two summer bridge programs for science, engineering, and math (SEM) students, The Alliance for Minority Participation Math Bridge Program and The National Aeronautical Space Administration Morgan Engineering Enrichment Program. This study examined the effects these programs and other factors had on students' academic performance and retention in SEM during the first year of college. This study tested five hypotheses that state attending a summer bridge program is a predictor of first year academic performance and retention in SEM, after high school grade point average (GPA), total Scholastic Aptitude Test (SAT) score, and gender are controlled. This causal-comparative descriptive study had a correlational design. A sample of 500 first-time MSU SEM freshmen was randomly selected and their first year academic records were analyzed. Hierarchical linear regression and hierarchical binary logistic regression models were used to test the hypotheses. The data analysis did not support the five hypotheses, except for engineering students where attendance at a SEM summer bridge program predicts second semester GPA. But, participants of the bridge programs performed better academically and were retained in SEM at higher rates than non-participants, and 70% of the participants of one program recommended it for other students. High school GPA and total SAT score were found to be predictors of first - year college GPA. High school GPA and first-year college GPA were found to be predictors of retention in SEM for the first year of college. In addition, although females performed better academically than males, they were retained in SEM at identical rates. High school GPA was negatively related to retention in SEM.
机译:许多高校开展夏桥计划,准备入学的新生到他们的机构。从1994年至1998年摩根州立大学(MSU)进行的科学,工程和数学(SEM)的学生两届夏季桥梁方案,该联盟少数民族参与数学大桥计划和国家航空航天局摩根工程浓缩计划。本研究调查的影响,这些计划和其他因素在大学的第一年,对在SEM学生的学业表现和保留。这项研究测试五个假设,参加夏季桥编程状态的第一年的学习成绩和保持在SEM,高中平均成绩(GPA)后,总学习能力倾向测验(SAT)成绩,和性别预测控制。这种因果对比描述性研究有相关性的设计。 500首次MSU SEM新生样品随机选择和第一年的学业记录进行了分析。分层线性回归和值化使用逻辑回归模型来测试的假设。数据分析不支持五个假设,除了工程专业的学生在那里出席一个SEM夏桥计划预计第二学期的GPA。但是,桥节目参加演出更好的学术和被保留在SEM比非参与率较高,和一个项目的参与者的70%,建议将其用于其他学生。高中GPA和总SAT分数被认为是第一个预测 - 年的大学GPA。高中GPA和第一年的大学GPA被认为是保留的预测在SEM上大学的第一年。此外,虽然女性比男性更好地进行学术,他们以相同的速率保持在SEM。高中GPA呈负相关,在SEM保留相关。

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