Secondary Analysis of the Motivated Strategies for Learning Questionnaire Data of STEM Students at a Historically Black College/University

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Historically Black College and University Models of STEM Success (Table 15)

Abstract

Historically Black colleges and universities (HBCUs) have always had a unique role in the academic landscape of higher education in the United States. Previous research in the field has shown that high school academic performance measured by grade point average is a strong predictor of college academic performance. The purpose of this study utilizes secondary data from a published study to examine the relationship between pre-college academic performance and learning strategies, identified in the Motivated Strategies for Learning Questionnaire (MSLQ), of undergraduate students enrolled in science, technology, engineering, and mathematics (STEM) courses at an HBCU. Pearson correlation analysis will be used to examine the relationship between learning strategies, high school academic performance, and college academic performance.

Author

• Jade Pratt, Pepperdine University
  Presenting Author