Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Elobaid, Manal; Elobaid, Rafida M.; Romdhani, Lamia; Yehya, Arij

doi:10.26803/ijlter.22.5.34

Cited by 3 publications

(1 citation statement)

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“…Statistical testing rejected the H2 (r = 0.250, p < 0.05), proving that cultural socialization is weakly associated but has a positive relationship with the academic score of the respondents in a culturally diverse educational setup wherein the diversity in culture acts as a double-edged sword, both promoting and distressing cultural values. Also, students' failure to shift to a new educational setup can also result in a low CGPA, sometimes leading to them leaving/dropping out of university (Elobaid, Elobaid, Romdhani, & Yehya, 2023). Therefore, cultural socialization and academic performance must be handled with the utmost care and concern since it deals with the students' future.…”

Section: Cultural Socialization and Academic Performancementioning

confidence: 99%

The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults

Venkatesan,

Prabakar

2024

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Socialization is a lifelong process of learning that influences an individual’s attitude, behavior, and values. The term “cultural socialization" specifically refers to the learning mechanism by which young adults attain cultural maturity by acquiring awareness of their cultural group values, resulting in the development of a sense of belonging toward that particular cultural group. Family as an agent of socialization plays a crucial role in imparting cultural traits and values to its members, which varies from one family to another due to cultural diversity and social change. The significant influence of peer groups, in addition to family, as a socializing entity adds complexity to this learning system and makes it a potential source for creating distinctions and fostering the development of superiority and inferiority complexes among the members. Young adults who experience socialization from both entities encounter a chaotic state of mind that impacts their behavior and academic performance. Hence, this study seeks to comprehend the significance of cultural socialization in the development of prosocial behavior and academic achievement within diverse cultural contexts, such as educational institutions. The study adopted a quantitative methodology with simple random sampling administered through a questionnaire. The findings show that cultural socialization has a potential influence on academic performance and prosocial behavior. Thus, cultural socialization serves as a catalyst for enhancing prosocial behavior, subsequently leading to better academic performance.

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Section: Cultural Socialization and Academic Performancementioning

confidence: 99%

The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults

Venkatesan,

Prabakar

2024

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Use of machine learning to assess factors affecting progression, retention, and graduation in first-year health professions students in Qatar: a longitudinal study

Hammoudi Halat,

Abdel-Salam,

Bensaid

et al. 2023

BMC Med Educ

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Background Across higher education, student retention, progression, and graduation are considered essential elements of students’ academic success. However, there is scarce literature analyzing these attributes across health professions education. The current study aims to explore rates of student retention, progression, and graduation across five colleges of the Health Cluster at Qatar University, and identify predictive factors. Methods Secondary longitudinal data for students enrolled at the Health Cluster between 2015 and 2021 were subject to descriptive statistics to obtain retention, progression and graduation rates. The importance of student demographic and academic variables in predicting retention, progression, or graduation was determined by a predictive model using XGBoost, after preparation and feature engineering. A predictive model was constructed, in which weak decision tree models were combined to capture the relationships between the initial predictors and student outcomes. A feature importance score for each predictor was estimated; features that had higher scores were indicative of higher influence on student retention, progression, or graduation. Results A total of 88% of the studied cohorts were female Qatari students. The rates of retention and progression across the studied period showed variable distribution, and the majority of students graduated from health colleges within a timeframe of 4–7 years. The first academic year performance, followed by high school GPA, were factors that respectively ranked first and second in importance in predicting retention, progression, and graduation of health majors students. The health college ranked third in importance affecting retention and graduation and fifth regarding progression. The remaining factors including nationality, gender, and whether students were enrolled in a common first year experience for all colleges, had lower predictive importance. Conclusions Student retention, progression, and graduation at Qatar University Health Cluster is complex and multifactorial. First year performance and secondary education before college are important in predicting progress in health majors after the first year of university study. Efforts to increase retention, progression, and graduation rates should include academic advising, student support, engagement and communication. Machine learning-based predictive algorithms remain a useful tool that can be precisely leveraged to identify key variables affecting health professions students’ performance.

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The impact of freshman learning communities on students’ academic performance

Elobaid,

Zidani,

Koffa

et al. 2024

Front. Educ.

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IntroductionThe global issue of first-year student retention is a significant concern, generally associated with poor academic performance resulting from insufficient social and intellectual integration. Freshman Learning Communities (FLC) have arisen as a promising approach to tackle these difficulties. This study aims to assess the influence of FLC on the scholastic achievement of first-year undergraduate students.MethodsThe study utilizes quantitative research to determine if involvement in FLC has a favorable impact on academic performance by comparing the performance of students participating in FLC to those who are not part of the program. Descriptive and inferential statistical analyses, including t-tests and ANCOVA, were employed to identify significant differences between the two groups.ResultsSignificant differences were identified, with findings indicating that students participating in the FLC exhibit superior academic performance, reflected in higher grade point averages (GPA). No significant difference was observed in registered and earned credit hours between FLC participants and non-participants.DiscussionThe results suggest that FLC participation is associated with improved academic performance, supporting FLC as a potential strategy to enhance scholastic achievement among first-year students.

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Impact of the First-Year Seminar Course on Student GPA and Retention Rate across Colleges in Qatar University

Cited by 3 publications

References 18 publications

The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults

The effect of cultural socialization on the development of prosocial behavior and academic performance in young adults

Use of machine learning to assess factors affecting progression, retention, and graduation in first-year health professions students in Qatar: a longitudinal study

The impact of freshman learning communities on students’ academic performance

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