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Community college students perceived...

Gillum, Debra Paulette.

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Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation./
Author:	Gillum, Debra Paulette.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3297.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230439
ISBN:	9780542849091

Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation.
Gillum, Debra Paulette.

Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation. - 196 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3297.

Thesis (Ph.D.)--Howard University, 2006.

Many students enter colleges within the United States without the adequate educational competencies to be successful. Therefore, colleges must provide remedial instruction to assist them to fulfill basic academic requirements. A descriptive cross sectional study was conducted using the Student Demographic Questionnaire (SDQ) and College Student Perception Survey (CSPS) to obtain data from 240 community college students ages 18 to 50, located in the Mid-Atlantic region of the United States. The purpose of this study was to: (1) investigate student subjective views of college preparedness, study skills and habits, college satisfaction, and other factors influencing remediation; (2) enable Policymakers and Educators interested in the success of college students to make more informed decisions about preventive strategies to address problems of remediation and retention; and (3) add to the knowledge base for Educational Psychologists concerning student learning practices.

ISBN: 9780542849091Subjects--Topical Terms:

1018008
Education, Community College.

Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation.
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100 1 $a Gillum, Debra Paulette. $3 1920690
245 1 0 $a Community college students perceived academic preparedness, study skills and habits, college satisfaction, and factors influencing remediation.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3297.
500 $a Adviser: Constance Ellison.
502 $a Thesis (Ph.D.)--Howard University, 2006.
520 $a Many students enter colleges within the United States without the adequate educational competencies to be successful. Therefore, colleges must provide remedial instruction to assist them to fulfill basic academic requirements. A descriptive cross sectional study was conducted using the Student Demographic Questionnaire (SDQ) and College Student Perception Survey (CSPS) to obtain data from 240 community college students ages 18 to 50, located in the Mid-Atlantic region of the United States. The purpose of this study was to: (1) investigate student subjective views of college preparedness, study skills and habits, college satisfaction, and other factors influencing remediation; (2) enable Policymakers and Educators interested in the success of college students to make more informed decisions about preventive strategies to address problems of remediation and retention; and (3) add to the knowledge base for Educational Psychologists concerning student learning practices.
520 $a Remedial coursework since college enrollment influences student perception of college preparedness (OR = 2.38; 95% CI = 1.07,5.26). Hours of class preparation (OR = 2.06; 95% CI = 1.12,7.78), class attendance (OR = 5.47; 95% CI = 3.03,9.87), and exam preparation (OR = 1.98; 95% CI = 1.10,3.58) are more likely to influence how students perceive their college academic success. College preparedness (OR = 4.19; 95% CI = 1.23,14.23), and college GPA (OR = 10.79; 95% CI = 1.37,85.05) influences how students perceive their college satisfaction.
520 $a There is a significant difference between gender and remedial courses taken since college enrollment chi2(1, N=240) = 6.043, p<.05. Females have taken more remedial coursework in comparison with males. There is a significant difference between college GPA and gender chi 2(1, N=240) = 21.355, p<.05. Results illustrated that female students, on average, had higher college GPAs than do males. The difference between remedial coursework taken after college enrollment and age yielded a significant effect chi2(3, N=240) = 10.768, p<.05. Students between the ages of 30 to 50 were more likely to have taken remedial courses after college enrollment. There is a significant difference between students who have and have not taken remedial coursework after college enrollment and type of high school (private or public) attended chi 2(1, N=240) = 4.563, p<.05. Students who attended public schools were more likely to have taken remedial courses after college enrollment than were students who attended private schools. There is a significant difference between students who take remedial coursework after college enrollment and the difficult courses they experience chi2(1, N=240) = 4.105, p<.05. When remediation courses were required the need was greater in the area of math.
520 $a Educators who are interested in the success of college students can design proactive methods to ease student transition to postsecondary institutions. State legislatures concerned about whether they are setting the minimum performance and competency standards for high school graduates can implement policy so that secondary and postsecondary institutions will work collaboratively to align curricula. Educational Psychologists can conduct further research that may assist in the development of curriculum to teach students self-directed strategic learning and study skiffs during middle school and throughout high school to reduce the need for college remediation.
590 $a School code: 0088.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0275
690 $a 0525
710 2 0 $a Howard University. $3 1017554
773 0 $t Dissertation Abstracts International $g 67-09A.
790 1 0 $a Ellison, Constance, $e advisor
790 $a 0088
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230439