The role of critical thinking in explaining students' academic success in undergraduate animal sciences programs
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The purpose of this study was to determine to what extent differences in critical thinking skills explain a difference between predicted and earned GPAs for first-time animal sciences students at a Midwestern land-grant university. The target population for the study was first-time college students enrolled in animal sciences. The accessible population consisted of first-time college students enrolled in the fall of 2023 (N = 135) and students enrolled as first-time college students in animal sciences in during the fall 2014 - 2019 semesters (N = 690). The researcher utilized the California Critical Thinking Skills Test (CCTST) to evaluate the critical thinking skills of students enrolled in the fall 2023 semester and collected data from the student information system at the study institution to explore students' academic achievements their first semester in their STEM courses as well as their overall GPAs in comparison to their predicted GPAs. An overall response rate of 87 percent (n = 118) was achieved in this study. The students evaluated in this study fell below the national average in critical thinking skills. The findings indicated that higher critical thinking skills do not explain a significant difference between predicted and earned GPAs beyond the current prediction model. Current and previous animal sciences students, on average, did not achieve their predicted GPAs, in their STEM courses nor with overall GPA. This shortfall suggests that the current model, which relies on high school GPAs and standardized test scores, did not accurately predict performance in the evaluated student cohorts. Given this large shortcoming in academic success, there is room for improvement in the current prediction model used for students majoring in animal sciences at the study institution. The model's accuracy may be further complicated with the future removal of the science portion of the ACT, making it even more important to identify the additional factors that predict student achievement. Students in animal sciences come from diverse backgrounds, ranging from rural to urban upbringings, with varying degrees of livestock experience. Some students may find the scientific content difficult while others may struggle with the applied learning of animal handling and management in the animal sciences program. Accurately predicting students' academic achievement is important to help academic advisors in the animal sciences program create first-semester schedules better suited to the student's ability. Additional research could continue to improve the accuracy of prediction models used for first-time college students in animal sciences. Future research should explore additional factors influencing academic achievement, including socio-economic status and college readiness, to develop a more accurate predictive model.
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Ph. D.