A comparative analysis of pre-collegiate students' college preparation determined by academic achievement, achievement test performance, and learning style preference

Abstract

<p>The main purpose of the study was to examine the relationships among demographic characteristics, standardized achievement test performance, academic performance in college preparatory courses, and learning style preference of economically and educationally disadvantaged students;The data were collected from 804 high school students in grades 9-12 from eight Upward Bound programs located in the midwest, south, and southwest. Six achievement tests, one learning style inventory, and one study habit survey was utilized to report data along with students' high school grade reports;The research design utilized the ex post facto research design--General Linear Models Procedure (GLM), correlational analysis, analysis of variance (ANOVA), and t-tests were employed for testing the hypotheses of the study;Analyses of the data indicate that academic preparation and grade level directly influence performance on achievement tests. Also, this investigation demonstrated a relationship between demographic variables and success as measured by academic and achievement test performance.</p>