A Study of Persistence Factors of Nontraditional Students Enrolled in Noncredit Information Technology Programs in the Advantage Valley Community College Consortium PDF Download
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Author: Steven Lee Brown
Publisher:
ISBN:
Category : Information technology
Languages : en
Pages :
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Author: Steven Lee Brown
Publisher:
ISBN:
Category : Information technology
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Author: Lisa Margaret Oden
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 324
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Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 0470888431
Category : Education
Languages : en
Pages : 513
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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Priscilla Renee Burns
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0
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This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.
Author: Brenda Ruot
Publisher:
ISBN:
Category :
Languages : en
Pages : 202
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The persistence of college students, particularly through credential attainment, is of importance to many stakeholders in higher education, including policymakers, taxpayers, parents and students. This dissertation study used longitudinal data nationally representative of higher education institutions and students, the National Center for Education Statistics' (NCES) Beginning Postsecondary Students longitudinal study (BPS:04/09). The purpose of this study is to describe the six-year persistence/attainment of independent students and students beginning in community colleges. Attrition/persistence studies abound; however this dissertation study is unique in its focus on the six-year persistence/attainment (defined as success) of two nontraditional student groups: independent students and community college beginners.^The 17-18 literature-based variables anticipated to influence persistence/attainment were grouped under three umbrellas: background/demographic factors, life circumstance variables, and college enrollment realities. The data were accessed via NCES' online interface, PowerStats, and were analyzed utilizing descriptive and logistic regression analyses to suggest factors related to independent and community college student persistence/attainment in college. Tinto (1975, 1987, 1993) hypothesized the greater the levels of academic and social integration of students into an institution of higher education, the greater the chances of that student being retained in that institution. Many other scholars (Bean & Metnzer, 1985; Braxton, Hirschy & McClendon, 2004; Cabrera, Nora, & Casteñada, 1993; St.^John, Cabrera, Nora, & Asker, 2000) have added to and adapted the concepts and emphases of academic integration and social integration and their relationship with persistence/attainment of nontraditional student groups. Results of this dissertation study suggested modest support for a positive relationship between academic integration and nontraditional student success, and no relationship between social integration of independent students or community college beginners and success. Although attributes of independent status, such as age and single parent status, and beginning in a community college emerged as detrimental to success chances of nontraditional students, results of this study also suggested several positive predictors of success. Receipt of Pell, higher first-year GPA and stopping out were positively related to the success of independent students and community college beginners.^Further refining of theory and research on nontraditional student success, and specifically in the areas of academic integration, community college attendance, financial aid, and attendance patterns is suggested given the findings and implications of this study.
Author: Lauren Remenick Maroon
Publisher:
ISBN:
Category :
Languages : en
Pages : 117
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Nontraditional students are increasingly more common in higher education but have lower persistence rates than their traditional peers. While educational researchers have developed several models to predict college persistence using both cognitive (e.g. entrance exam scores) and noncognitive (e.g. academic motivation) factors, most of these models were created for traditional students. The psychosociocultural (PSC) model was created to better predict academic outcomes specifically for underrepresented students using psychological, social, and cultural factors. However, the PSC model has never been used to study nontraditional students. To address these limitations, this study used the PSC model to predict the persistence of traditional and nontraditional undergraduate students at a large public research university. Students were considered nontraditional if they were 25 or older; worked an average of 30 or more hours a week; had children; or were enrolled part-time for the majority of the spring, summer, and fall semesters in 2019. It was hypothesized that (1) nontraditional students will have lower rates of persistence than traditional students; (2a) psychological, social, and cultural dimensions will predict persistence among all students; (2b) nontraditional students will have stronger relationships between the three PSC dimensions and persistence than traditional students; (3a) loneliness, self-efficacy, support from family and friends, comfort on campus, and sense of belonging will predict persistence among all students; and (3b) nontraditional students will have stronger relationships between the six variables of the PSC model and persistence than traditional students.
Author: Dave Pelkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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The purpose of this study is to identify factors that support the likelihood of persistence of academically underprepared community college students to 45 college level credits. Factors considered in this research include: (a) race/ethnicity, (b) age, (c) enrollment status, (d) socio-economic status (SES), (e) first quarter GPA, (f) developmental need, (g) participation in a learning community, and (h) completion of a first year seminar course. The population of students used for the purposes of this research was a cohort of first time, full and part-time, community college students enrolled in associate degree pre-baccalaureate programs of study at Tacoma Community College during Fall quarter 2005. Students in this cohort placed below college level in mathematics, reading or English. Binary logistic regression was used to evaluate the existence, direction and strength of the relationships between each of the independent variables and the dependent variable the completion of 45 college credits. Findings from this study indicate that enrollment status, specifically full-time enrollment and first quarter GPA, both had statistically significant positive relationships to persistence of academically underprepared students at the community college. Although this research only identifies only two elements as having statistically significant relationships to the completion of 45 credits the data does indicate several other variables with high odds ratios that suggest a possibility that they influence the persistence of academically underprepared students and should be considered by practitioners at community colleges.
Author: Nicole Antoinette Jones Bent
Publisher:
ISBN:
Category :
Languages : en
Pages : 139
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Author: John E. Near
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 362
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