Abstract
Animal Nutrition is a required course in animal science curriculums nationwide. Typical of required courses, the class is diverse in previous academic and animal experience. The objective of this research was to gather information about accurate student performance predictors to improve advising and course design. Data from 443 students, representing four semesters (Fall 2007-2010) of Animal Nutrition students, were statistically analyzed to determine predictive relationships between SAT scores, residency, transfer status, animal experience, major, gender, grade in a recommended Cornell general chemistry prerequisite (Cornell Chem) and performance in an introductory animal nutrition course (Animal Nutrition; Cornell University). In addition, an optional survey was administered to the 2010 Animal Nutrition class. In the survey, 27% of students self-identified animal
experience level and 48% of transfers identified transfer status as influencers of their grade. Transfer status, residency, SAT scores, gender and grade in Cornell Chem were identified as significant predictors of performance in Animal Nutrition. The highest correlation for a predictor was Cornell Chem grade; completion of Chem was associated with significantly higher Animal Nutrition grades. Gaining information about accurate student performance predictors can assist advisors in making course recommendations as well as instructors in designing the course to best enable corporate learning regardless of the diversity in student preparation.
Keywords
animal nutrition, animal science curriculum, student performance, student performance predictors
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