Quantifying Behavioral Differences between Low and High GPA Students

Wednesday, February 03 | 3:30PM–4:15PM | Texas Ballroom Foyer, Fourth Floor
Session Type: Professional Development
A student's incoming GPA is often a key predictor of student success in a course (Noftle and Robins 2007, Wright 2014). Combining digital data from the university's student information system, an in-class student behavior system, and surveys yielded new evidence that students with low incoming GPA tend to behave in ways that are significantly different from their higher-GPA peers. Low GPA students attend class less often and participate far less in class activities when they do attend. These results provide instructors and advisors with specific evidence to guide the design of messaging.

OUTCOMES: Learn how student behavior data was collected in the classroom * Understand how various measures of student behavior vary with incoming GPA * Learn how these data results are being made available to student advisors