A comparison of the performance of developmental and nondevelopmental studies students in principles of economics.
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Middle Tennessee State University
Abstract
The primary purpose of this study is to compare the performance of Developmental and Nondevelopmental Studies students in Principles of Economics. The study seeks answers to three major questions: (1) Is there a significant difference in performance between Developmental and Nondevelopmental Studies students as measured by final course grade? (2) Is there a significant difference in performance between Developmental and Nondevelopmental Studies students as measured by the successful completion of Principles of Economics? (3) Do demographic and academic variables influence the probability of successfully completing Principles of Economics?
The study analyzes a population of 2,115 students who took Principles of Economics (1,205 Macroeconomics and 910 Microeconomics) at Middle Tennessee State University during the Spring, Summer, and Fall Semesters of 1989. The Z statistic is used to test for a difference in performance as measured by final course grade. The Chi-square statistic is used to test for a difference as measured by the successful completion of Principles of Economics. Logistic regression is employed to estimate the probability of successfully completing Principles of Economics.
The study reaches the following conclusions. First, there is a significant difference in performance between Developmental and Nondevelopmental Studies students in Principles of Economics as measured by final course grade. Second, a significant difference in performance exists between Developmental and Nondevelopmental Studies students as measured by the successful completion of Principles of Economics. Third, the results of the logistic model show that age, ACT score, high school GPA, and Developmental Study Skills are the major indicators of the probability of successfully completing Principles of Economics.
The study analyzes a population of 2,115 students who took Principles of Economics (1,205 Macroeconomics and 910 Microeconomics) at Middle Tennessee State University during the Spring, Summer, and Fall Semesters of 1989. The Z statistic is used to test for a difference in performance as measured by final course grade. The Chi-square statistic is used to test for a difference as measured by the successful completion of Principles of Economics. Logistic regression is employed to estimate the probability of successfully completing Principles of Economics.
The study reaches the following conclusions. First, there is a significant difference in performance between Developmental and Nondevelopmental Studies students in Principles of Economics as measured by final course grade. Second, a significant difference in performance exists between Developmental and Nondevelopmental Studies students as measured by the successful completion of Principles of Economics. Third, the results of the logistic model show that age, ACT score, high school GPA, and Developmental Study Skills are the major indicators of the probability of successfully completing Principles of Economics.