The Relationship Between the National Survey of Student Engagement Scores and Persistence Data from the Freshman Year to the Sophomore Year Among Georgia Southern University Students PDF Download
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Author: Steve G. Jones
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 182
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Book Description
Author's abstract: The National Survey of Student Engagement (NSSE) is an assessment tool administered to university undergraduate students and used to determine the degree to which they are engaged with their academic environment. The NSSE asks students to assess themselves in five categories: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment. This correlational study, also consisting of Chi-squared tests and t tests, examined the relationship between data from the NSSE by Georgia Southern University (GSU) students (independent variables) and whether first year undergraduate students persisted (re-enrolled) to their second year (dependent variable). Specifically, NSSE data from the fall of 2004 to fall of 2005 and from fall of 2007 to fall of 2008 (freshman to sophomore year) were analyzed. Additional independent variables such as race, high school GPA and freshman GPA were also correlated to scores on the five benchmarks. Re-enrollment is an indicator of a student's continued pursuit of learning. This study was conducted using Chi-squared tests, t tests and probit regressions. The results indicate that the only significant variables at the .05 level contributing to persistence are Supportive Campus Environment (B = 0.020, p
Author: Steve G. Jones
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 182
Get Book Here
Book Description
Author's abstract: The National Survey of Student Engagement (NSSE) is an assessment tool administered to university undergraduate students and used to determine the degree to which they are engaged with their academic environment. The NSSE asks students to assess themselves in five categories: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment. This correlational study, also consisting of Chi-squared tests and t tests, examined the relationship between data from the NSSE by Georgia Southern University (GSU) students (independent variables) and whether first year undergraduate students persisted (re-enrolled) to their second year (dependent variable). Specifically, NSSE data from the fall of 2004 to fall of 2005 and from fall of 2007 to fall of 2008 (freshman to sophomore year) were analyzed. Additional independent variables such as race, high school GPA and freshman GPA were also correlated to scores on the five benchmarks. Re-enrollment is an indicator of a student's continued pursuit of learning. This study was conducted using Chi-squared tests, t tests and probit regressions. The results indicate that the only significant variables at the .05 level contributing to persistence are Supportive Campus Environment (B = 0.020, p
Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359
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Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Author: Samuel Ross Chambers
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 318
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Book Description
This study examined the relationship between student engagement and persistence for 362 first-time, full-time freshmen at a single institution of higher education. The enrollment status of the students was tracked through to the junior year of college. This allowed for three distinct groups of students to be identified for comparative purposes: non-persisters (students who failed to re-enroll at the institution after their freshman year); temporary persisters (students who re-enrolled in a fulltime status at the institution for their sophomore year but not for their junior year); and, longterm persisters (students who stayed enrolled at the institution in a fulltime status through to their junior year). A multinomial linear regression analysis compared the three groups across three models. The predictor variables used consist of: two measures of student engagement constructed from students' index scores on the National Survey of Student Engagement; students' ACT scores; parents' level of education; gender; and, residential status. Findings indicated that higher levels of engagement in the freshman year improve the likelihood of students persisting to the junior year regardless of the measured background characteristics. Higher index scores on the Supportive Campus Environment benchmark were found to be of central importance. These results support the notion that a focus on improving campus culture and on educational quality can help institutions improve retention rates. Also of importance, for temporary persisters the regression analysis highlighted the need for institutions to be more attentive to students' experiences of living on campus. Further research into the effects of living on campus on this group of students is recommended.
Author: Paul Shepherd
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 133
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Book Description
Completion of a baccalaureate degree is positively associated with economic independence and upward mobility in an increasingly competitive world. Student success, through persistence to graduation, is a central goal for institutions of higher education, but only a fraction of students who begin college will graduate with a degree. Despite decades of exploration, student retention hovers at a consistent percentage, leaving the goal of degree completion unattained for many college students. Research shows college retention and degree completion vary across different sociodemographic characteristics such as race, ethnicity, socioeconomic status, and first-generation status. Research also indicates student engagement in educationally purposeful activity, both inside and outside of the classroom, increases the likelihood of student success across sociodemographic lines. Foundational theory as well as historic and contemporary research provides promising direction for higher education faculty, staff, and administrators to create institution specific plans to increase the chances of student success by increasing student retention in college through improved student engagement (Kinzie & Kuh, 2004). The present study seeks to explore the relationship between college student engagement, socioeconomic status, and persistence. National Survey of Student Engagement (NSSE) data is used to measure student engagement behaviors among first year college students at a small public residential university in the upper-Midwest. Parent income is used to define socioeconomic status and is matched with student engagement scores defined by the NSSE. Institutional data is used to determine the persistence behaviors of the students participating in this study. Results indicate a small positive relationship between student engagement and persistence suggesting high levels of student engagement increases the likelihood of persistence. No relationship is found between parent income and persistence or parent income and student engagement, suggesting parent income alone may not sufficiently explain socioeconomic differences in student engagement and persistence. Exploring these relationships assist faculty, staff, and administrators develop specific interventions to increase student engagement in experiences shown to improve the likelihood of persistence to degree completion.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 882
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Book Description
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Jimmie A. Schlinsog
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 384
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Book Description
This study explored the relationship between engagement in educationally purposeful activities during the first year of college and academic achievement, persistence, and graduation. The study focused on the impacts of engagement on student outcomes related to academic achievement, persistence, and graduation at a comprehensive university located in the mid-South region of the United States. Differences in engagement and outcomes between first generation and continuing-generation students were also explored. This longitudinal panel study utilized an Input-Environment-Output assessment model for the design and analysis. The input variables consisted of background characteristics including gender, ethnicity, high school preparation, and first-generation status. The chief environmental variable was engagement as measured by the National Survey of Student Engagement (NSSE). The outcome variables included academic achievement, persistence, and graduation within the six-year reporting cycle for the Council on Postsecondary Education (CPE) in the state of Kentucky. The results indicated that first-generation students were less well prepared in terms of high school GPA and ACT, typically earned a lower first-year GPA and fewer credits, and were less likely to persist and to graduate compared to continuing-generation students. Those that did graduate, however, did so with a similar GPA to continuing-generation students. The significant predictors of academic achievement at the end of the first year of college were high school GPA and ACT. High school GPA and ACT were also significant predictors of the likelihood of persistence and graduation within six years. Surprisingly, engagement did not emerge as a predictor of the likelihood of persistence or graduation for either first-generation or continuing-generation students nor were there significant differences in engagement between first-generation and continuing-generation students. Significant differences in engagement did, however, emerge according to ethnicity and gender with students of color indicating higher levels of engagement than White students and women being more engaged than men. Implications for practice and suggestions for future research are also considered.
Author: Eva Frey Johnson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 268
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Book Description
"This study explored the persistence and engagement of first-generation college students at a four-year institution with relation to engagement variables in order to determine the engagement behaviors that support first-generation college student success. Specifically, Astin's (1984) input-environment-output (I-E-O) model was used to investigate the differences between first-generation and non first-generation college students' behaviors of engagement. Recent literature suggests that first-generation college students and non first-generation college students have similar educational experiences when independent variables are controlled (Kuh & Pike, 2005; Tinto, 2002; Hurtado & Carter, 1996). The null hypothesis stated that first-generation college students and non first-generation college students would have similar educational experiences. The inputs for this study consist of the independent variables of sex, student of color status, income level, standardized test scores high school GPA, and generation status. The environment was compromised of the five benchmarks from the National Survey for Student Engagement (NSSE). The outputs consist of the dependent variables of persistence to the next semester or graduation. The college students included in the sample data are from a mid-sized regional, religiously affiliated institution located in the Pacific Northwest. The sample was 1,280 first year and senior students, of which 232 were first-generation students and 1,048 were non first-generation students, who had completed the NSSE instrument in 2005, 2007, and 2009"--Abstract.
Author: Molly Beth Kerby
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 460
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Book Description
The present study investigated the impact of levels of student engagement on retention among first-year, full-time students at a south central Kentucky university, by examining the self-reported levels of engagement as described on the Spring 2005 National Survey of Student Engagement (NSSE). In addition, the study measured the predictive value of the multidimensional patterns of student engagement relative to student retention from the first- to second-year, based on the NSSE participants' subsequent enrollment in the Fall 2005. The study also examined the relationship among students' demographic and personal achievement characteristics and levels of student engagement that influence persistence and dropout decisions. An analysis of both past and current literature concerning retention issues revealed that persistence in higher education is a longitudinal process involving more than students' cognitive ability to succeed academically. The present study employed a cross-sectional, correlation design in which a two-group, simultaneous, discriminant analyses were used to address the research questions. Data used for this study were gathered via cross-sectional design from first-year students who enrolled in the fall 2004 semester at Western Kentucky University. The survey was administered toward the end of the spring 2005 semester. Only those students who persisted from the fall 2004 semester to spring 2005 semester participated in the survey. Information sought concerned demographic characteristics, student engagement behaviors, and other variables thought to influence student persistence. Sample participants who persisted were identified though Fall 2005 enrollment records. Results from the present study indicated that academic achievement is a far greater predictor of persistence than student engagement. In addition, the data obtained from this study might also indicate that Spady (1970) and Tinto's (1975) stance that demographic and academic achievement characteristics are the foundation of the longitudinal process of persistence might be key to predicting persistence, particularly among first-year students. In short, while social integration and student engagement are important, academic achievement and preparedness are critical to both social integration and persistence. In other words, while student engagement may be an important factor in persistence in higher education, the basis for success in higher education is academic preparedness. Further investigations of the effects of remedial education on persistence are necessary to determine if this approach actually increases persistence.
Author: Tia Brown McNair
Publisher: John Wiley & Sons
ISBN: 1119119510
Category : Education
Languages : en
Pages : 215
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Book Description
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
