Introduction
This report presents a comprehensive analysis of high-performing graduates in the Bachelor of Arts in English program, covering a period from 37/38 to 1445 for female graduates and 36/37 to 1445 for male graduates. By examining the number of outstanding graduates on a semester-by-semester basis, we aim to identify trends, patterns, and key insights into academic excellence within the program. This analysis will shed light on the consistency and variability of student performance across different semesters and academic years, as well as highlight any notable changes or improvements over time.
Analysis of 660 High-Performing Female Graduates in the Bachelor of English Language Program Since 37/38
Tracking Excellence: A Semester-by-Semester Breakdown
The Bachelor of Arts in English program shows interesting trends in outstanding graduate numbers across semesters. Starting from the Second Semester of 37/38 with 41 outstanding students, we see a sharp drop to just 6 in the following First Semester 38/39. However, this is immediately followed by a significant spike to 71 outstanding graduates in Second Semester 38/39. This pattern of lower numbers in first semesters followed by higher numbers in second semesters becomes a recurring theme.
The trend continues into 39/40, with a dramatic dip to only 1 outstanding graduate in the first semester, rebounding to 42 in the second semester. In the first semester of 1441, we see 3 outstanding graduates in the first semester, rising to 56 in the second. This upward momentum carries into 1441, with 18 in the first semester and a notable increase to 87 in the second - the highest count observed so far.
The 1443 academic year maintains this pattern, with 22 outstanding graduates in the first semester, 62 in the second, and introduces a summer semester with 5 graduates. Moving to 1444, we see 21 in the first semester, a slight decrease to 17 in the second, but then a substantial jump to 69 in a newly introduced third semester.
The most recent data for 1445 shows continued growth, with 27 outstanding graduates in the first semester, followed by a remarkable increase to 112 in the second semester - the highest number recorded across all periods.
Throughout this analysis, it's clear that second semesters consistently outperform first semesters in producing outstanding graduates, often by a significant margin. The overall trend suggests a general increase in the number of outstanding graduates over time, with the most recent semesters showing particularly strong results. This data underscores the importance of not missing the second semester, as it appears to be a crucial period for academic excellence in this program.
Analysis of 261 High-Performing Male Graduates in the Bachelor of English Language Program Since 36/37
Tracking Excellence: A Semester-by-Semester Breakdown
The Bachelor of Arts in English program shows interesting trends in outstanding male graduate numbers across semesters from 36/37 to 1445. This analysis covers all semesters, including summer terms when available, providing a comprehensive view of academic excellence among male students.
Starting from the Second Semester of 36/37 with 4 outstanding graduates, we see consistency with the Summer Semester also producing 4 outstanding students. The program then experiences growth in 37/38, with 6 outstanding graduates in the First Semester, doubling to 12 in the Second Semester, and maintaining 4 in the Summer Semester.
The 38/39 academic year shows a slight dip in the First Semester to 7 outstanding graduates, followed by an increase to 13 in the Second Semester. The Summer Semester of 38/39 sees a notable decrease to just 1 outstanding graduate.
Moving into 39/40, there's a steady increase across semesters: 8 in the First Semester, 15 in the Second Semester, and 6 in the Summer Semester, showing overall growth in excellence.
A shift in the academic year notation occurs from 39/40 to 1441, possibly indicating a change in the calendar system used. The 1441 academic year shows continued growth with 9, 22, and 3 outstanding graduates in the First, Second, and Summer Semesters respectively.
The 1442 academic year marks a significant jump, starting with 17 outstanding graduates in the First Semester, 18 in the Second, and 9 in the Summer Semester - the highest summer performance observed.
Interestingly, 1443 shows a slight decline, with 13, 11, and 4 outstanding graduates across its three semesters. This downward trend continues into the First and Second Semesters of 1444 with 10 and 5 outstanding graduates respectively. However, a newly introduced Third Semester in 1444 sees a substantial increase to 18 outstanding graduates.
The most recent data for 1445 shows a dip to 6 outstanding graduates in the First Semester, followed by a remarkable surge to 36 in the Second Semester - the highest number recorded across all periods.
Throughout this analysis, second semesters generally outperform first semesters, though not as consistently as in the female graduate data. The introduction of summer semesters and a third semester in later years adds interesting variability to the trends. Overall, there's a general increase in the number of outstanding graduates over time, with the most recent second semester showing particularly strong results.
This data underscores the importance of considering all semesters in evaluating program performance, as excellence is distributed across various terms, with recent changes in semester structure potentially impacting outcomes.
Conclusion
The analysis of high-performing graduates in the Bachelor of Arts in English program reveals several key findings. First, there is a consistent trend of second semesters outperforming first semesters in producing outstanding graduates, particularly among female students. Second, the overall number of outstanding graduates has generally increased over time for both male and female students, with the most recent semesters showing particularly strong results. Third, the introduction of summer semesters and a third semester in later years has added variability to the trends, especially for male graduates.
These findings underscore the importance of considering all semesters when evaluating program performance, as excellence is distributed across various terms. The data also suggests that the program has been successful in fostering academic excellence over time, with recent changes in semester structure potentially impacting outcomes. Moving forward, it will be crucial to monitor these trends and identify factors contributing to the success of high-performing graduates, particularly in the consistently strong second semesters. By understanding these patterns and leveraging the insights gained from this analysis, the Bachelor of English Language program can continue to support and promote academic excellence among its students.