ERIC Number: ED430042
Record Type: RIE
Publication Date: 1996-Nov
Effects of Institutional Experience and Family Support on Post-Developmental Students' Academic Performance.
Ikegulu, Nelson T.
This study identified predictors of academic performance in college algebra for postdevelopmental students at a predominantly black college. Questionnaires were randomly distributed to 175 students who were enrolled in college Algebra I and II. The sample included 142 students (classified as developmental on college entry by their own reports) who responded to a 21-item questionnaire, which included both traditional and nontraditional variables. Results indicate that students' entry-level characteristics, aptitude, and family-support variables were interrelated and had indirect effects on students' academic performance through institutional experiences and integration. Course grades have direct effects on academic performance, and students' motivation, ability, and familial influence on students' personal goals, have direct and indirect effects on academic performance through course grades. The result favor the developmental students regardless of gender and female students without regard to college grade point average. The trend analyses indicate that as levels of family income, family education, and school and community activities increased, the student's academic performance decreased. (Contains 7 tables and 61 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).