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Differences between academically successful and unsuccessful students in an intrusive academic advising program
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| Title | Differences between academically successful and unsuccessful students in an intrusive academic advising program |
| Date | 1989-01-01 |
| Author | Schultz, Robert Arthur , Oklahoma State University |
| Order Number | AAI9019517 |
| Document Type | dissertation |
| Full Text Type | OSU-PDF |
| Abstract | Scope and method of study. During the 1988-89 academic year, data were obtained from 334 students who were suspended from the university and subsequently readmitted through the University Academic Assessment Program. Data were analyzed to determine the success or retention rate of these students, their level of academic performance while participating in the program, and changes in self-esteem, study habits and study attitudes. Academic performance measures obtained from the 334 students were cumulative grade-point averages calculated upon entry to the program and at departure from the program and the students' grade-point averages for coursework attempted while in the program. Measures of self-esteem, study habits, and study attitudes were obtained upon entry to the program and upon departure from 95 of the students. A listing of predominant causes of academic difficulty as perceived by the students was obtained by means of a written survey administered at the beginning of the advising program. Findings and conclusions. After one academic year, 48.5% of the students in the program were successful in obtaining a 2.0 grade-point average (C average) or better, or being accepted for enrollment by one of the academic colleges. Time spent in the University Academic Assessment Program had no effect on the students' level of self-esteem or study attitudes. Their scores on the study habits scale were shown to have increased by the time of their departure from the program. Students who were successful in the program had significantly higher entering cumulative grade-point averages than did the unsuccessful students. Students reported most frequently a lack of readiness for school followed by a lack of effective study behaviors as the primary causes of their academic difficulty. No difference in responses by successful and unsuccessful students for cause of difficulty was indicated. |
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