Master's Theses

Date of Award

Fall 1999

Degree Name

Master of Science (MS)

Department

Advanced Education Programs

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate the qualified admissions criteria described in Kan. Stat. Ann. 76-717 and their relationship to degree completion, retention rates, and college GPA at Fort Hays State University when applied to a previous freshman class. The independent variables were: qualified admission requirement attainment. ACT composite score, high school grade point average, high school class rank, gender, ethnic background, and enrollment status. The dependent variables were: graduation status, enrollment status, and college grade point average. The sample size was 323 subjects. Twelve null hypotheses were tested employing a z-test of difference between independent proportions analysis. One null hypothesis was tested employing a one-way analysis of variance, and two composite null hypotheses were tested employing a three-way analysis of variance (general linear model). All null hypotheses and composite null hypotheses were tested at the .05 level. A total of27 comparisons were made. Of the 27 comparisons, 19 were for main effects and 8 were for interactions. The results of the present study appeared to support the following generalizations: 1. more college students who met the minimum qualified admission requirements graduated in four years or less or were currently enrolled after four academic years: 2. more college students who had ACT composite scores greater than or equal to 21 graduated in four years or less or were currently enrolled after four academic years: 3. more college students had high school grade-point averages greater than or equal to 2.0 graduated in four years or less or were currently enrolled after four academic years: 4. more college students who ranked in the lap 1/3 of their high school class graduated in four years or less or were currently enrolled aft('r four academic years: 5. more college students who have graduated have higher college grade point averages than college students who were currently enrolled after four academic years or not enrolled. respectively: 6. Caucasian college students have higher college grade point averages than non-Caucasian college Students: 7. College students who met all of the individual minimum qualified admission requirements, two of the three individual requirements, one of the individual requirements, or none of the requirements have higher college grade point averages. respectively: 8. college students who had ACT composite scores greater than or equal to 21 have higher college grade point averages: 9. college students who had high school grade point averages greater than or equal to 2.0 have higher college grade point averages: and 10. college students who ranked in the top 1/3 of their high school class have higher college grade point averages.

Rights

Copyright 1999 Christopher S. Meiers

Comments

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