A Descriptive Analysis of the Relationship Between Academic Ability and Achievement of Middlesex Community College Students.

Autor/in	Lee, Glenda E.
Institution	Middlesex Community Coll., Bedford, MA.
Titel	A Descriptive Analysis of the Relationship Between Academic Ability and Achievement of Middlesex Community College Students.
Quelle	(1974), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Dropout Characteristics; Logical Thinking; Reading Ability; School Surveys; Self Help Programs; Student Characteristics; Student Motivation; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Reading competence; Lesekompetenz; Self help programmes; Selbsthilfebewegung; Schulische Motivation
Abstract	The purpose of this study was to determine if there was a relationship between the academic achievement and academic ability of students who did and those who did not request assistance in reading. Subjects used in the study were 416 entering students at Middlesex Community College in the fall of 1973. Responses on tests of reading ability, logical reasoning ability, and academic motivation, were used to place students in groups representing low ability or motivation (under 40 percentile), average ability or motivation (40-60 percentile), and high ability or motivation (over 60 percentile). All entering students indicate whether they need assistance in various categories, including reading. It is not clearly shown that students who ask for assistance do better or worse than those who do not ask for assistance. Reading speed and comprehension are shown to be clearly related to academic success. Student scoring above the 60th percentile in reading ability are much less likely to drop out. There appeared to be a lack of awareness on the part of students with low reading ability that they do not read as well as more successful students. Logical reasoning was also correlated with academic success. Program recommendations are made. Tables detailing the interrelationships of all the variables examined are included. (AH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01