• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >PROGNOSIS OF ACADEMIC ACHIEVEMENT IN LIBRARY AND INFORMATION SCIENCE IN MOROCCO: COMPARISON OF EXAMINATORIAL AND NONEXAMINATORIAL PREDICTION MODELS.
【24h】

PROGNOSIS OF ACADEMIC ACHIEVEMENT IN LIBRARY AND INFORMATION SCIENCE IN MOROCCO: COMPARISON OF EXAMINATORIAL AND NONEXAMINATORIAL PREDICTION MODELS.

机译：摩洛哥图书馆学和信息科学学业成就的预后：检验和非检验预测模型的比较。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In regard to academic achievement in library and information science in Morocco, the objective of this study was to determine the predictability of two prediction models. The examinatorial model was based on a set of scores on ESI Entrance Examination, a costly, verbal ability, written and oral set of entrance tests of the national school of library and information science. The biographical model utilized a set of readily available, potential, cognitive and noncognitive predictors. The research was designed to compare the two models on three alternative criterion variables, overall grade point average (GPA) in all components of the curriculum, freshman year GPA in all components of the curriculum and overall GPA in the core curriculum, courses in library and information science. Data was analyzed for a three-year-plus-practicum undergraduate program and a two-year-plus-thesis graduate program. The sample consisted of all graduates of both programs on whom data was available; more than 70 per cent of the total population.;Stepwise multiple regression was used to derive the predictive models which were cross-validated on the last class of each program. No conclusive findings were reached for the graduate program due, mainly, to small screening and calibration samples. For the undergraduate program, the biographical model consistently accounted for more variance, in each criterion variable, than did the examinatorial model. For the three criterion variables listed above, R('2)s of .22, .15 and .25 were arrived at through the utilization of the biographical model. The examinatorial model yielded R('2)s of .08, .06 and .09. The prediction in the biographical cross-validated model were found to be: standing on the high school diploma, major, marital status, age and work experience in information related fields. The testing of a supplementary cognate research question supported the conclusion that ESI Entrance Examination was not a predictor of academic achievement. The crude predictions which may be obtained by application of the biographical model should be complemented by other selection criteria. Further research is highly needed in this area to consolidate its theoretical base.
机译：关于摩洛哥图书馆和信息科学领域的学术成就，本研究的目的是确定两个预测模型的可预测性。考试模型基于ESI入学考试的一套评分，这是一项昂贵的口头表达能力，国立图书馆与信息科学学院的入学考试的笔试和口试。传记模型利用了一组容易获得的，潜在的，认知的和非认知的预测因子。这项研究旨在比较三个替代标准变量上的两种模型，即课程所有部分的总体平均成绩（GPA），课程所有部分的大一新生GPA和核心课程，图书馆和大学课程的总体GPA。信息科学。分析了三年制实践本科课程和两年制研究生论文的数据。样本包括两个项目的所有毕业生，他们都可获得数据。超过总人口的70％。；逐步多元回归用于得出预测模型，这些模型在每个程序的最后一个类别中都经过了交叉验证。主要由于筛查和校准样品较少，因此该研究生课程没有得出明确的结论。对于本科课程，传记模型在每个标准变量中始终比考试模型占更多的差异。对于上面列出的三个标准变量，通过使用传记模型得出了R（'2）分别为.22，.15和.25。检验模型得出的R（'2）s为.08，.06和.09。传记交叉验证模型中的预测被发现是：站在高中文凭，专业，婚姻状况，年龄和信息相关领域的工作经验上。对一个补充的相关研究问题的测试支持了这样的结论，即ESI入学考试不是学习成绩的预测因素。可以通过应用传记模型获得的粗略预测应辅以其他选择标准。为了巩固其理论基础，在这一领域中需要进一步的研究。

著录项

  • 作者

    MISKI, ABDELHAMID.;

  • 作者单位

    University of Pittsburgh.;

  • 授予单位 University of Pittsburgh.;
  • 学科 Library Science.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号