High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This stud...

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools.

ABSTRACT Despite several decades of postsecondary expansion, new research finds youth from northern and rural areas in Canada still experience difficulties making the transition to postsecondary education, and those who do attend take longer to do so. Proximity, we argue, may also have a considerable impact on one’s field selection, as many of Canada’s larger universities and colleges, who offer considerably more program and degree options, tend to be concentrated in large, urban centers, and in the southern regions of Canada’s provinces. This study draws on Cycles 1–4 of Statistics Canada’s Youth in Transition Survey – Cohort A to examine regional inequalities in accessing Science, Technology, Engineering and Mathematics (STEM)-related fields at both the university and non-university levels. Indeed, our findings suggest that location of residence does impact field choices, as students from northern and rural areas were less likely to enter STEM as well as non-STEM, university programs.

Roots and Stems? Examining Field of Study Choices Among Northern and Rural Youth in Canada

Objectives: To deal with the Covid-19 pandemic and its unpredictable variations, universities must develop many different response scenarios in which online teaching is considered a suitable, strategic, and long-term solution. Our study aims to investigate and determine the relationships between digital transformation, satisfaction, word-of-mouth communication, and students' intention to continue learning online in universities. Methods/Analysis: Our study uses Structural Equation Modeling (SEM) to measure the interaction with data processing tools such as partial least squares SEM (PLS-SEM), Cronbach's Alpha coefficient, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and PLS Bootstrapping with descriptive and inferential statistics. Findings: The results show a positive interaction between students, faculty, and schools with digital transformation; between digital transformation and student satisfaction and word of mouth communication; between satisfaction with an expression of mouth communication and the intention to continue learning online; and between oral communication and a student's intention to continue learning online. Novelty/Improvement: This is the first study to simultaneously identify, examine, and measure the impact of factors influencing digital transformation, student satisfaction, word-of-mouth communication, and the intention to continue online learning and their interrelationships.JEL Classification: A22, I20, I23 Doi: 10.28991/ESJ-2022-SIED-04 Full Text: PDF

Digital Transformation, Student Satisfaction, Word of Mouth and Online Learning Intention in Vietnam

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AP STEM Course-Taking and College STEM Major Selection: An Examination of the Relationship and How It Differs by Gender and Race/Ethnicity.

How standardized testing affects students’ college readiness in Texas

Rural students account for almost 20% of the US K-12 students, but rural context varies from state to state. This study uses a statewide longitudinal sample (N = 3,119) to analyze college enrollment and STEM major choice patterns of Montana’s public high school students in the academic years of 2013-2017. The binary logistic regressions showed that Montanan students are more likely to enroll into a 4-year institution than a 2-year institution. Also, students enrolled at a 4-year institution are more likely to consider STEM majors than students at a 2-year institution. Although high school GPA and ACT STEM scores are strong predictors for both college enrollment and STEM major choice, findings for race/ethnicity, gender, and free or reduced-price lunch status varied across the two outcomes. Specifically, race/ethnicity contributes to variation in college enrollment, but not STEM major choice. Similarly, free or reduced-price lunch status in high school is predictive of college enrollment, but not for STEM major choice. Although there was no difference in college enrollment type for gender, male students are more likely to select a STEM major, and this trend occurs at a rate of three times higher at a 4-year institution versus a 2-year institution. Our findings provide additional nuances of rural students, contributing to the understanding of their college enrollment and STEM major choices in the context of Montana - a large geographic, low populous state - which has received less attention than urban and high-density states.

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College Enrollment and STEM Major Choice in a Rural State: A Statewide Examination of Recent High School Cohorts

PurposeThis paper, employing the model integrated from Theory of Planned Behaviour (TPB) and Technology Acceptance (TAM), will examine factors affecting Vietnamese students' acceptance behaviour towards online learning. The research aims at finding out the motivating factors and measuring their influence on students' intention to accept digital transformation in learning. Based on the results, the authors propose some valuable suggestions to encourage acceptance of online learning behaviour, to enhance and apply digital transformation to higher education in Vietnam, especially in the Covid-19 pandemic, when most of the schools all over the world were forced to close.Design/methodology/approachThe research team used 913 responds' non-convenient probability sampling method, focusing on students currently studying at undergraduate education institutions across the country, studying different training majors, in different academic years. With the questionnaire designed through qualitative research, a preliminary quantitative study with 53 responses has been conducted. Based on the results, the authors completed the questionnaire then conducted a formal quantitative survey. Cronbach alpha, EFA, CFA and SEM have been used to explore the meanings of data collected.FindingsThe results from analysing 913 undergraduates reveal that Attitude (influenced by Perceived Usefulness and Perceived Ease of Use), IT Ability and Self-study Ability impact the intention of accepting online learning at the beginning and digital transformation in the future. Meanwhile, Subjective Norm and Financial Ability do not have any role in fostering the intent of accepting new studying mode among Vietnamese students because of IR4.0 and the low expense for online learning. Research findings are the premise for the authors to provide suggestions for students, institutions on enhancing their digital transformation process through their changing behaviours in the relationship with other stakeholders surrounding the learning process of students.Research limitations/implicationsThe authors found that previous studies only focused on one or two factors according to the TAM or TPB model; or have not clarified all the stages in the process of changing learning methods behaviour. Therefore, this study combined both models to analyse in more detail the above process as well as exploit new influencing factors to complete the research scale. The main limitation of this study was that the sample has been taken in 2020 when the Covid-19 pandemic is forcing all students to online learning, even they are willing or not.Practical implicationsThe research is conducted in the context of Covid-19 outspread, the society has inevitably transitioned to digital transformation, especially with the education sector. Based on the results of analysing the changing process among students from accepting online learning to their intention to change the learning behaviour, the authors proposed some recommendations for universities that build the landscape for study; for lecturers – the most important factor in connecting the students to the working world with knowledge and skills; and especially for students, who need to have actively in receiving knowledge and self-study in the era of IR4.0.Originality/valueThis study adds to the existing literature related to solutions to motivate intention to accept online learning in higher education institutions. With online learning gradually being adopted around the world, the study examined the factors driving the intention to study online in emerging countries. In particular, the study focuses specifically on the case of Vietnam. This result from this study can serve as a guide for higher education institutions as a premise to develop future research directions. It may be useful for studies at higher education institutions in emerging countries similar to Vietnam; in-depth research into research subjects at higher education institutions; or study countries with cultures, customs and habits equivalent to Vietnam, etc. Finally, we are certain that the material presented in this manuscript will not infringe any statutory copyright and that the manuscript will not be submitted elsewhere while being reviewed by the Journal of Applied Research in Higher Education assessment.

Que N. Tran

Papers

College Enrollment and STEM Major Choice in a Rural State: A Statewide Examination of Recent High School Cohorts

Factors motivating students' intention to accept online learning in emerging countries: the case study of Vietnam