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ERIC Number: ED445635
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Survival Analysis To Analyze and Predict Students' Achievement from Their Status of Developmental Study.
Yang, Faxian
This study predicted student achievement based on need for developmental study, investigating different students' types of censoring; variables influencing student achievement; and whether developmental study was appropriate for realizing student achievement. Participants were 403 community college students. Achievers were students who within four years were awarded a degree/certificate; transferred to another public state college; or were sophomores with at least a 2.0 grade point average (GPA). Data came from the college's student system and its institutional research database. Constant variables were gender, ethnicity, age, and need for taking a developmental course. Time-dependent variables were number of credit hours and GPA. Based on developmental study needs/enrollment from 1992-96, students were divided into four categories: needed no developmental study; needed one developmental course; needed two developmental courses; or needed more than two courses. Results indicated that the fewer developmental courses students took, the higher the probability for success. White students had higher probability of achievement than minority students. Students with higher GPAs were more successful than students with lower GPAs. Gender and age did not predict achievement. Achievement significantly related to GPA in the 5th, 6th, and 7th semesters. Ten figures and 21 data tables are included. (Contains 19 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A