A Comparison of the Academic Success Between Community College Transfer and Native Students Enrolled at Morgan State University from 1999-2004 PDF Download
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Author: Stacie Alice Morris
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 151
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Author: Stacie Alice Morris
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 151
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Author: Angela M. Tripp
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 266
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The purpose of the study was to compare the academic success of transfer students and native students enrolled in a private urban university. The relationship between community college students and their performance at four year institutions has been researched by numerous researchers (Carlan & Byxbe, 2000; Cejda, 1994; Cohen, 1998; Hill, 1965; Graham & Hughes, 1994; Montondon & Elkner, 1997). Banks (1990) has written that the founders of junior colleges believed the success of their transfer mission could be gauged by the success of their students at the four-year institution. Current research was highly focused on transfer students as they moved from community colleges to public four-year institutions. Inadequate research was available to assist independent colleges and universities in working with transfer students. Sixteen hundred independent colleges and universities have enrolled more than 3.1 million students, a critical number of students needing focused and specialized research on transfer (National Association of Independent Colleges and Universities, 2005). This causal comparative study examined a cohort of students who transferred into a private four-year institution. The study was comprised of native and transfer students who entered a private urban university, Fall, 1999, and examined their academic success outcomes six years later (May, 2005). The purpose of this study was to understand and describe the extent to which native and transfer students differ in their academic success in a private urban university. The study found no statistically significant differences in the academic success (grade point average, retention rate, graduation rate) of transfer and native students based on transfer status, classification, age, gender or transfer institution type. No statistically significant differences were found in the grade point averages and retention rates of transfer and native students based on enrollment status. However, full-time transfer and native students had a statistically higher graduation rate than part-time students. Implications for future practice and recommendations for further research are provided by the study. -- Abstract.
Author: A. Lois De Laine
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 188
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This study examines whether there are statistically significant differences in the academic success of nontransfer and transfer students from a two-year institution to the urban historically Black university. The study takes into account the influence of such factors as age, gender and race on academic success. Students were randomly selected from data compiled by the University's Office of Planning and Institutional Research, using purposeful sampling selected from students who were enrolled at the senior institution between fall semester 2000 and fall semester 2003. Of the total number of students, 90 were nontransfer students and 54 were transfer students. A two-year pertinent aspect of the study was grade point average of both groups of students. The hypothesis of this study is that there is no significant difference in success between nontransfer college students enrolled at Morgan State University and student transfers from community colleges enrolled at Morgan State University after one year of study. The null hypotheses were tested at alpha .05 level of significance. These null hypotheses would either reject or fail to reject the contention that there is a difference in the academic performance when comparing the third year grade point average performance of the nontransfer college students and the community college transfer students. The ex post facto research design utilized the t-test to compare the transfers and nontransfers with the grade point average; testing the null hypotheses, i.e. the statistical significance of the mean GPA, for transfer students. Cross-tabulation and Chi Square statistical tests were used to test the hypotheses for age and gender of the transfer and nontransfer groups. -- Abstract.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author: Bruce Carl Lenmark
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 324
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The purpose of this study was to determine whether or not a significant difference existed between Oregon community college transfer students and native students at Oregon State University with respect to academic achievement, persistence, and graduation. Two groups of students were selected for observation. The first included all of the 116 full-time students who transferred from Oregon community colleges with 39 or more units of collegiate work and were admitted to Oregon State University from the fall quarter 1963 through the fall quarter 1964. The second group included 116 full-time native students who were currently enrolled at Oregon State University. Each native student was selected at random to match one of the transfer students by school, age, sex, marital status, and number of units completed. Original data were obtained by surveying student records. Grade-point averages were collected at various time intervals. To evaluate persistence and graduation, students were classified as enrolled, withdrawn, dismissed, or graduated. The percentage of students in each classification was tabulated at various time intervals. Comparisons of grade-point average were made by t tests. Within the transfer group, evaluations were made for sub-groups established on the basis of school, age, sex, marital status, and class standing. The same subgroup evaluations were made within the native group. Comparisons of grade-point average also were made between the transfer and native groups as a whole and as subgroups. The academic classifications of the total transfer group were compared with those of the native group by chi-square tests. Comparisons for transfer and native subgroups were made by percentages. The findings of this investigation are summarized in three subdivisions: transfer shock, academic achievement, persistence and graduation. Transfer shock. Acute transfer shock was observed for transfer students. Recovery was slow, and grade-point averages generally did not return to their original level until graduation. The dropout rate was extremely high for the first year after transfer and included a large number of dismissals. Students in all schools suffered transfer shock and a considerable loss of grade-points. Large dropout rates for the first year were noted in most schools. Transfer shock was most noticable for the following subgroups: students enrolled in the School of Engineering, young students in the 19 to 21 age group, males, and single students. Academic achievement. When observations began and upon receipt of the baccalaureate degree there was no significant difference between the grade-point averages of transfer and native students. However, when comparing the cumulative grades for the total collegiate work of dropouts as well as graduates, the grade average of transfer students was significantly lower than that of native students. This was attributed to the loss of grade-point average associated with transfer shock. At graduation there was no significant difference between native and transfer students in any subgroup. For total collegiate work, native engineering students averaged much higher than transfer engineering students, and native males averaged higher than transfer males. Youngest native students had a higher average than youngest transfers; native juniors were higher than transfer juniors; single natives averaged much higher than single transfers, but there was no significant difference between married groups. Persistence and graduation. When transfer students were compared with native students, the persistence and graduation rates of native students were found to be significantly higher than those of transfer students at all time intervals. Dropouts from either group seldom occurred between the fourth and fifth year of collegiate work. Graduation rates for both groups increased greatly when students were given an additional year to complete degree requirements, but the largest gain was observed for transfer students. The persistence and graduation rates for native subgroups were much higher than those for corresponding transfer subgroups except in the School of Science and for students above 26 years of age. Transfer dropouts included a higher percentage of dismissals than native dropouts.
Author: Daniel Clarence Wilson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 264
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Author: Martha Ann Patonetz
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 162
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Author: Henry Joseph Osner
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 346
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Author: James Leroy Henderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Author: Stephanie Burdine King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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