Browsing by Subject "Academic achievement."

Now showing 1 - 3 of 3
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    The Effect of Communicating Expectations Using Rubrics for Second Grade Writing Assignments
    (2014) Jerlow, Alyssa; Munson, Bruce; Rauschenfels, Diane
    This study evaluated the effect of communicating expectations with students on their achievement in writing. The study was done within four, second grade classrooms. Ninety-one students were evaluated – fifty-one males and forty females. All four classrooms were within the same district and elementary school building. The results of this study showed significant gains in the experimental groups in all areas assessed when comparing the baseline data to the first unit of writing. When comparing the baseline data to the second unit of writing, the experimental group showed significantly larger gains than the control group in two of the areas assessed as well as the overall score.
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    The Impacts of Early College Credit on Postsecondary Academic Performance
    (2014) Nuest, Kalee Rae; Munson, Bruce; Rauschenfels, Diane
    An increasing number of students have earned college credit while still in high school through dual enrollment courses, Advanced Placement exams, International Baccalaureate coursework, and other credit-earning opportunities, referred to as early college credit, or ECC, for this study. The purpose of this study was to examine the relationship between ECC and academic performance for students at a rural, public liberal arts college in the Midwest, specifically seeking to determine if ECC students earn a higher grade point average (GPA) after one or two semesters of college, if ECC and non-ECC students bare similar credit loads or persist to a second year and on to degree completion at different rates, and finally, if ECC students complete their degrees quicker than non-ECC students. Utilizing a non-experimental, descriptive design to examine the relationship between ECC and these academic performance indicators, the researcher considered first year students at Midwestern College who enrolled each year from fall 2004 through fall 2007, totaling 1448 students in all. Chi-square, ANOVA, and MANOVA analyses led to results indicating a positive relationship between ECC and college academic performance. Generally, ECC students earn higher first, second and third term GPAs, complete more credits, graduate with a higher GPA, and graduate earlier than non-ECC students. Researchers concluded that ECC experience does predicts a higher potential for success at Midwestern College, but further study should examine causation versus correlation.
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    Long-Term Results of the Play It Smart Program
    (2012) Vande Hoef, Heidi R; Rauschenfels, Diane; Williams, Julia
    The purpose of this study is to explore the academic and sociological impact of participation in the National Football Foundation’s Play It Smart Program, an educational program that places trained academic coaches to mentor high school football teams in at-risk or under-served communities across the United States.