| dc.description.abstract | Studies in college phase emphasizes autonomous learning, which bestows great flexibility on students in terms of either selecting courses or scheduling studies, while high autonomy and sense of responsibility are required for students in their academic performance. Nevertheless, information from Department of Statistics, Ministry of Education, suggests an annually growing dropout rate, 16.2 percent of which is contributed by students expelled on the grounds of “academic performance.” Students’ learning process is hence interrupted, which possibly affects students’ individual career development while implying a waste of human and educational resources.
To reinforce effective learning, schools hence offer an “Early Warning System” that gives students opportunities to examine their learning outcomes. The Early Warning System in effect, nevertheless, does not render a proper time window for post-alerted remedies, resulting in not only students’ helplessness in learning but also the loss of the mechanism’s significance.
This study aims at exploring the Early Warning System and how to locate at-risk students. Establishing a forecast model through scores of GSAT and calculus courses enables locating as-risk students in the sixth week of the semester, providing students with adequate time for the purpose of regulating autonomous learning, adopting school’s academic counseling, and hence reducing the occurrence rate of dropping out, failing half of total credits, and failing one-third of total credits. | en_US |