Results, Analysis and Discussion

At this early stage the ILP is unable to predict more than 5% of variance in a multiple aggression analysis. However, it is anticipated if a similar exercise were to take place later in the academic year, more conclusive findings would emerge. Related research undertaken by members of the project team would suggest that at an early-stage social confidence rather than confidence in academic related skills is a more meaningful predictor.

Multiple regression and discriminant function analyses were conducted in order to determine the ability of the original and revised ILP factors to predict semester 1 achievement (continuous and categorical). Only one significant model emerged. A stepwise method multiple regression analysis using the revised ILP factors, age and special circumstances information produced a significant model where one predictor contributed significantly to the model; question 9a 'As you approach your studies, do you have any concerns about managing any other aspects of your life (for example, family commitments, financial difficulties, access to computing facilities, personal issues) that could affect your studies? '(F = 4.788, p < 0.05). However the adjusted R square value (0.057) indicates that this model accounts for just 5.7% of the variability in semester 1 mark. The standardized beta coefficient (-.268) indicates that question 9a has a negative relationship with semester 1 mark.

An independent t-test revealed a significant difference at the 10% level between the semester 1 mark for students who said that they did have additional concerns and those who said that they did not (t = 1.863, p < 0.1). Students with additional concerns were achieving significantly lower marks (mean = 53%) than were students without additional concerns (mean = 59%).

A significant difference in a small sample on this scale firmly underpins the impetus and rationale for further research and supports the theoretical framework discussed above.

اخر الاخبار

اخبار العتبة العباسية المقدسة

جولة تفقدية لمتابعة خطة تنظيم مداخل المعزّين المشاركين في عزاء ركضة طويريج

لتعزيز التعاون الأكاديمي والبحثي.. جامعة الكفيل توقع اتفاقيتي توأمة مع جامعتين عراقيتين

المجمَع العلميّ يواصل إقامة مجلسه العزائي بذكرى شهادة الإمام الحسين (عليه السلام) في النجف الأشرف

قسم حفظ النظام يواصل تنفيذ خطته لتنظيم سير المواكب والزائرين في شهر المحرم

المزيد

الآخبار الصحية

لهذا السبب.. إغلاق 25 مركزًا لعلاج الإدمان في مصر ؟

خلافا للاعتقاد الشائع.. علماء يكشفون أسرار بذور البطيخ ؟!

هذا ما يحدث لجسمك عند تناولك الطماطم بانتظام !

تعرف على أطعمة تسرّع "تعافي الجسم" من حروق الشمس

المزيد

الآخبار التكنلوجية

الثلوج تغطي الصحراء الأكثر جفافا في العالم!

بتلسكوب "ألما".. التقاط صورا غير مسبوقة لبدايات الكون !

هل هاتفك مراقب؟.. 5 علامات خطيرة تكشف التجسس عليك

دبي تطلق أول رحلة تجريبية للتاكسي الجوي

المزيد

مواضيع ذات صلة

Online Collaborative Learning and Assessment (OCLA)

Online Collaborative Learning and Assessment Rationale, aim and method of study

Mapping Self-Assessment to Achievement Conclusion

Stage 4: Determine the predictive validity of the ILP questionnaire, with retention progression, academic outcome and 1st destinations as dependent variables Method

Results, Analysis and Discussion

Stage 2: Determining causal relationships between previous academic qualifications, age, gender, motivation and ILP scores Preliminary analysis Method

Development of Revised Tool

Internal Consistency and Split-half Reliability of Existing Factors

Results, Analysis and Discussion Evaluation of the Existing Tool

Stage 1: Evaluating the reliability, stability and validity of the ILP questionnaire Method

Mapping Self-Assessment to Achievement

Introducing Computer-Aided Peer Assessment (CAPA) in Engineering Conclusions