From Admission to Graduation: The Impact of Gender on Student Academic Success in Respiratory Therapy Education

Despite research in other allied health professions and medicine, the influence of gender on student performance in respiratory therapy (RT) academic programs and on the National Board for Respiratory Care (NBRC) examinations is unknown. Therefore, the purpose of this study was to identify the impact of gender on student academic performance from admission to graduation and to determine whether gender differences affected student success on the NBRC examinations. This study consisted of a retrospective analysis of 91 female and 22 male graduates at a southeastern U.S. university between 2003 and 2007. The variables of academic success included the students\u27 entering GPA, exit GPA, and first-attempt performance on the Certified Respiratory Therapy (CRT) examination and on the Written Registry for Respiratory Therapy (WRRT) examination. Independent sample t-test and paired sample t-test analyses at a level of significance of α = 0.05 were utilized. No significant gender differences were observed in the measures of students\u27 entering GPA, exit GPA, or performance on scaled CRT and WRRT examinations (p \u3e 0.05). When we compared entering GPAs and exit GPAs, a statistically significant difference was found (p \u3c 0.05). Both male and female RT students had significantly higher exit GPAs than entering GPAs. The results of the study showed that gender plays no role in the academic success of RT students. When looking at the changes on academic success, we conclude that RT students work hard, as the graduation scores are higher than admission scores

Educational outcomes in secondary schools in Bologna

In recent years the analysis of educational outcomes has become increasingly important due mainly to the importance of success at school and the role of the modern school, where students are trained on how to make inroads and work towards planning their lives. In keeping with law no 144/1999, the Province of Bologna local authority collects data on student individuals of compulsory schooling age. This survey represents a complete coverage of the territory. The aim of this study is to use the data on individuals to explain the educational outcomes of these students. We have analysed the data on 5,944 students who were born in 1988 and who attended secondary schools in the province of Bologna in one or more of the five school years from 2002/03 to 2006/07. At first we calculated the success probabilities by gender and institute; later, in order to determine and quantify the influence of students' individual characteristics on final outcomes we estimated five logistic regressions, one for each school year and class attended. Our models confirm the exploratory analysis: variables such as gender, citizenship and the type of school attended do affect educational outcomes.Esiti scolastici, Probabilità di successo, Regressione logistica Educational Outcomes, Success Probabilities, Logistic Regression

Predicting Student Loan Default for the University of Texas at Austin

During spring 2001, Noel-Levitz created a student loan default model for the University of Texas at Austin (UT Austin). The goal of this project was to identify students most likely to default, to identify as risk elements those characteristics that contributed to student loan default, and to use these risk elements to plan and implement targeted, pro-active interventions to prevent student loan default. UT Austin supplied academic data for the project, and the student loan guarantor Texas Guaranteed Student Loan Corporation (TG) provided the data about borrowers from UT Austin who entered repayment between 1996 and 1999. Results showed that student program completion, persistence, and success were strong predictors of student loan default, as were race/ ethnicity, gender, and the school of enrollment at UT Austin. These results emphasize the role of student success and graduation in eventual loan repayment. Interventions that focus on student persistence and academic success were seen as the primary actions needed to help prevent student loan default

Who Succeeds in STEM Studies? An Analysis of Binghamton University Undergraduate Students

Using student level data, the characteristics of STEM and Non-STEM students are examined for attributes associated with academic success. We use fixed effects models to analyze the variables’ role in attaining graduation and college GPA and find preparation and ability, as evidenced by Advanced Placement course work, mathematical ability, gender, ethnicity, high school GPA and college experience are all statistically significant indicators of success. These attributes may confer a comparative advantage to STEM students. The engineers have statistically significant differing response elasticities than the non-engineers, and show evidence of persistence that may arise from learning-by-doing. A successful engineering STEM major at Binghamton has good mathematics preparation, and disproportionately is of Asian ethnicity. Women are few in numbers as engineers. Other STEM fields see less emphasis on mathematics preparation, but more emphasis on the presence of AP course work. Women have the same presence in these other STEM fields as in the whole university

Learning Chemistry through Interactive Demonstration: A Pedagogical Perspective

This study was carried out to determine the achievement of school students in learning chemistry. Based on a quasi-experimental research strategy, this study looks at chemistry education at the secondary level. We chose three purposively selected public schools and six selected science teachers from those schools. A simple random sample was used to pick 120 students (57 females and 63 males). Generated data from CAT and CAS were examined manually and with IBM SPSS version -21. Pre-test results showed no significant differences in student performance by group or gender. Students in the experimental group performed well on the post-test, indicating that the interactive demonstration approach effectively taught chemistry. There was no need for students to act differently based on their gender, and they were all very supportive of each other's academic success. Most pupils struggle with understanding the concept of a chemical reaction. Overall, this study's findings imply that interactive demonstration substantially impacts student achievement and that gender does not play a role in student success. Thus, the interactive demonstration method (IDM) is advocated for use in the classroom to help students learn and understand the types of chemistry they will experience in their daily lives

Graduate Student - Faculty Mentoring: Does Gender Matter?

Mentoring is an historically popular way to successfully guide a younger person\u27s talents in a given field. The success of a mentoring relationship relies on close and frequent communication between its participants. When communication breaks down between a mentor and protege the relationship cannot fulfill its mentoring function and is rendered ineffective. Communication literature asserts that women and men are socialized at very young ages into distinct gender specific communities (Tannen, 1990; Tingley, 1993, and Wood 1994). As a result of the different communication styles used by each gender, interactions between women and men often result in misunderstandings. In mentoring relationships, when communication between participants is vital to the relationship effectiveness, different communication styles, such as those resulting from gender differences, could cause complexities that affect the communication and ultimately the mentoring relationship success. The collection of data for this study employed qualitive research methods involving telephone interviews with male and female participants (both mentors and proteges) in a formal graduate student-faculty mentoring program at a large university. Results of the study indicate that gender-specific communication style differences are virtually non-existent in such mentoring relationships, and gender plays little, if any, role in the function and success of these graduate student-faculty mentoring relationships

The role of gender for teachers\u27 reactions to social exclusion among students

Social exclusion is a common phenomenon at school and can have severe consequences for students’ healthy development and success at school. This study examined teachers’ reactions to social exclusion among students focusing on the role of gender. Specifically, we were interested in potential effects of gender-specific socialization and social expectations linked to gender for teachers’ reactions to social exclusion among students. We used hypothetical scenarios in which a student is being excluded from a study group by other students. We focused on the gender of the teacher (as an observer of exclusion) on the one hand and on the gender of the excluded student on the other hand. In the hypothetical scenarios, we varied the gender of the excluded student by using either a typical female or male name. The study included 101 teachers from different school tracks in Germany (Mage = 36.93, SD = 9.84; 84 females, 17 males). We assessed teachers’ evaluations of the exclusion scenario and their anticipated reactions, i.e., how likely they were to intervene in such a situation and what they would specifically do. As expected, the participating teachers showed a general tendency to reject exclusion among students. This tendency was even more pronounced among female teachers compared to male teachers. Interestingly, these gender differences on the attitudinal side did not translate into differences in teachers’ behavioral intentions: for the likelihood to intervene, we did not find any differences based on the gender of the teacher. In terms of the gender of the excluded student, things were different: The gender of the excluded student did not affect teachers’ evaluations of the exclusion scenario. Yet, the gender of the excluded was relevant for participants’ behavioral intentions. Namely, teachers were less likely to intervene in the scenario if a boy was excluded. (DIPF/Orig.

Gender, Professional Orientation, and Student Achievement: Elements of School Culture

This study explored the relationships between professional orientation (defined as how the principal sees his or her role in the organization) and school culture, the influence of gender on professional orientation, and the relationship between school culture and the academic achievement of students. One hundred principals were surveyed. Two instruments, the Professional Orientation and the School Culture Survey were completed. The results were analyzed using linear regression statistics to determine (a) gender and professional orientation effect on the factors of school culture, and (b) if factors of school culture had an effect on student success in the elementary school. Findings of this study suggested that the professional orientation of the principal does appear to have a significant effect on school culture. In addition, professional orientation choices do vary in ways that can be connected to gender. Of the six school culture factors, only learning partnership appears to have any significant effect on student achievement

The Relation between Demographics and Art Discipline As They Pertain to Success on Advanced Placement Exams

The purpose of this study is to examine the relation between the demographics of student and the artistic discipline of which they study at a dedicated magnet school located in the Southeastern United States as it pertains to their success on Advanced Placement (AP) exams. The literature has continually focused on several demographic indicators such as, race, gender, and socioeconomic status to examine the success on AP exams. However, there is very little research on the role that an artistic education plays as in the successful completion of an AP exam. This study examines whether there is an increase in the participation of AP courses as a result of a particular artistic discipline or not, and furthermore whether there is an increased pass rate for students on AP exams when the specific artistic disciplines are examined. For this study race and gender were examined as the socioeconomic status data was unavailable. Comparison studies were completed for the local dedicated magnet school of the arts against race and gender data acquired from the College Board. This information was then compared across the artistic disciplines looking for trends in participation and successful passing of the AP exams to determine if there is a relationship between race, gender, and artistic discipline and the success on AP exams