Sponsored by Missouri Western State University Sponsored by a grant from the National Science Foundation DUE-97-51113
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The proper APA Style reference for this manuscript is:
LAVIGNE, N. E. (2001). Academic Performance and Discipline of College Students . National Undergraduate Research Clearinghouse, 4. Available online at http://www.webclearinghouse.net/volume/. Retrieved December 6, 2023 .

Academic Performance and Discipline of College Students

Sponsored by: MUKUL BHALLA (bhalla@loyno.edu)
This study explored the role that attending a public or non-public high school plays in one’s academic success in college. It was hypothesized that students who attended non-public high schools would perform better in college than students who attended public high schools, it was also hypothesized that public and non-public school students would differ on high school and college institutional satisfaction, GPA, ACT and SAT scores, study habits and study skills. A local sample of subjects was used, consisting of 42 male and female students from Loyola University, New Orleans. The study conducted was a quasi-experimental between subjects design. After analyzing the data using an independent samples t test, no significant results were found linking the type of high school attended to college success. Students who attended public high schools reported performing equally well in college as those students who attended non-public high schools. These students also reported being equally prepared for college as they were measured by high school and college institutional success, GPA, ACT and SAT scores, study skills and study habits.

Introduction, Method, Results, Discussion

Submitted 5/10/01 8:19:02 PM
Last Edited 5/10/01 8:30:52 PM
Converted to New Site 03/09/2009

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