Model
Digital Document
Publisher
Florida Atlantic University
Description
Community colleges stress institutional goals related
to the concept that each individual should have
the opportunity to progress as far as his abilities and
interests will permit. While this concept does not imply
that everyone should have the same education, it does
demand diversified educational programs which the community
college strives to make available through its
curricular offerings. The purpose of this study was to construct predictor
equations which would determine an individual's probability
of success in introductory level college courses in English
(EN 125), social science (SS 28J), business (BU 101),
biology (SC 141), and mathematics (MA 151), at Fulton-Montgomery
Community College in Johnstown, New York. Percentage
of students achieving success in each course and
significant differences between courses for students achieving
success was calculated. Ten independent variables
were correlated with final grades in each course. The following independent variables were found to
be important in the regression equations: in EN 125,
comprehension score on the Nelson-Denny Reading test;
in SS 28J, prior high school social studies background,
age and prior high school English background; in BU 101,
age, comprehension score, high school mathematics and
English grade point average; in SC 141, age, overall
high school average, and high school social studies back ground;
and in MA 151, comprehension score and high school
mathematics background.
It was also shown that there was a significant difference
between courses for students achieving success.
Success percentage in each course varied with instructor.
to the concept that each individual should have
the opportunity to progress as far as his abilities and
interests will permit. While this concept does not imply
that everyone should have the same education, it does
demand diversified educational programs which the community
college strives to make available through its
curricular offerings. The purpose of this study was to construct predictor
equations which would determine an individual's probability
of success in introductory level college courses in English
(EN 125), social science (SS 28J), business (BU 101),
biology (SC 141), and mathematics (MA 151), at Fulton-Montgomery
Community College in Johnstown, New York. Percentage
of students achieving success in each course and
significant differences between courses for students achieving
success was calculated. Ten independent variables
were correlated with final grades in each course. The following independent variables were found to
be important in the regression equations: in EN 125,
comprehension score on the Nelson-Denny Reading test;
in SS 28J, prior high school social studies background,
age and prior high school English background; in BU 101,
age, comprehension score, high school mathematics and
English grade point average; in SC 141, age, overall
high school average, and high school social studies back ground;
and in MA 151, comprehension score and high school
mathematics background.
It was also shown that there was a significant difference
between courses for students achieving success.
Success percentage in each course varied with instructor.
Member of