Lyman Briggs College, Michigan State University, East Lansing, MI 48825, USA.
CBE Life Sci Educ. 2012 Winter;11(4):386-91. doi: 10.1187/cbe.12-02-0019.
This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by β values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067-0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088-0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant.
本研究考察了密歇根州立大学 12 门生命科学课程 13 年来学生的历史表现，以寻找影响学生成功的变量。分层线性模型预测了分析课程中学生成绩的 25.0-62.8%的方差。学生课程成绩的主要预测因素是其入学时的平均绩点；除了系列中的第二门课程（即生物化学 II）外，在该课程中，通常以β值判断，系列中的第一门课程（即生物化学 I）的成绩是最好的预测因素。对于大多数研究的课程，学生的性别和专业在统计学上也是显著的。女生的平均成绩比同等级的男生低 0.067-0.303，主修专业的平均成绩比非主修专业的高 0.088-0.397。先修课程的成绩提供了最小的预测能力。种族和荣誉学院或科学住宿学院的参与度通常并不重要。
