High School Type as a Predictor of Student Academic Performance and Retention: A Case Study of Student Academic Performance and Retention in relation to High School type qualification in Undergraduate Business Program at an Off-Shore Campus in U.A.E
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Date
2016-02
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Publisher
The British University in Dubai (BUiD)
Abstract
It has been observed that students from different high school types tend to
show a difference in their academic performance after joining a program of study at a
college or a university. The present research attempted to study the relation between
student grades in two high school types as a predictor of academic performance in
college/university. The findings indicate that several reasons can be attributed for
causing the difference in academic performance of students due to the high school
type such as school environment, role of peers, gender differences and number of
hours of study required and so on. The study indicates a strong positive correlation
between the prequalification marks of Intermediate/HSSC students and the total of
GPA of the 4 courses (r2 value is 0.492). Though the correlation is positive in the
case of GED Students (r2 value is 0.221) but with a lot of variation. In the case of
Intermediate/HSSC students not only the correlation r values is strong in comparison
with GED students, but also they are clustered close within the range 7.75 and 14.5.
So it is apparent that the positive trend that’s seen in intermediate students are more
stronger and uniform than in GED students, this is due to their strong foundation in
intermediate studies.
However the findings would have been more significant with a bigger sample
size. The academic performance of students enrolling in the business program after
completing Intermediate/HSSC shows a more stable trend as compared to students
joining the undergraduate business program after completing their GED.
Description
Keywords
high school, student academic performance, retention, United Arab Emirates (UAE)