Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

This study examined the academic performance of high school students who were taking college level courses sought to understand whether intelligence and time on task are significant predictors of student final grade in the course. The findings indicate that student intelligence and amount of time spent on practice tasks by a student both significantly predict a student’s final grade in a college course, with both variables having a positive effect. Additionally, this study compared the mean grade for students in college math courses to the mean grade for students in college social studies courses while controlling for student math ability. No difference in mean course grade was found to be significant. These findings support previous literature on the relationship between intelligence and academic performance and provide some clarity on the equivocal relationship between time on task and academic performance. The study provides insight into understanding student differences as they stand at the interchange between high school and college and contributes to the overall picture of understanding how student characteristics contribute to their academic performance.

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