Factors Associated with Student Success in an Introductory Level Animal Science Course

Abstract The impact of demographic factors and student academic behaviors on student success are well-documented in many science disciplines, yet little data exists for animal science programs. The objective of this study was to determine if academic behaviors or demographic factors were associated with students’ final grades in an introductory animal science course at Colorado State University. Students enrolled during the fall 2021, 2022, and 2023 semesters were anonymously surveyed at semester’s end regarding their final grade, academic behaviors, and demographics. Separate regression models assessed associations between final course grade and extracurricular involvement, perceived adequacy of studying/notetaking strategies, attendance patterns, high school GPA (HSGPA), race, number of times enrolled in the course, and first-generation status (FG). Students that connected with faculty and those that were involved in clubs, research, or voluntary animal feeding were associated with a lower likelihood of failing (earning a grade of D or F) compared to those who were not (P = 0.006, P = 0.003, P = 0.013, P = 0.001, respectively). Students with perceived inadequacies in studying or notetaking strategies were associated with a higher likelihood of failing compared to those who felt their skills were adequate (P = 0.002 and P < 0.001, respectively), yet no differences were seen between students with different notetaking strategies (P = 0.662) or quantities of time spent studying for quizzes (P = 0.435) or exams (P = 0.370). Students who attended 80–90% and < 70% of class periods were associated with a higher likelihood of failing, compared to those who attended 100% of class periods (P = 0.010 and P = 0.005, respectively), but no differences were seen between those attending 100% of classes and those attending 90–100% of them (P = 0.185), nor between those attending 80–90% of classes and those attending < 70% of them (P = 0.203). An interaction occurred between FG and HSGPA (P = 0.040), showing that the effect of FG on likelihood of failing differs by HSGPA category. Racially minoritized students and students retaking the course had a higher probability of failing the course than their respective counterparts (P < 0.001 and P = 0.003, respectively). This study highlights the roles of involvement, attendance, perceived inadequacies in learning behaviors, and various demographics in academic performance and can be used to inform future student support programs in animal science disciplines.