Predicting student persistence in adult basic education using interaction effects among academic self-efficacy and students participation and academic variables PDF Download
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Author: Lynette K. Bujack
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Lynette K. Bujack
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Marilyn K. Wiggam
Publisher:
ISBN:
Category : Adult college students
Languages : en
Pages :
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Abstract: To assist adult learners to overcome the time constraint and other barriers and enroll in higher education, a number of degree granting traditional institutions have developed flexible programs for adult learners such as programs using the accelerated delivery method. As adult learners participate in these courses and programs using the accelerated delivery method, little is yet known about academic persistence patterns and trends in courses and programs using the accelerated delivery method. The purpose of the study was to determine the strength of the relationship between age, gender, ethnicity, financial aid, transfer credits and delivery methods (traditional and accelerated) with adult learner academic persistence. Using associational research, student records reflecting adult learner academic persistence rates based on these variables during the first three semesters of enrollment in course work in a computer technology bachelor degree program offered at one location of a university were analyzed. Logistic regression, including descriptive statistics, was used. In addition, an analysis was undertaken to determine how well this relationship predicted patterns of adult learner academic persistence. Varying relationships were found between the independent variables and the dependent variable, academic persistence, among adult learners, defined as being at least 21 or 24 years of age at the time of first enrollment. However, the relationships between many of these independent variables and the dependent variable, academic persistence, were weak. The strongest relationship was found between the independent variable, transfer credits, and academic persistence. The findings in this study suggest that enrolling in a program using the accelerated delivery method did not increase or decrease an adult learner's likelihood of persisting.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Walter Stephen Pearson
Publisher:
ISBN:
Category :
Languages : en
Pages : 310
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The complex interplay of background, motivation, academic performance, PLA portfolio participation, and life changes affects adult student progress throughout the process. The significant variables predicting persistence for this study are grade point average, number of prior college credits, and participation in prior learning assessment. Demographic variables were not significant. Few interventions by adult educators can have as dramatic effect on persistence as the PLA portfolio process. Students within this sample who complete the PLA portfolio process increase their probability of persistence by a minimum of 45% to a high of 281%. Students with mean GPA and mean prior credits increased their probability of persistence by 106%. Three fourths of eligible students who completed the PLA graduated versus 39% of those who did not.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
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Author: Debra Jean Fenty
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
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Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham's (1999) model of college outcomes for adult learners.The sample for this study represented 310 undergraduate students from two large urban public universities in the United States. This study measured the students' level of self-efficacy and academic persistence in college. The following surveys were employed for this study: the New General Self-Efficacy Scale (Chen, Gully and Eden, 2001) and the Social Integration and Persistence Scale (Pascarella & Terenzini, 1980). Because this survey is nearly 40-years old, the researcher employed an exploratory factor analysis on the data which now suggest that there are six factors that measure academic persistence for adult learners in urban universities. These six factors include: (1) intellectual development, (2) peer group interaction, (3) non-classroom faculty interaction, (4) negative faculty interaction, (5) academic aspirations, and (6) university interconnectedness. This study suggests a significant positive correlation between five of the six factors, with exception to the factor: interconnectedness to the university. The findings suggest that there is a significant correlation between self-efficacy and undergraduate credit hours earned, but no significant correlation between self-efficacy and cumulative grade point average. The findings suggest that there is a positive correlation for student persistence factors: intellectual development and student academic aspirations and between the credit hours earned. There is a significant positive correlation for student persistence factors: intellectual development, student academic aspirations, and university interconnectedness and between the GPA. The findings suggest a negative correlation exists between the students' persistence factor: negative faculty interactions and GPA. This study found a significant influence between numerous student sociodemographic characteristics and factors measuring student persistence.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628
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Author:
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 264
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Despite the need, persistence in remediation hovers at 50% (NCES, 2002) while nearly one third of community college enrollees arrive under-prepared (Hess, 2009). Persistence is correlated with academic preparation (Nash & Kallenbach, 2009), and barriers to persistence include a number of demographic barriers (Education, 2006; Labaree, 2006). Self-efficacy may be a barrier influencing persistence and, therefore, successful academic preparation for higher education or employment training. Studies regarding self-efficacy's contribution to behavioral change reveal increased persistence in psycho-social areas (Fabring & Johnson, 2008; Goodwin, Bar, Reid, & Ashford, 2009; Miller & Rollnick, 2002; Wahab, 2005). Since there are minimal studies related to adult education, a study exploring self-efficacy's relationship to persistence in adult education would address the gap in the research. The purpose of this sequential explanatory mixed methods study was to investigate and explore the relationship between self-efficacy and persistence in adult remedial education. Research Questions 1. Relative to their successful completion of their course of study, what is the relationship of student demographic characteristics with the following: general self-efficacy, motivation, academic self-efficacy, and persistence? 2. What is the relationship among general self-efficacy, motivation, academic self-efficacy, and persistence? 3. How do adult remedial education students describe their confidence in their ability to complete their course of remedial study? Phase I survey data (N=75) investigated demographic characteristics related to general self-efficacy, academic self-efficacy, motivation and persistence. No significant correlation between the demographic characteristics and general self-efficacy, academic self-efficacy, motivation or persistence existed, nor was there any significant correlation among these variables, except for general self-efficacy and academic self-efficacy, which did have a significant correlation (r=.56, r2=.32,p
Author: Michael David Brunner
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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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.
