Download or read book A Phenomenological Study of Academic Retention written by Suzann Faye Bouray and published by . This book was released on 2021 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school. The central research question guiding the study were: What are the lived experiences of young adults who were retained during their K-12 education and persisted to high school graduation from a southwestern Kansas school? Guiding questions were implemented to further understand the phenomenon of grade retention. The guiding questions were: How did the young adults believe their self-efficacy was influenced either positively or negatively by grade retention? How did the young adults explain their K-12 educational experiences and the adult’s future in connection with their personal grade retention? Bandura’s self-efficacy theory is the examination of one’s own belief on their own ability to achieve a self-determined level of success is based on their own life’s experiences and will serve as the theoretical framework. Bandura’s theory relates to the proposed study in the understanding of the life experiences of adults’ self-efficacy who were retained during their K-12 education. Study participants were selected through a participant recruitment survey. The study included 13 participants who were retained during their K-12 education. The data collection methods included interviews, journal entries, and a focus group of the young adults. The transcendental phenomenological reduction process was used for data analysis. This research disclosed both positive and negative outcomes to retention.

Download or read book A Phenomenological Examination of Nontraditional Student Insight on Retention at a University written by Tawna Schmidt and published by . This book was released on 2015 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the nontraditional student population growing at a staggering rate, this study was conducted to contribute to the literature on the reasons nontraditional students remain enrolled in a university, despite having to overcome multiple challenges not typical of a traditional college student. The problem statement of this study stated: It was not known how nontraditional students perceived factors and events that motivated them to stay enrolled in postsecondary courses and persist to attaining a degree. The research questions were (1) How did a nontraditional student stay motivated to remain enrolled at a university? (2) What were the positive and negative experiences that influenced a nontraditional student to remain enrolled at a university? and (3) What perceived obstacles or challenges did nontraditional students experience that resulted in the decision to withdraw from a university before goal completion? Ten nontraditional students at moderate or high risk of dropping out were interviewed for this qualitative phenomenological study. The theoretical framework of Bean and Metzner0́9s conceptual model of nontraditional student attrition was utilized in the study. The data were analyzed utilizing Moustakas0́9 modified Stevick-Colaizzi-Keen method of analysis, with thirteen themes emerging in the analysis. The theoretical implication of this study is that there are compelling reasons nontraditional students have to remain enrolled in college, despite the presence of obstacles that often lead to attrition rather than persistence. Additional research is warranted on nontraditional student retention that focuses on qualitative studies and methods of supporting these students to assist in their challenges.

Download or read book A Phenomenological Study of Faculty Involvement in the Retention and Recruitment of Students at a Two year College written by Theresa Marie Strong and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the proven strategies used by faculty to increase retention and recruitment at two-year colleges. The theory guiding this study is van Manen’s theory on hermeneutical phenomenology, as it focuses on the lived experiences of the participants and interpreting their told stories. The setting of this research study consists of two-year community and technical colleges throughout the lower Southeastern United States. Participants in this study include faculty and academic chairs at two-year community and technical colleges throughout the lower Southeastern states who have experience in the student advising process. The faculty and academic chairs participating in the study have diverse backgrounds in teaching and work in various academic departments at their respective institutions. Data collection methods include individual interviews, focus groups, and questionnaires. An analysis and triangulation of the three data collection methods were conducted in order to identify significant and related words, phrases, and sentences which detailed their lived experiences of the phenomenon. Triangulation occurred by converging the findings from each individual interview, focus group, and questionnaire and then integrating the merged data into emergent themes based on the coding and classification of ideas. The entire data collection of this research study funnels into three main overarching themes, individualized attention, consistency in advising, and proactive communication, as well as two sub-themes, system changes and technology tools.

Download or read book A Phenomenological Study on Academic Advising written by Dianna Marie O'Connor and published by . This book was released on 2017 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention and student graduation rates are a major concern for community colleges nationwide. As student dropout rates continue to climb and graduation figures languish, many studies have been conducted to investigate the causes of student attrition. Numerous reports have found faculty advising to be a contributing factor in student retention, however much of the research has been compiled from the student point of view (Braxton & Mundy, 2002 & McArthur, 2005). Although a connection between student persistence and advising has been established, there is a need for further research from a faculty perspective in order to create a successful program and to improve retention, and ultimately, graduation rates. The purpose of this phenomenological study is to explore, describe, and understand the academic advising experience of full-time faculty at a community college. The research questions will focus on how community college faculty perceive their role in academic advising and explore their perspectives on the connection between academic advising and student retention. The interpretive/constructivist research paradigm will use qualitative data to describe and understand community college faculty perspectives regarding student retention and academic advising.

Download or read book A Phenomenological Inquiry of Grade Retention as Experienced by Middle School Students Who Were Twice Retained written by Dimetri Richardson and published by . This book was released on 2016 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the experiences of grade level retention for twice retained, middle school students in Eastern Virginia. During data collection, 10 twice retained, middle school students in grades 6-8 residing in Eastern Virginia were surveyed, interviewed, and provided personal journals. The theory guiding this study was constructivism, due to its consideration of individuals' unique experiences and multiple realities (Piaget, 1954). This study's qualitative data was coded using horizonalization, and clusters of meaning were developed, which allowed textural and structural descriptions of the participants' unique experiences. The study's findings reveal twice retained, middle school students' views of and experiences with grade level retention. Also, participants disclosed their feelings following grade level retention and its impact on their motivation. Furthermore, this study presents factors contributing to grade level retention and viable options. This study contributes to the current understanding of the impact of grade retention on individuals and practices of grade retention due to its qualitative nature and focus on twice retained, middle school students' experiences with grade retention.

Download or read book Rethinking College Student Retention written by John M. Braxton and published by John Wiley & Sons. This book was released on 2013-10-21 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Motivated to Finish written by Yvonne A. Duckett and published by . This book was released on 2014 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The foundational theory on student retention was presented 30 years ago, and since then researchers have queried learners about how universities affect their decision to withdraw or persist. Absent from the previous literature is research which explores the personal and institutional factors related to persistence of a doctoral learner's ability to complete their degree in online asynchronous programs. Many factors have been found to influence the decision of a learner to continue or to quit pursuing a doctorate degree. This phenomenological study began with four key research questions, related to personal and institutional factors, which guided the research and defined the study. This study utilized the phenomenological research described by Moustakas and the modification of the model of Van Kamm's research method of analysis to explore the contributing personal and institutional factors related to the persistence of a doctoral learner's ability to graduate in an online asynchronous program. Eight learners who graduated from asynchronous online programs participated in this research. The analysis of the raw data was conducted by utilizing the modified van Kaam technique. Ten themes emerged from the analysis. The participants stated that situational and dispositional factors such as intrinsic and extrinsic motivation, spirituality, and situational factors were more related to their ability to persist to graduate in an asynchronous online doctoral program. This study may assist university administrators, current learners, and future students with identifying factors that can enhance persistence to graduate and evidence-based interventions that may improve retention.

Download or read book College Student Retention written by Alan Seidman and published by Rowman & Littlefield. This book was released on 2024-08-09 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Success and Retention of 21st Century Scholars written by Stanley Severo Duncan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1990, access to a college education in Indiana has become more accessible, and a significant contributor to this has been the 21st Century Scholarship. This research explores what factors affect success and retention of 21st Century Scholars at a private institution. A phenomenological design was used along with semi-structured interviews to gain insights from nine participants from a faith-based liberal arts university located in the Midwest. These participants expressed themes that recognized the factors that were contributing to and hindering their success and the institution's ability to retain them. Despite this insight, these participants lacked a true understanding of what it meant to be a 21st Century Scholar at this private institution.

Download or read book Getting Across the Stage written by Marissa Fowler and published by . This book was released on 2018 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although previous literature has recognized the ongoing issue of students leaving higher education before degree completion college-level seniors are vastly underrepresented in retention literature. The terms "dropout" and "stop-out" often pertain to high school or college students between freshman and sophomore year, as these subgroups of students are the primary members of the dropout phenomenon we see today. However, the number of senior-level students stopping-out before degree completion is growing and deserves the attention of the higher education community. Thus, this study used a qualitative phenomenological research method to explore the lived experiences of college-level seniors who stopped out before degree completion. The results of this study revealed that when college-level students consider stopping out, they examine their interactions with faculty, passion and connection to their major, peer integration, and non-academic barriers to persistence. This study provides implications for both policy and practice in addressing the unique needs of senior-level students. Moreover, this study outlines specific recommendations for educational leaders to better support this population by remembering that access without support is not opportunity, to turn to their student population for information when trying to improve retention issues and to prioritize flexible paths to degree completion.

Download or read book A Phenomenological Study Examining the Experiences of First Generation Low Income and Students of Color in a First Year Experience College Course Related to Student Persistence and Retention written by Joanna White and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological qualitative study was to understand the experiences of underrepresented student populations (first generation students, students receiving federal financial aid and students of color) enrolled in First Year Experience (FYE) courses who then persisted to the following semester and remained enrolled at the college. The study examined students at a large, urban community college in central Connecticut and included 8 students as participants. The theories that guided this study were Astin's Theory of Involvement (Astin, 1999) and Tinto's Theory of Departure (Tinto, 1993). The central question for this study was: how do students describe their experiences in a First Year Experience course? A purposeful sampling of 8 students was used for the study. Data was collected by interviews, a focus group, and a questionnaire. Data analysis procedures were conducted based on Moustakas' (1994) modification of the Stevick-Colaizzi-Keen method. The results of this study confirmed the Theory of Involvement (Astin, 1999) as well as the Theory of Departure (Tinto, 1993. The participants in this study perceived that they had a very positive experience while taking FYE coursework and that the coursework helped them in regards to persistence and retention at the college. The content and experiences in the coursework helped form meaningful connections to resources and programs, which kept them engaged and enrolled at the college. These connections helped students overcome obstacles and barriers to their success as students.

Download or read book A Phenomenological Study of the Perceptions and Experiences of Seven Urban Middle School Teachers Related to Retention written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A phenomenological study of the perceptions and experiences of seven urban middle school teachers related to retention.

Download or read book Attrition and Retention in an Honors Program written by Deborah Lynn Coverston-Austin and published by . This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Influencing Teacher Retention in a Charter School written by Bakir Atas and published by . This book was released on 2021 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Transcendental Phenomenological Inquiry of First generation Community College Students Experiences written by Jean Marky Leandre and published by . This book was released on 2020 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, 36% of community college enrollments are comprised of first-generation students (FGCS); however, little is known about FGCS as a cohort. Various initiatives have been formulated to encourage success among students with constraints related to social capital, bandwidth recovery, and the education system. The purpose of this phenomenological study aimed to understand the experiences of FGCS in community colleges in the Northeast region of the United States. FGCS are defined as students whose parents did not graduate from college with at least a bachelor’s degree. This study addressed student experiences—including social interactions—that impacted academic achievement positively or negatively. Tinto’s interactionalist theory of college student departure guided this study because student retention and success in college are affected by formal and informal interactions. Data were collected from 15 participants using one-on-one interviews, a writing prompt, and a focus group discussion. Data analysis was conducted using Moustakas’ guidelines for organizing and analyzing transcendental phenomenology. The four main themes identified were a) shared experiences, b) defining success, c) protective factors, and d) social factors.

Download or read book An Interpretive Phenomenological Analysis of First generation Student Experiences in Living learning Communities at a Large Public University written by Jolyn R. Brand and published by . This book was released on 2020 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The college experience for many students is an exciting, nerve-racking journey. Most students find themselves, for the first time, responsible for making important decisions that will affect their college education, including academic majors, housing, and activities. Unfortunately, this is also the time period when many students experience a decreased level of support or guidance. About 30 percent of college freshmen drop out after their first year, and less than two-thirds of students who enter college will graduate with a degree. The percentage of college dropouts can be even higher for students who are the first in their families to attend college, called first-generation college students (FGCSs); nearly 90% of FGCSs leave school without a degree-four times the rate for second-generation students. As a result of low graduation and persistence rates, colleges are recognizing the importance of developing support services to address the deficiencies in maturity, academics and social skills, including the development and management of Living-Learning Communities (LLCs). LLCs are specialized, communal living environments that connect students inside- and outside-the-classroom experiences, through shared coursework. Growing out of the college retention research of Vincent Tinto, who is widely regarded as an expert in student retention, this study examined the relationships between LLCs and their effect on student persistence for FGCSs"--Author's abstract.

Download or read book Identifying the Critical Factors that Positively Influence the Retention of Black African American Undergraduate Students in Higher Education Minnesota written by Yolanda Benjamin Lewis and published by . This book was released on 2017 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological research involved interviews with Black, African American research participants who persisted and graduated from a four-year undergraduate higher education institution in Minnesota. The purpose of this research was to identify critical factors that positively influenced the retention of Black African American students in higher education. The emerging themes told stories of how academic reputation and personal effects influenced college choice, how socio economic status drove them to persist in spite of their challenges, and how they coped with microaggressions. The data also identified a collective value of accountability, and how it affected their decision to ask for academic support, and told stories of how each research participant persisted in the absence of belonging, struggled to find support on campus, and how much they appreciated the value of positive interactions with faculty. In the end, the data proved the unexpected. With the exception of one research participant, the overwhelming unfavorable lived experiences proved that without an inherent determination to succeed against all odds, the research participants would have not persisted. The institutions failed miserable in providing a climate of inclusivity, belonging, and one that supports retention of Black African American students.