The Impact of Multilingualism on GPA among College Undergraduates

Very little research is available regarding the effects that multilingualism has on academic success. This specific study looks at 305 students at a large public university in the northeast who were surveyed about their grade point average and the number of languages that they are fluent in. After administering a survey to various preselected classrooms, data was entered and collated using STATA. The data shows that within our findings, there is no significant relationship between multilingualism and grade point average. Only 12% of our respondents were multilingual. 71% of multilingual students had a grade point average between 2.67 and 3.66, and 28% of students who spoke one language had a grade point average between 3.76 and 4.0. With further research, this study could have important implications for understanding multilingual student populations

BUILDING ENVELOPE AND INTERIOR GRADING SYSTEMS AND METHODS

A difference module determines differences between an outdoor ambient temperature and an indoor temperature, determines a first average of the differences , and determines a second average of the differences. A storing module stores a first data point, the first data point including the first average and a first total run time of a heating, ventilation, and/or air conditioning (HVAC) system, and stores a second data point, the second data point including the second average and a second total run time of the HVAC system. A fitting module fits a line to the first and second data points. An envelope grading module generates a grade for an exterior envelope of a building based on a first characteristic of the line. An interior grading module generates a grade for an interior of the building based on a second characteristic of the line. A reporting module generates a displayable report for the building including the grade of the exterior envelope and the grade of the interior of the building

Relationship between personality type and grade point average of technical college students

Includes bibliographical references

A Linear Regression Analysis for Understanding High School Grade Point Average (GPA)

This project analyzes different aspects that may contribute to the grade point average (GPA) of high school students. GPA is important because it is one of the fundamental measures of student success. I gathered data on 206 individuals from the Bureau of Labor Statistics’ National Longitudinal Survey of Youth 1997-2010. I selected variables for the regression analysis from categories including general motivation for success and optimism; use of time; other academic measures; and health habits and lifestyle. Using SPSS to run the regressions, I found that variables that I believed most related to GPA – such as amount of sleep, time spent studying, and number of absences – were not found to be significant. A student\u27s SAT score was the only variable directly related to school that was significant in the regression. On the other hand, the variables for whether a student spends regular time in prayer and whether they consider themselves organized show a significant impact on GPA. Individual identity variables of race and gender were significant as well

Getting Back on Track: Effects of a Community College Program for Probationary Students

Rates of graduation and degree completion at community colleges remain distressingly low. This report evaluates two versions of a program designed to help probationary students at community college succeed in school. One version increased the average number of credits earned, the proportion of students who earned a grade point average of "C" or higher, and the proportion who moved off probation

The Effects of the Kalamazoo Promise on College Choice

To the surprise of the residents of Kalamazoo, Michigan, the Kalamazoo Promise was announced on November 10, 2005. Fully funded by anonymous donors, the Kalamazoo Promise offers to pay both the tuition and mandatory fees of graduates of Kalamazoo public high schools at any public college or university located in Michigan. To be eligible for the scholarship program students must graduate from a Kalamazoo public high school, reside in the school district, and have been enrolled in the Kalamazoo Public School (KPS) district for four years or more. Enrollment and residency must be continuous to be eligible for the nancial support. Students must gain admission to and enroll in a public State of Michigan community college, or four-year college or university. They must make regular progress toward a degree or certi cation and maintain a 2.0 grade point average at their postsecondary institution. Students must complete a minimum of 12 credit hours per semester, and if their cumulative grade point average drops below 2.0, they lose the funding, but it may be reinstated if the student is able to bring her grade point average up to at least a 2.0.

BUILDING ENVELOPE AND INTERIOR GRADING SYSTEMS AND METHODS

A difference module determines differences between an out door ambient temperature and an indoor temperature, deter mines a first average of the differences, and determines a second average of the differences. A storing module stores a first data point, the first data point including the first average and a first total run time of a heating, ventilation, and/or air conditioning (HVAC) system, and stores a second data point, the second data point including the second average and a second total run time of the HVAC system. A fitting module fits a line to the first and second data points. An envelope grading module generates a grade for an exterior envelope of a building based on a first characteristic of the line. An interior grading module generates a grade for an interior of the building based on a second characteristic of the line. A reporting module generates a displayable report for the building including the grade of the exterior envelope and the grade of the interior of the building

The Influence of Student Absences on Grade Point Average in High School

iii, 35 leaves. Advisor: Susan Kovar.The problem. This study was undertaken (1) to examine the extent that high school attendance level affects grade point averages, (2) to examine the interaction between the effects of intelligence and attendance levels on grade point averages. Procedure. A two way ANOVA was performed using grade point average as the dependent variable and attendance levels and intelligence as the independent variables. The grade point average was figured on a ratio scale and the independent variable of intelligence and attendance were categorized so ANOVA could be used. Findings. This study clearly shows that the number of days absent from school has a detrimental effect on grade point average. Across all intelligence categories, grade point averages steadily decrease as absences increase. There is no interaction between the effects of attendance levels and intelligence scores on grade point averages. Conclusions. This study shows that students can effectively improve their grade point averages by making a consciencious effort to attend school regularly. Recommendations. There is a need to improve students' attendance levels and for students to recognize the relationship between attendance levels, grade point averages and achievement of educational excellence in their high school years, Students, parents and educational staff need to be made more aware of how absences contribute to the problem of lower educational achievement

Chinese students' psychological and sociocultural adjustments to Britain: an empirical study

This paper reports an empirical study of the psychological and sociocultural adjustments of two cohorts of Chinese students taking a foundation course in English language at a British university. Using Zung's (1965) Self-Rating Depression Scale and a modification of Ward and Kennedy's (1999) Sociocultural Adaptation Scale, quantitative data were obtained on the students' adjustment experiences, and these were correlated with other variables such as grade point average, age and length of stay in Britain. Interview data provided a richer picture of their experiences. The study found that the majority of students had few psychological or sociocultural adjustment difficulties. Nevertheless, social interaction with non-Chinese was consistently identified as problematic and this, as well as difficulties in adjusting to daily life, were very highly correlated with psychological stress. End-of-course grade point average was found to be negatively correlated with the psychological stress experienced near the beginning of the academic year. The paper calls for further research to follow up these findings, and concludes with a list of suggestions for universities to help address overseas students' psychological and sociocultural adjustment needs