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The impact of academic advising on r...

Texas A&M University - Corpus Christi.

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The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College./
Author:	Bruce, Jimmie D., Jr.
Description:	85 p.
Notes:	Adviser: Caroline Sherritt.
Contained By:	Dissertation Abstracts International69-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3322109
ISBN:	9780549722793

The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College.
Bruce, Jimmie D., Jr.

The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College. - 85 p.

Adviser: Caroline Sherritt.

Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2008.

This study examined the effectiveness of an advising seminar for probation students at a South Texas Community College. This researcher collected achievement data and retention rates from 561 students on academic probation at the college during the Fall of 2006. This included 132 students that participated in the advising seminar and the 429 students that did not participate. Students on academic probation that attended the seminar were compared with students on probation that did not attend the seminar on the basis of achievement, measured at three points in time, and retention, measured at two points in time. Central to the investigation was to evaluate whether or not an advising seminar had any effects on achievement and retention for probation students. This researcher employed an ex post facto study, employing a causal-comparative design, using data from the college.

ISBN: 9780549722793Subjects--Topical Terms:

626645
Education, Administration.

The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College.
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035 $a (UMI)AAI3322109
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040 $a UMI $c UMI
100 1 $a Bruce, Jimmie D., Jr. $3 1024546
245 1 4 $a The impact of academic advising on retention and achievement of students on academic probation in a South Texas Community College.
300 $a 85 p.
500 $a Adviser: Caroline Sherritt.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2164.
502 $a Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2008.
520 $a This study examined the effectiveness of an advising seminar for probation students at a South Texas Community College. This researcher collected achievement data and retention rates from 561 students on academic probation at the college during the Fall of 2006. This included 132 students that participated in the advising seminar and the 429 students that did not participate. Students on academic probation that attended the seminar were compared with students on probation that did not attend the seminar on the basis of achievement, measured at three points in time, and retention, measured at two points in time. Central to the investigation was to evaluate whether or not an advising seminar had any effects on achievement and retention for probation students. This researcher employed an ex post facto study, employing a causal-comparative design, using data from the college.
520 $a Two repeated measures analysis of variance showed no statistically significant differences between those who participated in the probation seminar and those who did not on the basis of GPA over time. Group differences on the basis of retention were statistically significant. Specifically, results suggested that the probation seminar might have had a delayed impact on retention. In order to clarify the quantitative study, 16 randomly selected participants in the Fall 2006 advising seminar were chosen to participate in focus groups. Two focus groups were conducted, 7 participated in the first focus group and 9 participated in the second focus group. A content analysis of the focus group data showed that overall, participants believed the seminar to be helpful. It was noted during the focus groups that the most important aspect of the sessions was the emphasis on talking to instructors before the end of the semester and to improve both organizational habits and study skills. The participants agreed that the seminar and subsequent conversations with their instructors improved their overall confidence.
590 $a School code: 1417.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Higher. $3 543175
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710 2 $a Texas A&M University - Corpus Christi. $3 1023294
773 0 $t Dissertation Abstracts International $g 69-06A.
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790 1 0 $a Sherritt, Caroline, $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3322109