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Factors that contribute to the persi...

Rowland, Sheri Lynn.

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Factors that contribute to the persistence and academic achievement of community college students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Factors that contribute to the persistence and academic achievement of community college students./
作者:	Rowland, Sheri Lynn.
面頁冊數:	109 p.
附註:	Major Professor: Dale W. Lick.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081447

Factors that contribute to the persistence and academic achievement of community college students.
Rowland, Sheri Lynn.

Factors that contribute to the persistence and academic achievement of community college students. - 109 p.

Major Professor: Dale W. Lick.

Thesis (Ed.D.)--The Florida State University, 2003.

Community colleges across the nation are experiencing enrollment and student demographic shifts, decreases in state funding, increased competition for students, and governmental and societal calls for accountability. During these uncertain times, student satisfaction and retention studies become critical for community colleges, and while the literature on student retention and attrition is massive much of that work has been done in the more traditional, four-year residential settings. Based primarily on the research of Astin (1984), Bean and Metzner (1985), Pascarella and Terenzini (1980), Tinto (1975, 1993), and Voorhees (1987), the purpose of this study was to examine the factors that contribute to the persistence and academic achievement of students enrolled at a mid-size community college in Northwest Florida, Gulf Coast Community College (GCCC).Subjects--Topical Terms:

1018008
Education, Community College.

Factors that contribute to the persistence and academic achievement of community college students.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0425.
502 $a Thesis (Ed.D.)--The Florida State University, 2003.
520 $a Community colleges across the nation are experiencing enrollment and student demographic shifts, decreases in state funding, increased competition for students, and governmental and societal calls for accountability. During these uncertain times, student satisfaction and retention studies become critical for community colleges, and while the literature on student retention and attrition is massive much of that work has been done in the more traditional, four-year residential settings. Based primarily on the research of Astin (1984), Bean and Metzner (1985), Pascarella and Terenzini (1980), Tinto (1975, 1993), and Voorhees (1987), the purpose of this study was to examine the factors that contribute to the persistence and academic achievement of students enrolled at a mid-size community college in Northwest Florida, Gulf Coast Community College (GCCC).
520 $a The Fall 2001 first-time-in-college, degree-seeking cohort was asked to participate in the study by completing a survey instrument that blended both background questions and the Institutional Integration Scales developed by Pascarella and Terenzini (1980). Mail and telephone surveys generated responses from 128 of the 488 students in the cohort for an overall response rate of 26%. Interviews were also conducted with 14 students who persisted from fall to spring semester. A primary limitation of the study was the relatively low participation rate from students who did not persist.
520 $a The findings of the study revealed statistically significant relationships between persistence and purpose for enrolling, institutional and goal commitment, financial aid, and student intent to return. The four independent variables found to be statistically significant to academic achievement were financial aid, academic integration, social integration, and institutional and goal commitment. Discriminant analysis and multiple regression identified the variables with the most predictive power for determining persistence and academic achievement. Finally, the qualitative component confirmed that students were satisfied overall with their first semester college experiences at GCCC; however, areas identified for further research included the lack of social interaction with peers on campus and the pedagogical approaches being employed that may not promote student learning and involvement, Further research should include different groups of community college students and utilize alternate research methodologies in order to capture data about nonpersisters.
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