Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

Autor/inn/en	Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.
Titel	Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology
Quelle	In: International Journal of Higher Education, 5 (2016) 1, S.250-260 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Prediction; Academic Achievement; Science Achievement; Physiology; Anatomy; Units of Study; Foreign Countries; Higher Education; College Freshmen; Grades (Scholastic); College Admission; Class Rank; Biology; Chemistry; Correlation; Socioeconomic Status; Gender Differences; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Vorhersage; Schulleistung; Physiologie; Anatomie; Lerneinheit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Notenspiegel; Hochschulzugang; Hochschulzulassung; Zulassung; Biologie; Chemie; Korrelation; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Statistische Analyse; Australien
Abstract	Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in Australia has not translated to an increase in student retention or graduate numbers. The Health Sciences discipline typically falls within this paradigm, prompting various approaches to promote academic success and overall student retention. In this study, the demographic and previous education of health science students at an Australian University, were analysed along with first year science grades from a core first year anatomy and physiology unit. A generalized linear model (GLM) demonstrated statistically significant relationships between performance in the unit (measured by grade point average) and year 12 Australian Tertiary Admissions Rank (ATAR) subjects (human biology and chemistry; p<0.001) and gender (p<0.001). No significant performance correlation was observed with household socioeconomic status, as measured by socio-economic indexes for areas. Taken together, the results from this study facilitate estimation of academic success by some parameters prior to their commencement at University. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01