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The Effect of a Learning Strategies ...

Mann, Valerie S. Kempton.

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The Effect of a Learning Strategies Success Course on Community College Student Academic Success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of a Learning Strategies Success Course on Community College Student Academic Success./
Author:	Mann, Valerie S. Kempton.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	98 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11017765
ISBN:	9780438707825

The Effect of a Learning Strategies Success Course on Community College Student Academic Success.
Mann, Valerie S. Kempton.

The Effect of a Learning Strategies Success Course on Community College Student Academic Success. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 98 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ed.D.)--Baker University, 2018.

Community college student success remained at a low rate of 31% in 2015 (U.S. Department of Education National Center for Education Statistics, Institute of Education Sciences, 2017a). The purpose of this study was to determine the short-term and long-term effects of college learning strategies course participation on student success at a large Midwestern community college, measured by cumulative grade point average (GPA) in the semester enrolled in LS 176, re-enrollment the first fall after matriculation to the college, long term GPA (at graduation or up to six semesters after matriculation to the community college for full-time students, or up to twelve semesters after matriculation for part-time students), and graduation (up to six semesters after matriculation to the community college for full-time students, or up to twelve semesters after matriculation for part-time students). Archival data from the institutional student information system were analyzed. The study research design used a quantitative approach analyzing hypotheses from four research questions.

ISBN: 9780438707825Subjects--Topical Terms:

641065
Higher education.

The Effect of a Learning Strategies Success Course on Community College Student Academic Success.
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245 1 4 $a The Effect of a Learning Strategies Success Course on Community College Student Academic Success.
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500 $a Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
502 $a Thesis (Ed.D.)--Baker University, 2018.
520 $a Community college student success remained at a low rate of 31% in 2015 (U.S. Department of Education National Center for Education Statistics, Institute of Education Sciences, 2017a). The purpose of this study was to determine the short-term and long-term effects of college learning strategies course participation on student success at a large Midwestern community college, measured by cumulative grade point average (GPA) in the semester enrolled in LS 176, re-enrollment the first fall after matriculation to the college, long term GPA (at graduation or up to six semesters after matriculation to the community college for full-time students, or up to twelve semesters after matriculation for part-time students), and graduation (up to six semesters after matriculation to the community college for full-time students, or up to twelve semesters after matriculation for part-time students). Archival data from the institutional student information system were analyzed. The study research design used a quantitative approach analyzing hypotheses from four research questions.
520 $a The results from the study indicated participation in the college success course (LS 176) had a positive effect on first semester GPA for students who successfully completed the LS 176 course. Students who were successful in the college learning strategies course were significantly more likely than non-participants to persist to the next fall semester after matriculation. GPA at graduation was not significantly affected by LS 176 successful participation; however, students who successfully participated in the course were statistically more likely to graduate. The findings of the study may be used to inform decision-making regarding the usefulness of success course participation by community college administrators and faculty to devise effective academic pathways to enable student success.
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