Why was the thesis/dissertation grading system changed in Fall 2008?
Dissertation Grade - The Student Room
The last column of shows the correlations between the first year statistics exam results and all following statistics exam results (including the dissertation grade). Since these data relate to the same students as those who participated in the second administration of the ATS, the relative predictive values of affective (ATS) and cognitive (first year statistics results) characteristics in predicting later exam results can be compared for that administration.
Dissertation Grading - Higher Education
Table 6 presents the correlations of the ATS subscale scores with all general exam results. An inspection of this table reveals that the important role of attitudes toward statistics is specific for statistics performance (including the dissertation grade). There is no statistically significant correlation between the ATS scores and the short- and long-term general exam results. In our sample, the total grade in the first year is more highly correlated with the following general exam results than the attitude scales.
This study uses the Attitudes Toward Statistics (ATS) scale () to investigate the attitudes toward statistics and the relationship of those attitudes with short- and long-term statistics exam results for university students taking statistics courses in a five year Educational Sciences curriculum. Compared to the findings from previous studies, the results indicate that the sample of undergraduate students have relatively negative attitudes toward the use of statistics in their field of study but relatively positive attitudes toward the course of statistics in which they are enrolled. Similar to other studies, we find a relationship between the attitudes toward the course and the results on the first year statistics exam. Additionally, we investigate the relationship between the attitudes and the long-term exam results. A positive relationship is found between students attitudes toward the use of statistics in their field of study and the dissertation grade. This relationship does not differ systematically from the one between the first year statistics exam results and the dissertation grade in the fifth year. Thus, the affective and cognitive measures at the beginning of the curriculum are equally predictive for long-term exam results. Finally, this study reveals that the relationship between attitudes toward statistics and exam results is content-specific: We do not find a relationship between attitudes and general exam results, only between attitudes and results on statistics exams.In the fifth year, the attitudes scores do not correlate significantly with the dissertation grade, but when we take a closer look at the results, we see that the subscale scores for the second administration show a substantive correlation with the dissertation grades in the fifth year ( = 0.23, = 0.04).