Stat Project
1
PART C
Many empirical types of research and studies have been done about the performance of the school and the factors that affect the performance. In this regard, a great deal of variables has been considered in the empirical study on how they contribute the performance. This is because the performance of the student is attached to their profile based on their gender, their entry behavior, the age, level of income the of their parents among others. Actually, the performance of a student is a result of a blend of psychological, socio-economic and also the environmental factor (Bangchang, 2015). These factors are represented by various variable and this is the reason for this discussion, I will pick twelve pairs of variable cutting across formally mentioned factors. The reason is that, hypothetically, the performance of student including in the University of West Erlham County largely depend on the formerly mentioned factors which include environmental, socio-economic and psychological behaviors.
The twelve variables include the sex, high school percentile, age, total college credit earned, variable for calculating the tuition cost, Act English score, Act Math score, Primary major, local residency, Act Composition score, college enrolment and classification by class.
a) Age and gender
It is worth noting even if there is no any existing empirical kind of evidence which explains the nature and relationship between age and performance of a student, age is an independent variable which largely affects the performance of students (Ebenuwa-Okoh, 2010). This is because the maturity and cognitive development are a worthwhile factor for students’ performance and these are determined by age. As one age, there is developmental alteration which always affects the performance of human being. On approaches teen and at this age of the student, there are at adolescent age since attitudes, goals, perceptions, and plans are affected (Fuhrmann, 2015).
Sex-related to various gender which is either female or male. The gender affects the perceptions and disposition which is towards academic activities and life and life. Female and male affected differently in their performance. Sex includes a range of biological, physical, behavior and mental characteristic. In this regard, there are various subjects that are regarded as masculine such as mathematics and in this case, the female will not perform in them the composition and English is regarded as the female meaning male will dismally perform in them (Ebenuwa-Okoh, 2010). This is because of the difference in the socio-cultural manifestation. There is no empirical prove about it but this happens since it affects their perception, goals and beliefs
There might be no any empirical relationship between the age and sex but the two when studied together, they show how the perception, goals, beliefs are depended on them and hence affect their performance
b) Gender/sex and Act math score
Due to socio-cultural factor, the two genders have exhibited different liking and hence performance on various subject. These include English, reading, science and mathematics. In this regard, female have poor perceptions and beliefs toward technical subject such as Math (Bangchang, 2015). In this case, the act math score variable affects the performance they will female will perform better in some section and have high sub score on them and fail in other. On the other hand, the male will perform better in her section and when the act math score variable is used, it will affect the performance due to the standardization that will be done (Ellison, 2016).
c) Sex and Act Composition score
Female have the perception that English is the easier subject and, in this case, they will perform well in the composition. This is because e, the male will not perform well the in the same due to poor perception and there will variations and this will affect the performance (Ellison, 2016).
d) Sex and Act English score
This is the same argument as act composition score since female will perform well in this subject due to the existing perception and when they are the separate calculation of the subscore, the performance of male will be low as compared to that of a female who really perform well in the subject. Female will answer any question correctly as compared to male and this is why when one uses the Act English score, their performance will be higher (Ellison, 2016).
e) Total college credit earned and high school percentile
In case the university considers the performance of the total college credit and use the high school percentile, the performance will be affected. If they put high percentile on the core classes. When the university decides to use the weighting method and percentile extra grade will be added to advance course and, in this case, the performance will be high. In case it decides not to use the weighting any academic course, the maximum the student can score is 4.0 and this reduces the performance (Ellison, 2016).
f) Primary major and high school percentile
In these variable, primary major are the core use to admit student in the university or if they are calculated using the percentile or weighting methods, this will affect the performance of various units in the university. If the GPA is calculated on high percentile for core subjects big number will be admitted based in the core subject and this will affect the performance later in their school life. The 95% percentile which is 3.7 is a good performance when used to grade various subjects by the university (Ellison, 2016).
g) classification by class and high school percentile
The school may decide to rank the performance based on GPA which is calculated using the percentile. They mostly use the GPA in a descending manner, this can be a very straightforward way which compares the performance. This method varies from class to class. This method will increase the performance as compared to normal GPA (Ellison, 2016). The school may decide to use the weighting or high percentile by adding points, which is by standardization, the performance will be high and vice versa.
h) Sex and high school percentile.
When the method is used to calculate performance in the core subject which is performed poorly be some gender. For example, technical subject such as Math may be weighted by use of high percentile. Their performance will only be based on their weighted elective which they perform poorly. Or else the school may only decide to use the unweighted electives and this case; their performance will be high (Ellison, 2016).
i) College Enrolment and Sex
j) Age and College Enrolment
The age of the people who are enrolled in school determines performance. AS discussed earlier, age determines belief, goals, and perceptions. Age also determines the cognitive nature of human being and also the development of a student. If school enroll vulnerable age which is affected by negative factors such as poor altitude and adolescence imbalance, the performance will be low (Matta, 2016).
k) Primary Major and Sex
Due to perception, goals, and perception, sex has a different liking to various majors. Female does well in English, writing, composition among others. In case the school primary major is technical, such as science and math the performance will be low to female and high to males and when it offers English major, the performance for male will be low and that of female will be high
l) Age and Primary Major
A specific age has a different perception towards some majors. The adolescents or age between 14 to 21 years, they are vulnerable to attitude (Fuhrmann, 2015). They tend to have attitudes towards various majors especially technical ones and also the tutor who take them in those subjects. If the school have this age that is vulnerable, the performance will be low. If the school prevail against this age, the performance
The six-pair selected includes;
· Age and gender: This is because this variable affects the student behavior and character which is the foremost academic performance determinant. If the school is able to change this behavior, the performance will increase (Matta, 2016).
· Gender/sex and Act math score: low performance is due to poor beliefs, perception, and goals. The research should be done on how these socio-cultural factors can be gotten rid of an effort to make get rid of the poor perception (Castleman, 2014).
· Age and college enrolment: I choose this pair because, most of college and universities have teenagers who have vulnerable to poor behavior, peer pleasure, poor attitudes and perception towards some things such education (Matta, 2016). Therefore, the school should carry an empirical research on how these can be prevailed upon and get controlled.
· Classification by class and high school percentile: This is important to school so that it can be able to know how to classify the performance. The standardization needs to be done by use of weighting method and percentile. This will keep motivating students and get rid of poor perception towards some courses.
· College enrolment and sex: The pair help the school to balance on the gender enrolled to the school and this will mitigate the problem of perception towards various course more so those that performance is based on perception and attitude.
· Primary major and high school percentile: This pair will be used by the school to determine the performance of various major courses/units. This boasts their performance where they use high percentile if the unit is poor performance and this boast the morale of the students.
References
Bangchang, K. N. (2015). Factors Affecting Academic Performance of Undergraduate Students. International Journal of Multidisciplinary Approach & Studies, 2(6).
Castleman, B. L., & Page, L. C. (2014). A trickle or a torrent? Understanding the extent of summer “melt” among college‐intending high school graduates. Social Science Quarterly, 95(1), 202-220.
Ebenuwa-Okoh, E. E. (2010). Influence of age, financial status, and gender on academic performance among undergraduates. Journal of Psychology, 1(2), 99-103.
Ellison, Y. C. (2016). Standardized Testing and Dual Enrollment Students (Doctoral dissertation, East Tennessee State University).
Fuhrmann, D., Knoll, L. J., & Blakemore, S. J. (2015). Adolescence as a sensitive period of brain development. Trends in cognitive sciences, 19(10), 558-566.
Matta, R., Ribas, R. P., Sampaio, B., & Sampaio, G. R. (2016). The effect of age at school entry on college admission and earnings: a regression-discontinuity approach. IZA Journal of Labor Economics, 5(1), 9.