Publication Date


Degree Type

Master of Science


Student predictors may be useful to universities in determining students' future success in college courses. The students enrolled in Introduction to Animal Science (ANSC 140) at Western Kentucky University participated in the study. The students completed identical subjective and objective assessments at the beginning and the end of the semester they were enrolled in the course. Students ranked their knowledge of course matter on a scale of 1 to 100 for each of the 49 course outcomes. Additionally, students completed a demographic survey at the beginning of the course. The final student knowledge assessment tool was a 50 question multiple-choice exam that covered topics discussed in the course. Completed demographic surveys provided the information needed to determine how the students performed in the course based a variety of predictor categories (gender, involvement in youth agriculture organizations, community size of hometown, previous animal experience, credit hours already completed, and geographic location of the student's hometown). Whether or not the student was enrolled in Introduction to Animal Science Laboratory (ANSC 141) was recorded and utilized to determine the influence the lab had on student success in the lecture course (ANSC 140). Other potential predictors included the students' high school grade point average, high school percentile rank in graduating class, and ACT™ scores (Iowa City, IA) (Composite, Math, English, Reading, and Science) received. Student involvement in 4-H or FFA significantly (P<0.05) affected the average beginning assessment (ABA), average ending assessment (AEA), and initial test score (ITS). The final average (FA) scores of out-of-state students were significantly (P<0.05) higher than those of in-state students. The ABA, AEA, ITS, and last day test score (LDTS) were significantly (P<0.05) higher for males than females. Students enrolled in laboratory had significantly (P<0.05) higher AEA, average improvement (AI), ITS, LDTS, final test score (FTS), and FA. The type of animal experience the student had prior to enrolling in ANSC 140 had a significant (P<0.05) effect on the ABA and FTS. The students with cattle involvement had the highest scores on the ABA and FTS. However, students who had previous experience with exotic animals had the lowest scores on the ABA and FTS. The community size of the student's hometown and the number of hours completed prior to enrolling in ANSC 140 did not play a significant role in the scores the students received in the course. Coefficients of correlation were calculated for a host of variables examined in this study. A strong negative correlation (r = -0.77) between the ABA and AI was found and is indicative of confidence improvement on the subjective assessments. There was a strong positive relationship found between the FA and FTS (r = 0.86). The relationship between the high school predictors (high school grade point average, high school percentile rank in graduating class, and ACT score) and the subjective and objective assessments were low.


Agriculture | Education