Abstract:
During a time of changing student demographics, it is necessary to examine factors associated with student success so that faculty can provide an environment supportive to student learning. The objective of this study was to identify factors associated with course withdrawal and course grade percentage in an introductory animal science course. Data were collected on 405 participating University of Kentucky students in two semesters of Domestic Animal Biology. During the first several weeks of the semester, students completed a demographic survey, background knowledge test and California Critical Thinking Skills Test (CCTST). Multiple logistic regression found that (1) high school GPA below 3.5, (2) residing in Kentucky longer than out-of-state and (3) being a non-traditional student were associated with increased odds of course withdrawal when adjusted for other variables within the model (p<0.05). Multiple linear regression found that (1) having a high school GPA above 3.5, (2) CCTST percentile rank in the top third, (3) attending private high school/homeschooling, (4) participating in agricultural clubs, or (5) coming from a suburban or rural non-farm home were associated with higher adjusted mean course grade percentages (p<0.05). Further research is needed to identify reasons for associations and develop strategies to assist at-risk students.
Key words:
Introductory animal science, final course grade, instruments, reliability index
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