The Academic Pecking Order [electronic resource] : A Statistical Expose / Bartholomew J. Ciampa.
This study was designed to provide statistical analysis of certain curricular characteristics that could be used as a projective device to be considered prior to the implementation of any further changes of curricular or philosophical significance. The population of the study comprised all students...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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| Subjects: |
MARC
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| 100 | 1 | |a Ciampa, Bartholomew J. | |
| 245 | 1 | 4 | |a The Academic Pecking Order |h [electronic resource] : |b A Statistical Expose / |c Bartholomew J. Ciampa. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 11 p. | ||
| 500 | |a ERIC Document Number: ED086048. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a This study was designed to provide statistical analysis of certain curricular characteristics that could be used as a projective device to be considered prior to the implementation of any further changes of curricular or philosophical significance. The population of the study comprised all students at Nasson College in the classes of 1968 through 1975, with the exception of transfer students. Major courses of study were compared in terms of rank in high school class, performance on the Verbal and Nonverbal Scholastic Aptitude Test, and Scholastic Aptitude Test according to majors of first choice and majors at time of graduation. Results indicated that: (1) Although it may be true that certain major programs of study initially attract students who score significantly higher than the populations of other major programs of study, it has been shown that no major program of study either benefits or suffers significantly as the result of the net effect of student mobility. (2) When the curricular requirements of each major program were examined, a relationship indicating programs displaying a high net out-migration trend were found to require the greatest number of course-credit degree requirements, while programs displaying a high net in-migration trend were found to require the lowest number of course-credit degree requirements. (3) No major program of study either benefits or suffers significantly in terms of rank in high school class, or verbal or non-verbal Scholastic Aptitude Test results. (Author/MJM) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a College Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Research. |2 ericd. |
| 650 | 1 | 7 | |a Grades (Scholastic) |2 ericd. |
| 650 | 1 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Majors (Students) |2 ericd. |
| 650 | 0 | 7 | |a Research Projects. |2 ericd. |
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