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Author: Martina Lee Stovall
Publisher:
ISBN:
Category :
Languages : en
Pages : 460
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Author: Martina Lee Stovall
Publisher:
ISBN:
Category :
Languages : en
Pages : 460
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Author: Kris R. Kimbark
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 272
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The purpose of this mixed methods study was to determine if participation in a Student Success Course (SSC) influences persistence, retention, academic achievement and engagement on a community college campus. Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970's. Pressures on community colleges to improve student outcome measures continue to intensify, as do pressures to be both effective and efficient in implementing student success strategies. The Student Success Course has become a popular strategy implemented by community colleges to address the continued low persistence, retention, academic achievement and graduation rates that community colleges experience. Survey data was collected from a purposeful sample of SSC participants at a middle sized community college in Texas from the 2012-2013 academic year. Interviews were conducted to obtain student perception of the influence of participating in the SSC on staying in college (persistence and retention) and student engagement. Quantitative data was analyzed using independent t-tests and chi square analysis as well as frequencies and percentages. The qualitative data was analyzed using an inductive coding process. Results indicate that a relationship does exist between participation in the SSC and persistence, retention, and academic achievement in Math and Science. The results also indicate a significant correlation between SSC participation and student engagement.
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: James A. Mendoza
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
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Over the past twenty years, the national three-year graduation rate for community college students has ranged from 44% to roughly 31% in 2013 (NCES, 2013). As a way to address such low graduation rates, colleges have implemented a myriad of services and programs (i.e., tutoring, mentoring, etc.). Another intervention is the student success seminar. Student success seminars are courses that teach basic college success skills, transitioning to college, and campus resources. The purpose of this study is to explore the influence of participating in a student success seminar on academic performance, persistence, and graduation rates in a community college. Factors considered in this research include: (a) age, (b) gender, (c) ethnicity, (d) enrollment status, (e) degree intent, (f) high school performance, (g) grade point average, (h) credit hour completions, (i) persistence, and (j) graduation rates. The population of students used for this research was all first-time in college students who were assessed into developmental English. The students were divided into two groups based on participating in student success seminar or non-participation in the seminar during their first term of college. Both unpaired t-test and chi-square analyses were used to evaluate the existence and strength of the relationships between each of the independent variables and the dependent variables. Findings from this study indicate that participating in student success seminar had a statistically significant positive relationship to persistence to the third year of college. Additionally, findings reveal a statistically significant positive relationship for participants graduating in two years. The study examined the differential impact of student success seminar participation for subgroups of students. Some differences were revealed; however, results were inconsistent across terms of the study.
Author: Mark Jeffrey Poarch
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 300
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The purpose of this study was to explore the relationship between taking a student success course and the educational outcomes of persistence, credential attainment, and academic self-efficacy at one particular community college in North Carolina. Although previous studies have examined student success courses in relation to persistence and credential attainment, few have included a self-efficacy component. This study filled an additional gap in prior studies by seeking student perceptions about their experience in a student success course. Several major findings emerged from the study. Chi-square results revealed significant relationships between enrollment in the student success course and the outcomes of persistence and credential attainment. In addition, logistic regression results indicated that being younger, enrolling in a developmental education course, attending part-time, persisting, and completing a college credential predicted the likelihood of enrolling in the student success course. ANOVA results also revealed a significant relationship on the Understanding Subscale of the Academic Self-Efficacy Questionnaire for student success course participants as compared to a control group. Student perceptions obtained from a focus group provided further support that taking the student success course positively influenced academic self-efficacy and academic success. Findings from the current student contribute to the growing body of literature that student success courses provide students with certain skillsets and greater confidence to succeed in college. -- From the Abstract, leaves iv-v.
Author: Maryellen Temple Mills
Publisher:
ISBN:
Category :
Languages : en
Pages : 652
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Research on student success courses indicates they contribute to successful college transitions for four-year students. However, diverse demographics and enrollment patterns among two-year students suggest that success courses may not influence all students similarly. This mixed methods exploratory study examined success courses in case studies of four large community colleges. CCSSE and focus group assessments of engagement among course-takers and non-takers were compared for both part-time and full-time students. Analysis of key college documents provided an environmental overview as an interpretive context. Findings suggest that underprepared students and older students respond differently to success courses than well-prepared traditional-aged students. Institutional commitment, instructor selection, and an active learning format are indicated as key elements for effective success courses.
Author: Lisa C. Yamagata-Lynch
Publisher: Springer Science & Business Media
ISBN: 1441963219
Category : Education
Languages : en
Pages : 162
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In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
Author: Zaneta Brown-Ingles
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 304
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Increasing numbers of students enrolling in college, escalating costs of higher education, constrained public and private resources, and inadequate preparation of students for secondary coursework are obstacles to the achievement of the American dream of attending and completing college. Dual enrollment programs based at community colleges have the potential of addressing these obstacles. Critical determinants to the effectiveness of dual enrollment programs are the achievements, attitudes, levels of satisfaction, and demographics of students who might benefit from participation in the programs. The purpose of this study was to compare the success rates of students that entered college through the traditional pathway to the success rates of students who were enrolled in the early admit program. The methodology involved the collection and analysis of qualitative and quantitative data selected from three groups. The groups included high school students dually enrolled at the community college, students who were enrolled at the community college who did not participate in the dual enrollment program, and an interview was conducted with only the students who were dually enrolled. Analyses of data revealed interesting relationships among student achievement, attitude, level of satisfaction, and demographics of students who might benefit from participation in dual enrollment programs. For example, students enrolled in the dual enrollment program were more likely to have higher college grade point averages and college placement exam scores than traditional students. The study is believed to lay the groundwork for a more definitive study. Recommendations for future research stems from the results posited from the study, several aspects may change in the lives of students enrolled in the dual enrollment program. There was (a) an increase in the current GPA, (b) an increase in the number of students who passed the college placement exams, (c) an increase in the level of motivation in the students to excel not only at the high school level, but at the college level, (d) a reduction in the areas of curricula redundancy in the last year of high school and first year of college. The program also: (e) served as a bridge between the high school and the college, and (f) gave the high school students an opportunity to take college level courses at a fraction of the price. -- Abstract.
Author: Kathryn Claire King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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Author: Toniette Nicole Haynes Robinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 260
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Community colleges provide opportunities to those students who did not choose the traditional path of higher education. There is a high number of undergraduate minorities and first-generation college students in the greater population due to open access policies and flexible academic program options at community colleges (Juszkiewicz, 2015). With a diverse student body and academic backgrounds, some students may or may not need developmental education. Within some developmental education programs, these students may be required to take student success courses (SSC). This is just one of the many strategies to improve retention and persistence rates among first-time-in-college (FTIC) students. First year experience programs which include first year-seminars, SSC, advising, and other learning experiences, are linked to positive outcomes for first year students (Muraskin and Wilner, 2004; Upcraft, Gardner and Barefoot, 2005). There is a body of literature that indicates an association between participation in an SSC and a range of positive academic outcomes (Schnell & Doetkott, 2003; Boudreau & Kromney, 1994). In addition to student participating in SSC, Barnett (2011) conducted a study on community college students' experiences with validation, which predicted the students' sense of integration, and the students' intent to persist. Students who experienced higher levels of faculty validation were more likely to feel a sense of integration and/or belonging in the college. Thus, faculty validation modestly predicted students' intent to persist. Although there is extensive research on nonacademic factors about engagement, such as student relationships and sense of belonging (Blackhurst et.al., 2003; Barnett, 2011; Strayhorn, 2012), less is known about the experiences of faculty-student engagement and how that relates to students' sense of belonging inside an SSC in a community college setting. The purpose of this study is to examine faculty- student engagement within SSC and the students' experience with sense of belonging. The researcher conducted a qualitative study framed by the Validation Theory (Rendon, 1994). The findings from this study recognizing that: (1) lecture and listening is the primary form of engagement inside the SSC course at Melba Rose College; support comes in the form of caring and validation and; (2) personal and academic connections allowed students to create and enhance sense of belonging to the institution and also allow for utilizing academic skills in other courses. Additional findings unveiled that college resources are essential and enhance the students' college experience for students that are required to take skill building (developmental/remedial) courses.
