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Student persistence in and attrition...

Roberts, Melvin L., Jr.

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Student persistence in and attrition from engineering technology programs at a mid-Atlantic community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student persistence in and attrition from engineering technology programs at a mid-Atlantic community college./
作者:	Roberts, Melvin L., Jr.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0061.
Contained By:	Dissertation Abstracts International68-01A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3246683

Student persistence in and attrition from engineering technology programs at a mid-Atlantic community college.
Roberts, Melvin L., Jr.

Student persistence in and attrition from engineering technology programs at a mid-Atlantic community college. - 174 p.

Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0061.

Thesis (Ed.D.)--Wilmington College (Delaware), 2007.

This study of 309 participants utilized a mixed-method approach to identify cognitive and non-cognitive contributors to student persistence and attrition from engineering technology programs at a mid-Atlantic community college. The quantitative component of the study utilized linear discriminant analysis techniques on 13 independent variables to predict participant membership in either of 3 groups: those students who persisted, those who dropped out, or those who switched out of engineering technology programs. The complementary qualitative component used focus groups to triangulate the quantitative component and strengthen the study findings. The study revealed that math placement test scores and high school math/science preparation were the most significant predictors of student persistence. Student financial status also figured prominently in participants' decisions to depart the college altogether.Subjects--Topical Terms:

1018008
Education, Community College.

Student persistence in and attrition from engineering technology programs at a mid-Atlantic community college.
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520 $a This study of 309 participants utilized a mixed-method approach to identify cognitive and non-cognitive contributors to student persistence and attrition from engineering technology programs at a mid-Atlantic community college. The quantitative component of the study utilized linear discriminant analysis techniques on 13 independent variables to predict participant membership in either of 3 groups: those students who persisted, those who dropped out, or those who switched out of engineering technology programs. The complementary qualitative component used focus groups to triangulate the quantitative component and strengthen the study findings. The study revealed that math placement test scores and high school math/science preparation were the most significant predictors of student persistence. Student financial status also figured prominently in participants' decisions to depart the college altogether.
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