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Predicting likely student performance in a first year Science, Technology, Society course
Journal article   Peer reviewed

Predicting likely student performance in a first year Science, Technology, Society course

Richard White
International Journal of Innovation and Learning, Vol.12(1), pp.72-84
2012
DOI: https://doi.org/10.1504/IJIL.2012.047311
url
https://doi.org/10.1504/IJIL.2012.047311View
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Abstract

early intervention first year students predictors of students performance student retention
To reduce failure rate of first year students, predicting their likely performance would help targeted support. The performance of students in a STS course has been examined using a number of parameters. Student performance correlated with a student’s prior educational performance in secondary school and a student’s attendance at tutorials. In particular, students in the lower half of their secondary school cohort were more likely to fail. A link between lower tutorial attendance rates and failing the STS course is also noted, with lower attendance rates occurring from the first tutorial, so students who miss early tutorials should also receive early intervention. Student age and a student’s family income were poor predictors of student performance. A student’s mark in the course tended to increase as student age increased. The rank score given to students who enter university via an alternate pathway was a poor predictor of performance. Copyright © 2012 Inderscience Enterprises Ltd.

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