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An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses./
Author:	Lee, Meagan B.
Description:	1 online resource (99 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30485364click for full text (PQDT)
ISBN:	9798379455095

An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses.
Lee, Meagan B.

An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses. - 1 online resource (99 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Delta State University, 2023.

Includes bibliographical references

The national need for workers in Science, Technology, Engineering, and Mathematics (STEM) is continuously growing. The National Science Foundation has called "for a focus on STEM education" in response to the deficit in the workforce (Hagedorn & Purnamasari, 2016, p. 146). Attrition rates of STEM majors are a concern with approximately one half of entering STEM students leaving before earning a degree (Chen, 2013). While this is an issue for the field of STEM on a national level, institutions of higher education are ultimately responsible to produce qualified STEM graduates. The purpose of this study was to determine the effects of an advisement program, on retention, enrollment, and success in courses considered as upper-level STEM courses at a community college in the rural south. A quantitative approach was used to observe the relationship between participation in ROAR and the effect on success, enrollment, and retention in upper-level STEM courses. A sample of 50 upper-level STEM course offerings between Fall 2012 and Spring 2018, with 395 STEM majors enrolled in those courses, was used to address the research questions. The students included in the sample were primarily male (77%), with only 23% being female. Only 13% of the selection identified as Hispanic or Latino, Asian, Black or African American, or other collectively, with the majority identifying as White or Caucasian (87%). Overwhelmingly the demographics included in the sample were traditional students (94%), with only 6% above the age of 25 years old, which research defines as a non-traditional student (Chung et al., 2014). Data was analyzed using independent t-tests and Mann-Whitney U tests. Shapiro-Wilk tests were run on all variables to check for normality. The results were varied with three of the four variables tested (GPA, percent retained, and percent succeeded) violating normality. A new alpha (α) level determined significance after a Bonferroni correction analysis. While ROAR significantly affected the percent retained and succeeded, there was no significance for GPA or enrollment.The results of this study suggested that programs like ROAR (Ready, Orient, Advise, Register), which aids in student orientation and placement with a discipline-specific advisor, provides a course pathway, and registers students for their first semester (Pearl River Community College, n.d.), will have a significant impact on factors affecting attrition rates among STEM majors, specifically, variables such as retention and success in upper-level STEM courses. Areas for future research on more diverse demographics, such as race, other academic majors/cohorts, or an entire population of an institution of higher education over an extended time may add further insight into the significance programs like ROAR have on variables such as retention and success. In addition, the study's premise applied to larger higher education institutions and institutions located in different territories (i.e., urban, rural, suburban) are potential areas for future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379455095Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Advisement programsIndex Terms--Genre/Form:

542853
Electronic books.

An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses.
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245 1 3 $a An Observation of the Effects of an Advisement Program, on Retention, Enrollment, and Success in Upper-Level Stem Courses.
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500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisor: Van Namen, Merideth.
502 $a Thesis (Ed.D.)--Delta State University, 2023.
504 $a Includes bibliographical references
520 $a The national need for workers in Science, Technology, Engineering, and Mathematics (STEM) is continuously growing. The National Science Foundation has called "for a focus on STEM education" in response to the deficit in the workforce (Hagedorn & Purnamasari, 2016, p. 146). Attrition rates of STEM majors are a concern with approximately one half of entering STEM students leaving before earning a degree (Chen, 2013). While this is an issue for the field of STEM on a national level, institutions of higher education are ultimately responsible to produce qualified STEM graduates. The purpose of this study was to determine the effects of an advisement program, on retention, enrollment, and success in courses considered as upper-level STEM courses at a community college in the rural south. A quantitative approach was used to observe the relationship between participation in ROAR and the effect on success, enrollment, and retention in upper-level STEM courses. A sample of 50 upper-level STEM course offerings between Fall 2012 and Spring 2018, with 395 STEM majors enrolled in those courses, was used to address the research questions. The students included in the sample were primarily male (77%), with only 23% being female. Only 13% of the selection identified as Hispanic or Latino, Asian, Black or African American, or other collectively, with the majority identifying as White or Caucasian (87%). Overwhelmingly the demographics included in the sample were traditional students (94%), with only 6% above the age of 25 years old, which research defines as a non-traditional student (Chung et al., 2014). Data was analyzed using independent t-tests and Mann-Whitney U tests. Shapiro-Wilk tests were run on all variables to check for normality. The results were varied with three of the four variables tested (GPA, percent retained, and percent succeeded) violating normality. A new alpha (α) level determined significance after a Bonferroni correction analysis. While ROAR significantly affected the percent retained and succeeded, there was no significance for GPA or enrollment.The results of this study suggested that programs like ROAR (Ready, Orient, Advise, Register), which aids in student orientation and placement with a discipline-specific advisor, provides a course pathway, and registers students for their first semester (Pearl River Community College, n.d.), will have a significant impact on factors affecting attrition rates among STEM majors, specifically, variables such as retention and success in upper-level STEM courses. Areas for future research on more diverse demographics, such as race, other academic majors/cohorts, or an entire population of an institution of higher education over an extended time may add further insight into the significance programs like ROAR have on variables such as retention and success. In addition, the study's premise applied to larger higher education institutions and institutions located in different territories (i.e., urban, rural, suburban) are potential areas for future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 641065
650 4 $a Continuing education. $3 527504
653 $a Advisement programs
653 $a Attrition rates
653 $a Retention
653 $a STEM majors
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773 0 $t Dissertations Abstracts International $g 84-11A.
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