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

Abstract

Student success is an important focus within higher education as it relates to retention, progression, and graduation rates. Limited research exists examining the predictors of success within an undergraduate Exercise Science program. The purpose of this investigation was to examine the viability of an admission policy implemented within an undergraduate Exercise Science program as a method of predicting student success. Data from 652 students from 2012 through 2018 were collected from the University’s Enterprise Information Management system. Regression analysis indicated ES 2100, an introductory Exercise Science course, was the best predictor of student performance in required major courses. Furthermore, the results indicated performance in general education courses, including English Composition II, Precalculus, General Chemistry II Laboratory, Human Anatomy and Physiology II, and General Psychology were also significantly related to performance in the required major courses, after controlling for performance in other courses. The results of the investigation provide insight regarding future success within required major courses in the program. This knowledge can be valuable when examining methods to improve retention of students, progression, minimizing repeat attempts at courses, and improving graduation rates. In conclusion, the identification of these courses, related to student success, may provide valuable insight for other Exercise Science-related programs that are considering implementing a program admission policy.