ERIC Number: ED024363
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Academic Success of Junior College Transfer Students as Compared to Native Students at the University of Southern Mississippi.
Turnipseed, Jorja Pound
This study compared the academic success of junior college transfers with native students. They were compared by sex, age, ACT scores, and area of study; the relationship of these factors to persistence and scholarship was determined; and variables that correlated with academic success in terms of persistence and scholarship were isolated. The study was limited to full-time, first-quarter (fall 1963 and 64) natives who had done all their work at Southern Mississippi University and transfers who had done all their work at a Mississippi junior college. The data were collected, categorized, and analyzed. The groups were compared by percentages and the application of t-test and F-ratio. Correlation measures of eta, point biserial r, and Phi were used to determine the relationship of independent to dependent variables. The conclusions were: (1) there was little difference between the groups in the number of men and women, in range of ACT scores (except in area of study), or in age; (2) the natives had a higher rate of graduation; (3) natives had higher academic success; and (4) there was no clear-cut difference between the GPA upper division of natives and transfers with the same ACT scores. Further study was recommended on: (1) the relation of ACT scores to academic success; (2) transfers and natives in each major area of study; (3) reasons for late or non graduation; and (4) questions relevant to the drop in achievement immediately after transfer. (HH)
Descriptors: Academic Achievement, Academic Persistence, College Transfer Students, Persistence, Student Characteristics, Transfer Students, Two Year Colleges
University Microfilms, Inc., P.O. Box 1346, Ann Arbor, Michigan 48106
Publication Type: N/A
Education Level: N/A
Authoring Institution: University of Southern Mississippi, Hattiesburg.