RELATIONSHIP BETWEEN SELECTED ACADEMIC AND DEMOGRAPHIC VARIABLES AND SUCCESS IN LICENSED PRACTICAL NURSING PROGRAMS (TABE).
Contributors: Southern Illinois University at Carbondale.
Published: 1988
Number of pages: 72
Subjects: Education, Vocational.; Health Sciences, Nursing.
Description: The purpose of this study was to contribute to the emerging body of literature on prediction of academic success. Specifically, this study attempted to identify factors that predict success in practical nursing programs and to identify academically deficient students.

The criterion variables were: (a) program completion or attrition; (b) passage or failure of the Licensed Practical Nurse Assessment Test (LPN AT); and (c) LPN AT scores. The predictor variables were Tests of Adult Basic Education (TABE) reading and mathematics scores, age, gender, race, and highest level of educational attainment.

The subjects were the 1002 students admitted to 18 Licensed Practical Nurse (LPN) programs funded by the Office of Vocational Education in a south central state in 1985 and 1986.

Prior to combining the 1985 and 1986 data, Chi-square analyses were conducted on the dichotomous variables and student's t-test on the continuous variables to identify any significant differences. The LPN AT scores of the 1985 and 1986 classes were significantly different and further analyses were conducted on each class.

The relationship between each predictor variable and the criterion variable was investigated using: (1) Pearson product-moment correlation coefficients, (2) Point-Biserial correlation coefficients, (3) Biserial correlation coefficients, (4) single regression analyses, and (5) forward stepwise multiple regression analyses. Level of significance was.05 for all analyses except TABE mathematics scores which was tested at the.20 level.

There was a statistically significant relationship between TABE reading scores and each of the criterion variables. The proportion of variance accounted for in each criterion variable by TABE reading scores was less than 10%. TABE mathematics scores, age, gender and race were correlated to measures of success.

There was no relationship between level of educational attainment and any of the measures of success.
Notes: Source: Dissertation Abstracts International, Volume: 50-06, Section: A, page: 1643.

Thesis (PH.D.)--SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE, 1988.

School code: 0209.