Predicting academic success in electronics

This study was motivated by the desire to help potential electronics students answer the questions, 1) which program of study should I consider?; 2) how do I know if I'll be successful in that program? This study focused on: 1) identifying the best variables for predicting academic success in electronics, 2) determining if abstract learning preference is an effective discriminator between the three main types of electronics programs, and 3) finding a model for predicting success in each electronic program. The results give validity to the commonly held opinion that a student's success in math and science in high school is a good predictor of their success in the three programs of electronics. The results also show that abstract learning preference is a valid discriminator between students in each of the three programs of electronics. Implications are provided.     

Predicting faculty success in university graduate departments

This study tests a model of predicting faculty success in the different fields of chemistry, physics, sociology, and political science. The main hypotheses tested and confirmed are:

1. In a field with a low technological development, professional age is more important in predicting faculty success than in a field with a high technological development.
2. In a field with a high technological development, articles are more important in predicting faculty success than in a field with a low technological development.
3. In a field with a low technological development, books are more important in predicting faculty success than in a field with a high technological development.

These hypotheses are tested separately for the tenured and the nontenured faculty groups. The policy implications of this model in regard to the management of graduate departments have been discussed and explored.     

Predicting individual success in programing self-instructional materials

Conclusions In essence, this study has completed a triad of efforts to identify and weigh factors critical to the proper selection of individuals for training as self-instructional programers. It would now appear that we have reliable measures that can be used as guidelines. The most powerful of these selection criteria is the combined Otis IQ and Watson-Glaser Critical Thinking scores. It was found in the 1963 study that these two scores, working in concert, were more powerful and sensitive than either working alone. This result was confirmed in the present study with the finding of significance beyond the 001 level, indicating that the difference could be attributed to chance in only one case out of one thousand. In Figure 1, we find a representation of the utility of this predictor in assessing the success of programers in the upper and lower quartiles. Using figures to be explained below, we sought to determine whether a combined score of 187 or less would indicate failure while a combined score of 207 or more would indicate success. The research reported herein was supported by the Cooperative Research Program of the Office of Education, U. S. Department of Health, Education, and Welfare. Cooperative Research Project No. OEC-1-7-068407-0286.     

Predicting adult academic success in an undergraduate program

Central Michigan University provides, through the Individualized Degree Program, a bachelor's degree to individuals who could not be served by conventional on-campus programs. The present study was undertaken in an effort to learn more about selected attributes of those in the program. Quantitative and qualitative analyses of the data revealed characteristics common to participants in the Individualized Degree Program and isolated five factors which are predictive of academic success.     

Predicting early school success with developmental and social skills screeners

The purpose of this study was to identify developmental, social skill, and problem behavior sub-domains that best predict academic achievement and grade promotion or retention in the early school years. Subjects were 184 children tested at the end of kindergarten using the Early Prevention of School Failure screening package and the Social Skills Rating Scale, and a year later using the Stanford Achievement Test. Information on promotion or retention was gathered in late spring for the two school years. Four kindergarten screening areas figured prominently in predicting first grade academic success: receptive language, visual memory, cooperation, and self-control. In addition, social skill subscales played significant roles in predicting promotion and retention. The findings suggest that assessment of social skills should be included in kindergarten screening packages with the possibility of targeting deficits for early intervention. © 1997 John Wiley & Sons, Inc.     

Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed.     

Some effects of the iscs program: A meta analysis

Many studies have been conducted to assess the effects of the ISCS program on student performance. On the basis of the conflicting findings, the task of arriving at a general conclusion about the effects of ISCS has been difficult indeed. This study was designed to integrate quantitatively the collective research dealing with the effects of ISCS on student performance and attitude. The weighted mean effect size was found to be 0.09, indicating that the performance of the ISCS students was 0.09 standard deviations above the performance of students in traditional science courses. The design of the study accounted for a significant proportion of variation in the effect size, whereas the type of instrumentation and reliability of the instrument did not.     

Predicting reading level in grades 1 to 6 from listening level and decoding level: Testing theory relevant to the simple view of reading

The relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) were investigated in grades 1 to 6, and for students who are in the advanced phase of decoding. The data collected were used to investigate the validity of the simple view of reading and the causal model of reading achievement which holds that pronunciation level (P_L) and verbal level (V_L) are the proximal causes of accuracy level (A_L). A total of 135 students in grades 1-6 were given measures of nonword decoding, real word decoding, listening, and reading. All of the reliable variation in an indicant of the level of reading ability, A_L, could be predicted from an indicant of the level of ability to decode real words, P_L, and an indicant of listening level, V_L. Furthermore, the strong relationship between pronunciation level, P_L, and accuracy level, A_L, did not evaporate for the students who had mastered basic decoding skills, as measured by nonword decoding tests. The correlations between pronunciation level, P_L, and accuracy level, A_L, were high even for students in grades 5 and 6, most of whom probably had progressed beyond the alphabetic phase (phonological recoding). Correlational support was found for the simple view of reading and the causal model which holds that A_L is equal to the square root of the product of V_L and P_L. The above theory and supporting data were interpreted as suggesting that the level of reading accuracy, A_L, of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve pronunciation level, or decoding, even for children who have progressed beyond the beginning to read phase which involves learning the alphabetic principal, or phonological recoding.     

Word frequency and readability: Predicting the text‐level readability with a lexical‐level attribute

Assessment of text readability is important for assigning texts at the appropriate level to readers at different proficiency levels. The present research approached readability assessment from the lexical perspective of word frequencies derived from corpora assumed to reflect typical language experience. Three studies were conducted to test how the word‐level feature of word frequency can be aggregated to characterise text‐level readability. The results show that an effective use of word frequency for text readability assessment should take a range of characteristics of the distribution of words frequencies into account. For characterizing text readability, taking into account the standard deviation in addition to the mean word frequencies already significantly increases results. The best results are obtained using the mean frequencies of the words in language frequency bands or in bands obtained by agglomerative clustering of the word frequencies in the documents – though a comparison of within‐corpus and cross‐corpus results shows the limited generalizability of using high numbers of fine‐grained frequency bands. Overall, the study advances our understanding of the relationship between word frequency and text readability and provides concrete options for more effectively making use of lexical frequency information in practice.     

拷问“成功”

从读小学开始,父母和老师总是不厌其烦地告诉我们:每门功课考100分,就是最大的成功;上了初中,考上重点高中是唯一的出路;到了高中,毋庸置疑,"进军"名牌大学才是成功的象征——正如一句广告词:只要学习好,生活没     

阅读理解中的预测作用

以心理语言学为理论,说明阅读是一种积极的思维活动。在这个过程中,读者有选择地捕捉具有意义的语言符号,对文章所表达的信息进行一系列的预测(predicting),体验(sampling),验证(confirming)和修改(correcting),以达到对文章全面,深刻的理解。     

Predicting international students’ academic success... may not always be enough: Assessing Turkey’s Foreign Study Scholarship Program

In 1993, Turkey’s Higher Education Council (YOK) launched a program to sponsor thousands of students for graduate study abroad, in the hopes of building up a base of highly qualified, foreign educated faculty for 24 newly established universities nationwide. With an incoming new YOK administration in 1995, dramatic changes were made in the program’s selection procedures. One of the key elements of these changes was the inclusion of a high foreign language proficiency requirement, which served both to meet certain ideological goals of the new administration as well as presuming to reduce the high degree of student failure abroad. In addition to assessing the overall success of the scholarship program in light of the changes made, this study provides another look at the connection between language proficiency and academic success, with both qualitative and quantitative data collected from 23 ‘YOK scholars’. Although finding a positive relation between language proficiency and academic success, the study suggests that rather than having solved the scholarship program’s problems by imposing high language proficiency requirements, the new YOK administration actually reduced even further the program’s ability to successfully supply faculty to the new universities. Recommendations are made for the Turkish and similar foreign study programs.