Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2017

Committee Chair or Co-Chairs

Don Good

Committee Members

Don Good, T.J. Jones, Hal Knight, James Lmapley

Abstract

The purpose of this study was to investigate differences between native and community college transfer students and identify factors that predicted upper-level biology course grade-point average and final overall grade-point average at a four-year institution in biological sciences. The results of this study indicated four-year institution persistence was not significantly related to gender, high school grade-point average, or ACT composite score. Persistence was significantly related to transfer status; whether the student was a native or community college transfer student with native students persisting at a higher rate at the four-year institution than community college transfer students. Furthermore, ACT composite score, high school grade-point average, final overall grade-point average, and upper level biology course grade-point average were significantly related to transfer status. Multiple regression analyses indicated high school grade-point average and ACT composite score were significantly predictive of upper-level biology course grade-point average while high school grade-point average, ACT composite score, and Pell eligibility were significantly predictive of final overall grade-point average.

Document Type

Dissertation - Withheld

Copyright

Copyright by the authors.

Available for download on Tuesday, November 09, 2021

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