Download or read book Factors Supporting Persistence of Academically Underprepared Community College Students written by Dave Pelkey and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify factors that support the likelihood of persistence of academically underprepared community college students to 45 college level credits. Factors considered in this research include: (a) race/ethnicity, (b) age, (c) enrollment status, (d) socio-economic status (SES), (e) first quarter GPA, (f) developmental need, (g) participation in a learning community, and (h) completion of a first year seminar course. The population of students used for the purposes of this research was a cohort of first time, full and part-time, community college students enrolled in associate degree pre-baccalaureate programs of study at Tacoma Community College during Fall quarter 2005. Students in this cohort placed below college level in mathematics, reading or English. Binary logistic regression was used to evaluate the existence, direction and strength of the relationships between each of the independent variables and the dependent variable the completion of 45 college credits. Findings from this study indicate that enrollment status, specifically full-time enrollment and first quarter GPA, both had statistically significant positive relationships to persistence of academically underprepared students at the community college. Although this research only identifies only two elements as having statistically significant relationships to the completion of 45 credits the data does indicate several other variables with high odds ratios that suggest a possibility that they influence the persistence of academically underprepared students and should be considered by practitioners at community colleges.

Download or read book A Longitudinal Analysis of Factors Related to Persistence of Academically Underprepared Community College Students written by Kimberly M. Ennis and published by . This book was released on 2005 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Persistence and Successful Course Completion of Academically Underprepared Community College Students in the P A S S Program written by Chad E. Adero and published by . This book was released on 2015 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to Bailey and Cho (2010), addressing the needs of students in developmental education is perhaps the most difficult and most important problem facing community colleges. The P.A.S.S. Summer Bridge and Support program at a suburban community college is designed to address those needs. The purpose of this comparative quantitative study, using a secondary data set, was to examine the differences in persistence and successful course completion of developmental and college-level credit courses of students who participated in the P.A.S.S. Summer Bridge and Support Program at a mid-size suburban community college. This study compared the fall-to-spring and fall-to-fall persistence rates and successful course completion during three consecutive years between the two groups. This study found no statistically significant differences, p

Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Institutional Factors Affecting Academic Persistence of Underprepared Community College Freshmen written by Janis Kristine Walker Marsh and published by . This book was released on 2000 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The College Environment written by Alexander W. Astin and published by . This book was released on 1968 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College written by Lillian Y. Owens and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.

Download or read book Persistence of the Academically Underprepared Student at a 2 year College written by Diane Jefferson and published by . This book was released on 2010 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention in higher education is an ongoing issue of concern. Nowhere is this problem more prevalent than in 2-year public institutions. The purpose of this research was to conduct a qualitative exploration of the factors affecting persistence decisions of academically underprepared students through the lens of Tinto's 1975 integrative model. The following questions guided the study: a) what are the primary challenges experienced by academically underprepared students?, b) what are the factors that have contributed to students overcoming these challenges?, and c) what role, if any, did taking basic skills courses play in students' ability to persist?

Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors that Contribute to the Persistence and Academic Achievement of Community College Students written by Sheri L. Rowland and published by . This book was released on 2003 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Persistence written by Lea C. Maue and published by . This book was released on 2012 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to illuminate the barriers to persistence underprepared students at the community college experience after the initial successful completion of one semester. A qualitative interview study, grounded in phenomenology, was implemented. Participants were identified through a process of purposeful selection, which included the following criteria: (a) beginning the development reading sequence at the most basic level (DEV 65) and passing that course; (b) immediately enrolling in a subsequent semester at the institution; and (c) exiting the institution before acquiring any credit-bearing English coursework. The examination of institutional archival data resulted in 42 potential participants. Participants were recruited via telephone and mail, and of the 42 attempted telephone and 39 mailed contacts, five individuals volunteered to participate in the study. Each participant was interviewed individually, with sessions varying in length between 51 and 119 minutes. Immediately after each interview was complete, the audio recording was listened to in its entirety and transcribed verbatim. The resulting transcripts were analyzed through a modified version of Devinish's (2002) applied method for phenomenological explication of interview transcripts. This involved a multi-layered process of recursive analysis beginning with line-by-line open coding, extracting 333 natural meaning units (NMU). In a second stage of analysis, the NMU were further sorted, analyzed, and grouped to arrive at 46 central themes. The third stage of analysis involved collating and grouping central themes into related fields employing a concept map to form at 13 interpretive themes. The final stage of analysis included a further examination of the 13 interpretive themes, where each was rank ordered by importance (frequency x intensity = priority) and then synthesized with data from lesser themes, which resulted in the following six explicative themes: (a) significant environmental stressors; (b) a sense of self-sufficiency and independency; (c) reading problems; (d) a belief in the power of perseverance; (e) instructor characteristics; and (f) financial aid restrictions. These six explicative themes captured the essence of what it meant for the participants to be an underprepared student at the college and identified the perceived barriers to persistence.

Download or read book Community College Students Academic Success and Persistence in Math Courses After Developmental Math written by Robin Bontrager and published by . This book was released on 2015 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was a bounded case study exploring how and why community college students achieved academic success after completion of the developmental math sequence and a college level math course. The purpose of this research was to explore how and why community college students were academically successful in college algebra or elementary statistics after completion of the developmental math sequence. For the purpose of this study, the students' changes in behavior that influenced academic success and persistence in their math courses were generally defined as involvement in academic support programs, integration into social groups, and the perception of their ability to perform in the college level math curriculum. Throughout this study, the intent was to explore the participants' historical and social perspective through their descriptions and perceptions from developmental math through college algebra or elementary statistics. Data collection consisted of surveys, interviews, field notes, archival data, and a focus group session. Themes emerged after repetitive, rigorous listening of the interviews and focus group session; in addition, rereading the transcriptions allowed for immersion into the data. The themes that emerged were (a) ability to succeed, (b) academic support, (c) involvement and behavior changes, and (d) connectedness to faculty. The findings indicated that students' perception of their ability to succeed, self-motivation, family support, faculty relationships, and academic support were all contributing factors of students' achieving academic math success.

Download or read book Factors Affecting Minority Students Persistence in Community Colleges written by Falilu Mohammad A. Matti and published by . This book was released on 2000 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Qualitative Exploration of Academically Underprepared Community College Students Decision to Persist Or Drop Out of College written by Margaret M. Geehan and published by . This book was released on 2004 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book First generation Students Persistence at a Community College in the Midwest written by Sylvia M. Johnson Jones and published by . This book was released on 2016 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a plethora of information on the impacts of college students. The majority of the research focuses on four year college students, with emphasis on residential college students. Contrary to belief there is minimum research on community college students, in particular, community college commuter students, which is surprising because majority of college students start at a community college. Many of the students are first-generation students at community college. Being the first in their family to become a college student, first generations are entering unfamiliar territory and cultural that is unfamiliar to them. Support services are critical to their persistence semester to semester. This support is critical, because familial supports are minimum or absent, due to families not understanding how to succeed in college. The research designed for this study was phenomenological with a mixed method approach and a stratified random sample of first-generation students in order to provide a detailed discussion of the factors that contribute to the support services that were effective in assisting first-generation students to persist. The study focused on the impact of support services on first-generation students, assisting them with resources to succeed at a community college. Twelve students from two support services programs, Student Employment and TRiO Student Support Services Program participated in individual interviews. The interviews focused on the benefits of support services, coupled with an individual in the student development area, that provided services that lead to the desire higher education with motivating factors from within, familial support and mostly counselors and mentors. The implication identifies the importance of support services at colleges and the individuals to employ in these areas. Although familial support of expectations lead the students to college, the persistence was from support services that motivated them to succeed with encouragement from staff and support services. This study suggest that a key factor to students attending college is an expectation of familial and parental relationships, although there is lack of understanding on the parent’s awareness of support services at school for first-generation students.