The Effectiveness of the High-School Academic Program in Preparing Graduates for Post-Secondary Education as Perceived by Alumni From Four Seventh-day Adventist Senior High Schools in Canada
Notice bibliographique
Résumé
Problem. Questions have been raised regarding the preparation of high-school students for postsecondary studies. This study was designed to measure the effectiveness of the high-school academic program in preparing graduates for postsecondary education as perceived by alumni from four Seventh-day Adventist senior high schools in Canada. Method. Respondents were asked to indicate their level of agreement for each of 18 statements on a Likert-type (survey) instrument, strongly disagree (1) to strongly agree (5), measured against a scale—I-2.5, minimally effective; 2.51-3.5, moderately effective; and 3.51-5, highly effective. Mean scores and standard deviation scores were calculated to answer the first research question. Four other research questions were answered by testing 90 hypotheses to determine their level of significance, using one-way Analysis of Variance (ANOVA). The standard set for rejecting the null hypotheses was any level of significance less than .05. The population size was 1,020, while the sample population was 204. Of the 204 survey forms that were mailed, a total of 82 respondents (29 males and 53 females) returned usable survey forms. Results. The respondents perceived the academic program as mostly moderately effective in preparing graduates for postsecondary studies. There was a difference in perception of library facilities based on ethnic origin (p < .008). There were differences in perception between those who did not take additional courses before attending college/university and those who took additional courses towards: library facilities (p < .005), study habits (p < .047), and academic preparation (p < .015). Differences in perception occurred between those who attended college/university immediately after high school and those who did not attend immediately, and between those who attended private postsecondary institutions and those who attended public postsecondary institutions only towards: academic preparation for postsecondary studies (p < .041) and (p < .001). Finally, those who attended public postsecondary institutions perceived that courses were too difficult (p < .011) in contrast to those who attended private postsecondary institutions. Conclusions. There is a great deal of homogeneity in perception among students who attended four of the nine Seventh-day Adventist senior high schools in Canada regarding the effectiveness of the high-school academic program. However, gender did not affect the perception of alumni.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».