Abstract:
The purpose of this research was to determine the relationship
between University housing and academic achievement and to investigate
the relationship of age, previous year's grade-point average and
intelligence to academic achievement.
A sample of one hundred and sixty four sophomore, junior and
senior students were selected from four housing groups consisting of
fraternity/sorority, residence hall, cooperative and off-campus
groups.
The data were gathered from the offices of the Dean of Men and
Dean of Women and it was analyzed by multiple covariance techniques
to determine the validity of the following four hypotheses: a.) there
is no relationship between academic achievement and on-campus/
off-campus housing, b.) there is no relationship between academic
achievement and age for students in on-campus/off-campus housing,
c.) there is no relationship between academic achievement and past grade-point average for students in on-campus/off-campus housing,
d.) there is no relationship between academic achievement and
intelligence for students in on-campus/off-campus housing. The
data were additionally analyzed according to various mathematical
models relating grade-point average to the variables: under observation.
In addition, the effect of moving from residence halls to off-campus
housing as well as the effect of supervision on grade-point
averages was studied.
No significant relationship between academic achievement and
housing, age, and intelligence was found. The previous years grade-point
average was significantly related to academic achievement. A
mathematical model utilizing but one measurable variable, the
previous years grade-point average, was found to "fit the data" as
well as the more complex models which involve more-than one
measurable variable.
From a quarter by quarter analysis of grade-point averages, it
was found that: for fall term, students in unsupervised housing
achieved significantly, better grade-point averages than those in
supervised housing; in winter-term students in supervised housing
achieved better grade-point averages than those in-unsupervised
housing and by spring term the influence of housing diminished in
importance since the two groups were not significantly, differentiated
by grade-point averages.
