The present study addressed course-level factors influencing student success in institutions of higher education, as defined by class GPA and student attrition in the course. Data was obtained from the Institutional Research Center at a large university in Southern California. All undergraduate courses within a college composed of social sciences and humanities departments were examined for one academic semester. Correlation, analysis of variance and partial correlation were used to examine the hypotheses. Results revealed class size was the largest determinant of student success followed by course level. Variables such as general education status, start time, length of class meeting, instructor job code and instructor range had miniscule influence on student attrition or class GPA. Implications of these results are discussed.
|Advisor:||Whitney, David J.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Educational psychology, Occupational psychology|
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