High school grade point average and ACT mathematics sub-score as predictors of developmental mathematics students' college mathematics grade point average.

摘要

This relational study examined the strength of the high school grade point average and the ACT mathematics sub-score as predictors of college mathematics grade point average. The study compared the strength of these relationships for students enrolled in entry-level developmental mathematics courses across four subgroups: black males, black females, white males and white females. The population included 2,100 students enrolled in three Mississippi Community Colleges.; The study's data was analyzed using the Statistical Package for the Social Sciences (SPSS). The statistical techniques used were bivariate correlation and multiple correlations. The criterion for determining significant relationships was set at the .05 level of significance.; Findings indicate that when combined, high school grade point average and ACT mathematics sub-scores are stronger predictors of developmental students' total mathematics grade point average. The highest multiple correlation coefficients were associated with high school grade point average and ACT mathematics sub-score for black males (R = .420), and for black females ( R = .391). For all groups, college mathematic grade point average is best predicted by the combined effect of high school grade point average and ACT mathematics sub-scores.; Further studies should be done in Mississippi concerning the relationships between ACT assessment scores and college outcomes for various sub-groups as classified by race and gender.