A Study of the Student Athlete's Academic Achievements: The Relationship Between Student-Athlete Academic Support Programs and Academic Progress Rate
A Study of the Student Athlete's Academic Achievements: The Relationship Between Student-Athlete Academic Support Programs and Academic Progress Rate
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Date
2013-03-27
Authors
Woods, Antwon D.
Journal Title
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Volume Title
Publisher
Middle Tennessee State University
Abstract
Abstract
The purpose of this study was to identify the relationships between Student-Athlete Academic Support Programs and Academic Progress Rate, while targeting men and women student-athletes at small Division I institutions. The targeted population consisted of 10 institutions representing the Big West Conference, 12 institutions representing the Mid-Eastern Atlantic Conference, and 3 additional institutions that represented other conferences. Survey responses were compiled from athletic academic directors from each of the participated 16 Division I institutions. APR scores for each institution's men and women teams (32 total) were collected from the NCAA database. Descriptive statistics, independent t-test and two-way ANOVA models were used in this study. The results revealed a statistical relationship between Student-Athlete Academic Support Programs and APR. This study contributes to the literature concerning academic support and institutional impacts on student-athlete outcomes, and establishes a framework for further investigation for the APR and Student-Athlete Academic Support Programs.
The purpose of this study was to identify the relationships between Student-Athlete Academic Support Programs and Academic Progress Rate, while targeting men and women student-athletes at small Division I institutions. The targeted population consisted of 10 institutions representing the Big West Conference, 12 institutions representing the Mid-Eastern Atlantic Conference, and 3 additional institutions that represented other conferences. Survey responses were compiled from athletic academic directors from each of the participated 16 Division I institutions. APR scores for each institution's men and women teams (32 total) were collected from the NCAA database. Descriptive statistics, independent t-test and two-way ANOVA models were used in this study. The results revealed a statistical relationship between Student-Athlete Academic Support Programs and APR. This study contributes to the literature concerning academic support and institutional impacts on student-athlete outcomes, and establishes a framework for further investigation for the APR and Student-Athlete Academic Support Programs.
Description
Keywords
Academic achievments,
Academic Progress Rate,
Academic Support Programs,
Student-Athletes,
Student-Athletes academics