Date of Award
Morton, L. L.,
CC BY-NC-ND 4.0
This study was designed to examine variables which may predict academic success at a College of Agricultural Technology. One hundred and seventy-three first-year students--99 males and 74 females--were tested to determine their pre-college accreditation in English, Math, Biology and/or Chemistry, their farm or non-farm backgrounds, locus of control, motivation for learning, Canadian Adult Achievement test scores, personality characteristics, and first-semester college grades. Regression analyses were computed to determine those variables predictive of academic success. Scores on standardized tests of literacy and numeracy skills were predictive. No significant relationship was evident with the other variables, leading to the conclusion that pre-admission accreditation, demographic characteristics, and the psychological measures tested did not predict academic achievement. Thus, the hypothesis that proficiency in the fundamental disciplines of literacy and numeracy generalize to enhance performance in college was justified. It was suggested that incumbent on colleges and universities is responsibility for bridging the gap in literacy skills experienced by those applicants who have completed secondary school, but have not acquired adequate facility in communication to enable them to achieve success in their personal and professional lives. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1997 .B745. Source: Masters Abstracts International, Volume: 37-01, page: 0024. Adviser: L. L. Morton. Thesis (M.Ed.)--University of Windsor (Canada), 1997.
Brittan, Deborah., "A comparative study of predictors of academic achievement for agricultural college students, employing academic, demographic, and psychological variables." (1997). Electronic Theses and Dissertations. 545.