Predicting success for graduate students on the Master of Education programme in Educational Administration at Memorial University of Newfoundland

• Main Author: Woodfine, Bernard M.
• Other Authors: Memorial University of Newfoundland. Dept. of Educational Administration
• Format: Thesis
• Language: English
• Published: 1989
• Subjects: Education > Newfoundland and Labrador > Graduate work; Prediction of scholastic success; Newfoundland; Canada; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/214231

Thesis (M.Ed.)--Memorial University of Newfoundland, 1989. Educational Administration Bibliography: leaves 115-123. This study attempted to isolate a number of factors (variables) associated with achieving graduate school success in the Master of Education degree program at Memorial University of Newfoundland. Eleven variables were examined as possible predictors of graduate school success. Each predictor variable was correlated with each of four measures of graduate school success. -- Overall undergraduate grade average, undergraduate grade average in the last 20 courses completed, undergraduate grade average in education courses, undergraduate major area of study, grade level of undergraduate education degree training, years of teaching and administration experience, possession of administrative experience, sex, age, full or part-time program status and thesis or non-thesis program option were examined as possible predictors of graduate school success. Attainment of degree, administrative success, career success and graduate grade average were used as measures of graduate school success. -- Based upon the correlational analysis completed, an interesting result was the relative strength of sex, age, years of teaching/administrative experience and undergraduate education course average as possible predictors of graduate school success. -- Correlations were found to be quite low. However, these correlations were similar to those found in previous research. The use of non-continuous variables such as sex and program status in a correlational analysis of this type could be questioned and recommendations based upon these variables must be viewed with caution. -- Stepwise multiple regression analysis indicated that the best predictors of graduate grade average were undergraduate average in the last 20 courses completed, years of teaching and/or administrative experience, possession of administrative experience and major area of undergraduate study. Best predictors of career success included thesis/non-thesis program option and possession of administrative experience. -- A stepwise multiple regression analysis could not be performed on either administrative success or attainment of degree possibly due to the high intercorrelations between the predictor variables. Undergraduate average in the last 20 courses was the only predictor significantly correlated with administrative success while type of attendance was the only predictor significantly correlated with attainment of degree. -- Results of this study question certain currently used admission criteria and seem to validate other admission criteria Given the tentative nature of certain correlations, generalizations of results were cautioned.