Predicting Students' Performance In a Plant and Soil Sciences Course Based On Their Involvement In Extracurricular Activities.

Developing a better understanding of factors that contribute to student academic success is beneficial for students, course instructors, and academic advisors.  Student employment and integration into their campus are likely predictors of university students’ grades.  Data were collected from students enrolled in an introductory plant and soil sciences course at the beginning and end of the spring 2010 semester to assess students’ academic characteristics and motivation in the course.  Over one-half of the students reported that they were involved in clubs related to their major, but less than 30% held leadership positions in their organizations.  The apparent lack of leadership is not unexpected, as most students (67%) were classified as freshmen or sophomores.  Approximately 35% of the students were employed, working 19.2 hours each week on average.  The student characteristics that correlated significantly (p < 0.1) with final grade were: involvement in clubs related academic major, leadership positions in clubs, and hours worked.  Students who were involved in academic clubs and leadership positions were more likely to achieve academic success; however, students who worked more hours were less likely to achieve academic success.  These data will help the course instructor identify students who may struggle with course content, and for advisors to encourage students to choose activities that supplement their academic goals and develop strategies for managing their time and personal interests more effectively.