Abstract

This study explores a variety of variables with the intent of identifying specific student groups that may struggle with performance in a large general education course. The ultimate objective of this study is to facilitate the success of acknowledged at-risk students. Drawing in part on the theory of social capital, this study examines established, pre-college predictors such as high school grade point averages and ACT scores, other demographic characteristics and stressors, and an optional study group course to parse out information related to course performance. Methods used included t-tests and multiple regression analysis using five statistical models. A portion of the Student-Life Stress Inventory (Gadzella, 1994) was sent to students to gather primary data. A total of 1,626 students completed the survey: 957 female and 669 male. Demographic information was obtained from the university. After controlling for factors such race, sex, estimated household income, parent educational level, and self-reported stress, findings identified differences in course performance based on specific student characteristics. The findings of this study highlight the importance of pre-college predictors and course related features in individual student performance, while acknowledging the implications of race, first-generation status, and other demographic factors. These findings may help inform universities as they identify and implement supports for academically at- risk student populations in large university courses.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2021-06-16

Document Type

Dissertation

Handle

http://hdl.lib.byu.edu/1877/etd12433

Keywords

college students, first generation college students, undergraduate study

Language

english

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