NotesFAQContact Us
Search Tips
ERIC Number: ED219004
Record Type: Non-Journal
Publication Date: 1982-Jun
Pages: 8
Abstractor: N/A
Reference Count: N/A
Relationship of Students' Course Loads with their Grade Point Average Scores, Study II: An Occasional Paper.
Zakir Khouj, Abdullah Mohammad; Ahmed Shami, Mohammad Ansar
The relationship between course loads of students and their grade point average (GPA) was studied at the Makkah Campus of Umm Al-Qura University, Saudi Arabia. Students from all six departments of the college of Shariah whose course loads were between 13 and 18 credit hours were studied and compared with students from the combined departments of history, El-Hadara, El-Dawa, Arabic language, and El-Qada. Three course load categories were evaluated, 13 to 14 credit hours, 15 to 16 hours, and 17 to 18 hours. There were significant differences between the mean GPAs of the three course load categories for both comparison groups. For the Shariah departments, the mean GPA for students undertaking 13 to 14 credit hours was higher than the mean GPA for students undertaking 15 to 16 credit hours. On the other hand, students taking 17 to 18 credit hours had higher GPAs than did students taking 13 to 14 or 15 to 16 credit hours. For the comparison group of five departments, the increase in course load was associated with an increase of GPAs. Overall, students taking course loads from 13 to 16 credit hours did not differ much in GPAs. It is suggested that when comparing GPAs of students taking course loads from 13 to 18 credit hours, it is the course load of 17 to 18 credit hours where the differences between students tends to be more visible. These findings reinforce conclusions drawn from a 1980 student (Ahmed Shami, et al.) which suggest that as the course loads increase, GPAs also increase. It is recommended that a study be conducted to determine whether GPAs affect the course loads students undertake. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Umm Al-Qura Univ., Mecca (Saudi Arabia). Coll. of Education.