The relationship between course assignments and academic performance: An analysis of predictive characteristics of student performance



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Research in the open literature suggests that several possible variables (i.e. SAT scores and others) can predict the academic readiness of students in an engineering program, but many are not always reliable sources. Several studies have shown that GPA, SAT scores, previous experience in coursework, a students study habits among other variables may determine a student’s success in college. The factors in the literature review include the following three areas: 1) GPA and standardized tests, 2) Sociological, and 3) Pedagogical. This research analyzes different models for predicting success in an undergraduate education course as well as identifies factors that affect success or failure. The study evaluates the current state of the art to determine what critical performance measures might lead to accurate student success. The study reviews the determinants that most influence the success or failure of students. The premise of this research is to accurately predict the performance of Engineering students and provide a means to identify struggling students and suggest intervention strategies for intervention to help students succeed. Further, this research will seek to determine if it is possible to predict 1) at what point in a given semester we can accurately predict a final grade, 2) whether the predictability of a final grade is influenced by gender, 3) whether the predictability of the final grades is influenced by the number of absences a student has during the semester, and 4) can early quiz grades predict a succeeding exam grade. This study examines engineering students at Texas Tech University over a ten year period. By identifying students that are more likely to fail and assisting them before they do, it is possible to increase the number of students that remain in Engineering.



Retention, Engineering pipeline, Higher education