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Predicting success in an undergraduate exercise science program using science-based admission courses.

Tiffany A Esmat¹, Joshua D Pitts¹

¹Department of Exercise Science and Sport Management, Kennesaw State University, Kennesaw, Georgia.

Advances in Physiology Education

|February 29, 2020

Summary

Student success in Exercise Science programs can be predicted by early course performance. Introductory Exercise Science (ES) 2100 and key general education courses significantly correlate with major course success.

Keywords:

admission exercise science gated program science based student success

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Area of Science:

Exercise Science
Higher Education Studies
Educational Psychology

Background:

Student success, including retention, progression, and graduation, is crucial in higher education.
Research on predictors of success specifically within undergraduate Exercise Science programs is limited.
This study addresses the need to identify factors influencing student performance in Exercise Science.

Purpose of the Study:

To evaluate an admission policy's effectiveness in predicting student success in an undergraduate Exercise Science program.
To identify specific prerequisite courses that predict success in core Exercise Science major courses.
To provide data-driven insights for improving student retention and program completion rates.

Main Methods:

Utilized regression analysis on data from 652 Exercise Science students (2012-2018).
Collected student performance data from the University's Enterprise Information Management system.
Controlled for performance in other courses to isolate the impact of key predictors.

Main Results:

Performance in the introductory Exercise Science course (ES 2100) was the strongest predictor of success in required major courses.
General education courses, including English Composition II, Precalculus, General Chemistry II Laboratory, Human Anatomy and Physiology II, and General Psychology, also significantly predicted major course performance.
These findings held true even after controlling for performance in other academic areas.

Conclusions:

Performance in ES 2100 and specific general education courses can effectively predict student success in the Exercise Science major.
Identifying these predictive courses can inform the development and refinement of program admission policies.
This research offers valuable insights for Exercise Science programs aiming to enhance student retention, progression, and graduation rates.