Effect of Pre-College Factors on Students' Retention During the First Two Years at a Small Private University in Ecuador PDF Download
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Author: Marcelo X Fernandez
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
College graduation has known to have long-term effects on individuals, institutions, and countries' economies. Even though the issue of students leaving college before graduation has been studied for almost a century, retention rates have remained almost stagnant. In many studies conducted in the United States, students' pre-college traits have been found to predict student's retention during the first two years of college. However, research on retention is lacking in Ecuador. The current study examined how a number of pre- and in-college characteristics were related to college student retention during the first two years of post-secondary studies in Ecuador. Using data about 1480 freshmen that attended a small private university in Ecuador between 2006 and 2012, this study examined a number of factors related to students' retention. In particular, the effects of pre-college factors (type of high school, gender, age, high school grade point average [GPA], and entry exam score) and college GPA on second- and third-year enrollment were examined using a series of sequential logistic regression models. Study findings indicated that most of the independent variables were found to be significant in predicting student's retention for at least one of the cohorts studied. However, college GPA and age was the factors that were found as the stronger predictors of retention in the first year, while college GPA was the most powerful in both first and second year. The influence of pre- and in-college variables was stronger in magnitude on the first year, losing predicting power on the second year with the exception of college GPA. In spite of some limitations inherent to the study that might limit its generalizability due to the use of secondary data, the current study shed light on the student retention issue in higher education in Ecuador. In particular, the study would help higher education administrators identify at-risk students and provide effective interventions that might help prevent students' dropout from the university. Furthermore, it is hoped that this study would guide researchers to conduct more similar studies using the data from different Ecuadorian universities so that students' retention issues in Ecuador can be better understood.
Author: Marcelo X Fernandez
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
College graduation has known to have long-term effects on individuals, institutions, and countries' economies. Even though the issue of students leaving college before graduation has been studied for almost a century, retention rates have remained almost stagnant. In many studies conducted in the United States, students' pre-college traits have been found to predict student's retention during the first two years of college. However, research on retention is lacking in Ecuador. The current study examined how a number of pre- and in-college characteristics were related to college student retention during the first two years of post-secondary studies in Ecuador. Using data about 1480 freshmen that attended a small private university in Ecuador between 2006 and 2012, this study examined a number of factors related to students' retention. In particular, the effects of pre-college factors (type of high school, gender, age, high school grade point average [GPA], and entry exam score) and college GPA on second- and third-year enrollment were examined using a series of sequential logistic regression models. Study findings indicated that most of the independent variables were found to be significant in predicting student's retention for at least one of the cohorts studied. However, college GPA and age was the factors that were found as the stronger predictors of retention in the first year, while college GPA was the most powerful in both first and second year. The influence of pre- and in-college variables was stronger in magnitude on the first year, losing predicting power on the second year with the exception of college GPA. In spite of some limitations inherent to the study that might limit its generalizability due to the use of secondary data, the current study shed light on the student retention issue in higher education in Ecuador. In particular, the study would help higher education administrators identify at-risk students and provide effective interventions that might help prevent students' dropout from the university. Furthermore, it is hoped that this study would guide researchers to conduct more similar studies using the data from different Ecuadorian universities so that students' retention issues in Ecuador can be better understood.
Author: Diego Perez
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The topic of retention has been considered one of the most studied areas of research in higher education within and outside the United States. Similarly, higher education in Ecuador has recently put their efforts to optimize students' retention and degree attainment in college. However, Ecuador is lacking in its research that guides researchers and administrators to design the most effective strategy for enhancing students' retention in college. Therefore, the present study is especially important in that it would build a cornerstone in higher education research in a country where there is minimal work in the area of retention. With a hope to provide valuable insights to improve retention rates for the higher education institutions in Ecuador, the current study examined the role of the potential factors that were known to be related to students' graduation. Secondary data consisting of student information enrolled at a small private university in Ecuador between 2006 and 2008 was analyzed using a sequential logistic regression model, where the influence of pre-college characteristics on whether a student graduated within six years or not was examined. Results from a sequential logistic regression model showed that high school GPA and admission test scores were positively related to whether a student graduated or not within six years. And, it was also found that the odds of student's graduation varied by the areas of study, showing that students in the STEM area are less likely to graduate from college within six years when compared to students in other fields of study. The current study suggested considering a number of important students' characteristics in developing the strategies for enhancing students' retention at the higher education institutions in Ecuador. In particular, this study supported the needs of early intervention prior to the recruitment of high school students that should be continued throughout college. Universities in collaboration with high schools recommend providing students with preparatory courses that build a solid academic foundation before college. In addition, university administrators need to focus on the development of the reliable and valid prediction model that help identify at-risk students who need the target intervention. Then, faculty and student affairs should be actively involved in guiding and tutoring students and providing professional counseling programs designed to closely supervise and support at-risk students. Future research on the topic of retention in Ecuador should involve the inclusion of other variables such as in-college characteristics including institutional experiences, integration, and goals and commitments in predicting the outcome of graduation in Ecuador.
Author: Laura Colson McLean
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 256
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Book Description
Against all odds, first-generation college students continue to enroll in postsecondary schools with aspirations of obtaining a bachelor's degree. Unfortunately, many have not successfully reached their goal, which in turn has affected retention rates of colleges and universities. There are programs that provide academic support and advising to increase retention for first-generation college students. However, there are academic and nonacademic needs of the students that colleges, universities, and public policymakers have neglected to address. -- The purpose of this research study was to determine from 168 first-generation college students at 5 participating institutions, what factors impacted their enrollment after their first year in college. Tinto's Interactionalist Theory (1982) served as the study's theoretical foundation. Findings warranted the following conclusions: the academic factors that motivated first-generation students to enroll the subsequent year were having a positive rapport with faculty and staff, personal goal of degree completion, and support services provided by the institution. Data analysis revealed that the non-academic factors that motivated first-generation students to enroll the subsequent year were: family, peers, and a sense of community on campus. -- This research provides data for Student Support Services (SSS) programs in reference to services their eligible freshman participants deem necessary in order to enroll in college the subsequent year. This information can be used by the programs to evaluate the services currently provided to participants and to focus and build upon those areas most addressed by the students in this study. Public and private postsecondary institutions alike may also use the findings to further enhance current support programs as well as develop new initiatives to work towards increasing their student retention rates, while parents, high schools, and pre-college programs can use the information gathered to assist with preparing students for college, thus providing measures working toward increasing college enrollment, attrition, and graduation rates.
Author: Angela Brown Taylor
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 348
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Book Description
The persistence and attrition of second year college students is a growing concern of colleges and universities as second year college students face some of the greatest challenges (Gahagan & Hunter, 2006; Lemons & Richmond, 1987; Morgan & Davis, 1981; Wilder, 1993). This study examined the factors that predict second year student persistence for students who have enrolled at private institutions in the state of Kentucky. This study reviewed those pre-entry variables that predict persistence beyond the second year. Students were surveyed (during the end of) their fourth semester in college. Spady's (1970b) model of student dropout and Tinto's (1975) model of student departure served as the theoretical foundation for this study. The participants in this study consisted of full-time, second year students who were completing their fourth semester of academic work. This research was a quantitative predictive study that used data collected by administering the Sophomore Experiences Survey via the Internet. This predictive study examined the relationship between predictor variables including pre-college characteristics, scores on the Thriving Quotient in the Sophomore Experiences Survey, and campus experiences and perceptions and the criterion variables of the student's intent to re-enroll after their fourth semester of their second year and intent to graduate from college. Hierarchical logistic regression was used to measure the predictive nature and magnitude of the relationship between the variables in the first five research questions. The sixth and seventh research questions constituted a comparative study. Cross tabulations and chi-square statistics were used to address each of these questions.
Author: Michael E. Nava
Publisher:
ISBN:
Category :
Languages : en
Pages : 410
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Book Description
The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions.
Author: Tyson Ray Holder
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 192
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Book Description
This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education. The investigators examined extant data to determine whether exam scores, graduating high school GPAs/rank, and Pell Grant eligibility could be used as predictor variables in identifying students at-risk of leaving the institution. In addition, key milestones (time of registration, participation in a first year experience (FYE) course, declaring a major) were also examined to determine whether these events predicted retention. The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions. Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall 2015 semester and 1,150 students enrolled at the college between Fall 2011 and Fall 2013. The Fall 2015 first-time freshmen were asked to complete an online 24-item survey designed to extract both quantitative and qualitative data. The researchers found that ACT and Compass scores (with the exception of Compass Writing), and High School GPA/rank were strong predictors in determining first to second semester retention; however Pell Grant eligibility was found to be insignificant. Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.
Author: Jamir Chowdhury
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 222
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Book Description
The purpose of the study was to examine some selected factors that may be responsible for low retention among full-time, first-year, first-time, degree-seeking undergraduate Latino students who enrolled at Our Lady of The Lake University (OLLUSA) between the fall of 2001. Six hypotheses were developed to answer six research questions. A quantitative research design was developed and executed. A total of 322 full-time Latino students were enrolled in the Fall 2001. Since OLLUSA had a ratio of 80/20 female/male, this study used stratified random sampling by selecting 50% of the total population in order to select proportionately equal representation of both male and female participants in this study. The sample size was 161 (50% of 322) of which 31 were male and 130 female students. The predictor variables were selected based on literature reviews. The selected predictor variables were gender, SAT score, remedial Math, remedial English, Fall GPA, and first-generation college were used as independent predictors while the dependent variable was retention. All the participants in this study were first year, first time, full-time and degree-seeking students who enrolled in the fall semester of 2001. Statistical analyses were performed using descriptive (frequency/cross-tabs) and logistic regression methods. One of the predictor variables, Fall GPA significantly (
Author: Schenzel Jason E.
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 155
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Book Description
A Midwest two-year technical college implemented a first-year experience (FYE) course in fall of 2017, but no formal examination into the course's impact had been conducted. The purpose of this study was to investigate the college's student retention numbers pre- and post FYE course implementation and to understand if the efforts to increase student retention had been effective. A sequential mixed methods approach was used for the study and incorporated both descriptive and inferential statistics. The study concludes with an analysis of student persistence rates at a Midwest, two-year public college pre- and post implementation of the GPS course. Results of this study could help identify any gaps in the GPS course or opportunities for improvement in the curriculum or course offerings. This study has implications within continuous improvement efforts related to student retention and persistence by assessing the college's GPS course. The development of a student experience survey for the FYE course could be used in the future as a tool or process to be re-administered to continue to improve the course and reassess its impact on student retention and persistence. The overall findings of the study on the GPS course could be generalized to other public two-year colleges with similar GPS courses.
Author: Anthony R. Napoli
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 302
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Book Description
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.
