An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses

This mixed-method study surveyed first year high-performing science students
who participated in high-level courses such as International Baccalaureate (IB),
Advanced Placement (AP), and honors science courses in high school to determine their
perception of preparation for academic success at the collegiate level. The study used 52
students from an honors college campus and surveyed the students and their professors.
The students reported that they felt better prepared for academic success at the collegiate
level by taking these courses in high school (p<.001). There was a significant negative
correlation between perception of preparation and student GPA with honors science
courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s
r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation
between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of
academic success once at the collegiate level. Those themes that reportedly helped
students were preparedness, different types of learning, and teacher qualities. Students
reported in a post-hoc experience that more lab time, rigorous coursework, better
teachers, and better study techniques helped prepare them for academic success at the
collegiate level. Students further reported on qualities of teachers and teaching that
helped foster their academic abilities at the collegiate level, including teacher knowledge,
caring, teaching style, and expectations. Some reasons for taking high-level science
courses in high school include boosting GPA, college credit, challenge, and getting into
better colleges.