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Author: Henry Espinoza Villanueva
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 258
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Author: Henry Espinoza Villanueva
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 258
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Author: Angela Kay Skinner
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
Student retention and success literature has revealed a multitude of variables exist that predict retention and academic performance of students during freshmen year. An innovative tool has recently been developed with the purpose of institutional improvement in mind, called the National Survey of Student Engagement. The psychometric properties have been scrutinized and reveal that this survey is a practical instrument to use for institutional improvement purposes. One aim of this study was to examine the relationship between the following variables and student retention: quality of relationships, academic advising, and satisfaction (in terms of with educational experience and attending the same institution). Second, the relationship between the subsequent variables and GPA was assessed: tutoring, internship/co-op experience, work, satisfaction (with educational experience), meetings with faculty, and projected grade index (PGI). Further, this study attempted to address the limitation of previous research of focusing only on retention or success, by identifying the influence of a variety of variables on both retention and academic performance variables all in one study. Results showed a significant influence of the quality of relationships, and satisfaction (with educational experience and attending the same institution) variables on retention. In addition, all of the following variables successfully predicted GPA: tutoring, work, satisfaction with educational experience, meetings with faculty and PGI.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author: Betty D. Dennis
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 326
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Book Description
Four-year institutions in the United States graduate fewer than 50 percent of their first-time, full-time, degree-seeking students within six years. Today, improving college student retention and graduation rates is a primary focus of higher education nationwide. Scholars have found that students who enter college undecided and are still exploring majors need a great deal of support to be retained. Research has also demonstrated that between 20 and 50 percent of entering freshmen have not selected a major course of study and that colleges and universities are concerned these students are at a higher risk of leaving the institution. What is unclear is whether selecting a major influences retention rates (to sophomore year), grade point average, and graduation rates (within six years) for college students. Likewise, it is also unclear as to whether or not these same variables are impacted across race and gender. The purpose of this study is to compare students who entered college without a major program of study with those who entered decided on a major. The research focused on two goals: 1) to examine whether there was a difference in retention rates, grade point averages, and graduation rates for first-year (freshmen) students who entered college undecided with those who entered with a declared major, and 2) to measure the demographic influences of race and gender on these same variables for both groups. This study employed quantitative methods through ANOVA, correlation, and regression analysis in order to examine students attending a midwestern institution beginning in the fall of 2000 (n=4435) to determine if there is a difference in retention rates (to sophomore year), grade point average, and graduation rates (within six years) between students who selected a major with those who have not. ANOVA analysis was also used to determine if race and gender impact these variables. The study showed that there is a statistically significant difference in both retention and graduation rates for undecided and decided students, but no difference in grade point average. However, when race and gender are considered, there is a statistically significant difference in all three of the variables between the two groups.
Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 1118415663
Category : Education
Languages : en
Pages : 166
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Book Description
Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.
Author: Alan Seidman
Publisher: Rowman & Littlefield Publishers
ISBN: 1442212535
Category : Education
Languages : en
Pages : 314
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Book Description
Although access to higher education is virtually universally available, college student retention stills remains a vexing and puzzling problem for educators and legislators. In College Student Retention: Formula for Student Success, second edition, Alan Seidman deals with this problematic issue by examining a number of areas critical to the retention of students, including the history, the theories and concepts, models, and a standardized definition of the term. Seidman and his contributors also lay out the financial implications and trends of retention in one of their updated chapters. Completely new to this edition are three chapters that examine several recent issues: the current theories of retention, retention of online students, and retention in community colleges. Tying all of these components together, Seidman then presents his formula and highly successful model for student success that colleges can implement to effect change in retaining students and helping them to complete their academic and personal goals.
Author: Ruth V. Salter
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 372
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Author: Samuel L. Hinton
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
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The retention of rates for freshmen students in Historically Black Colleges and Universities had been comparably low leading to low graduation rate. In order to understand this phenomenon, there was a need to investigate the factors that affected retention rates of freshmen students in HBCU Institutions. The retention of students in higher education was an ongoing problem. It was estimated that half of all students entering higher education would drop out before earning a degree. The purpose of the research was to make recommendations on how HBCU Institutions could effectively implement programs and strategies to retain freshmen students in the Institution until their graduation. A qualitative phenomenological design was used to collect the lived experiences of 15 respondents selected from one HBCU Institution. The data collected was analyzed and findings presented in a narrative form. The results indicated that majority freshmen students in HBCUs are susceptible to many factors including environmental and social that can affect their retention in school. The results also revealed that HBCU Institutions are putting in place systems and programs to ensure retention of freshmen students remains high. The study recommends that future researchers should investigate the role that family and family ties play in the retention rates of freshmen in HBCUs. The following are appended: (1) Structured Open-Ended Questions for Interview; (2) Consent Form; and (3) Survey.
Author: Irrekka Carter Khan
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 300
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Author: John F. Morris
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 338
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