ERIC Number: ED310164
Record Type: Non-Journal
Publication Date: 1986-Nov
Reference Count: N/A
A Statistical Interaction Model for Examining Compensatory Effects on Academic Performance.
Ritchey, Ferris J.; Lewis, Barbara Lawhon
A 2-year study of 206 college students at an urban research university in a southern state examined personal, environmental, academic, and non-academic predictors of: (1) course grade performance; and (2) academic retention. Of particular interest were "high-risk" or "disadvantaged" students and how they compensated for their marginal educational preparedness. Data sources included two student questionnaires, instructor grade records, and student transcript records for the subsequent 2 years. Automatic Interaction Detection, developed by J. A. Sonquist et. al. (1973), was used to search for interaction effects. The technique revealed that the relationship between course performance and predictor variables differed for advantaged and disadvantaged students. As was consistent with previous research, personal academic factors accounted for a significant increase in grade performance, and environmental factors tended to affect disadvantaged students more than others. Analysis of retention rates revealed reading comprehension ability to be the best predictor. The implications of the findings are discussed with reference to institutional interventions. Two tables and two figures present study data. (Author/SLD)
Descriptors: Academic Achievement, College Students, Computer Uses in Education, Disadvantaged Youth, Dropouts, Educationally Disadvantaged, Grade Prediction, Grades (Scholastic), High Risk Students, Higher Education, Performance Factors, Predictive Measurement, Predictive Validity, Predictor Variables, Statistical Analysis
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A