Effectiveness of a Computerized Academic Alert System on Student Performance.

Autor/in	Anandam, Kamala
Institution	Miami-Dade Community Coll., FL.
Titel	Effectiveness of a Computerized Academic Alert System on Student Performance.
Quelle	(1984), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Advising; Academic Persistence; Community Colleges; Computer Oriented Programs; Feedback; Grade Point Average; Student Attitudes; Teacher Attitudes; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Akademischer Rat; Community college; Community College; Computerprogramm; Schülerverhalten; Lehrerverhalten
Abstract	A study was conducted at Miami-Dade Community College (MDCC) to assess the extent to which the college's computerized academic alert and advisement system, which advises students of their academic progress halfway into the term, affected the students' academic achievement. The study sought to determine the effects of the system on students' grade point average (GPA), and on the number of credits they completed and dropped, and to examine the strengths and weaknesses of the academic alert system as perceived by students and faculty. All credit students attending MDCC in fall 1983 were assigned to either an experimental or a control group. Academic alert letters were mailed only to the experimental group. An analysis of the records of 32,564 students revealed: (1) the term GPA of the experimental group was significantly higher than that of the control group; (2) the control group dropped significantly more credit than the experimental group; and (3) 1% fewer students in the experimental group were placed on probation than in the control group. A second component of the study involved interviews conducted with 154 students from the experimental group and 172 students from the control group to determine students' feelings about the advisement system. More than 75% of the students in each group claimed that the most helpful method of finding out about their progress was directly from their instructors, but the majority felt the mid-term progress letters should be continued. A final aspect of the study involved a survey of 856 faculty members. Of the 420 responding instructors, 31.2% felt the system should be continued for all students, 13.6% felt it should be continued for certain students, and 23.3% felt it should be continued with certain modifications. The survey instruments are appended. (HB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC