Author: Lillian Y. Owens
Publisher:
ISBN:
Category : Community college student development programs
Languages : en
Pages : 125
Book Description
As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College
Author: Lillian Y. Owens
Publisher:
ISBN:
Category : Community college student development programs
Languages : en
Pages : 125
Book Description
As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Publisher:
ISBN:
Category : Community college student development programs
Languages : en
Pages : 125
Book Description
As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Perceptions of Underprepared Community College Students Regarding Their Educational Achievement
Author: Peter Barbatis
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
Book Description
This study serves as the preliminary analyses of a pilot study of community college students who persisted through their remedial classes and their programs of study and had attained the associate degree at a multicultural community college. This study is informed by Tinto's academic integration model, Astin's social involvement model and Freire's critical theory with attention to the ways that race, class, gender, the economy, education, religion, and sexual orientation interact to construct a social system. The researcher's goal was to identify how learning community experiences, notably the mentoring and networking opportunities, might have influenced experiences of the underprepared student. Individual Interview Protocol for Pilot Study is appended. (Contains 2 tables and 3 figures.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
Book Description
This study serves as the preliminary analyses of a pilot study of community college students who persisted through their remedial classes and their programs of study and had attained the associate degree at a multicultural community college. This study is informed by Tinto's academic integration model, Astin's social involvement model and Freire's critical theory with attention to the ways that race, class, gender, the economy, education, religion, and sexual orientation interact to construct a social system. The researcher's goal was to identify how learning community experiences, notably the mentoring and networking opportunities, might have influenced experiences of the underprepared student. Individual Interview Protocol for Pilot Study is appended. (Contains 2 tables and 3 figures.).
Underprepared Community College Students
Author: Kathryn Claire King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
Book Description
Administrator, Counselor, Faculty and Underprepared Student Perceptions about Underprepared Students' Academic and Social Integration in an Urban Community College
Author: Ronald L. Moss
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 376
Book Description
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 376
Book Description
Academically Underprepared Students in the Community College System
Author: Melba Denise Goode McCallum
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 198
Book Description
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 198
Book Description
Academically Underprepared Students in the California Community Colleges
Author: Christine Bessard Johnson
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 234
Book Description
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 234
Book Description
Exploring community college students' and faculty members' perceptions on academic dishonesty
The Academic World of Underprepared Students in a Washington State Community College
Author: Sandra L. Blackaby
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 440
Book Description
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 440
Book Description
A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students
Author: Mary Patricia Wochner
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 218
Book Description
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 218
Book Description
A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents
Author: Mary Patricia Wochner
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 220
Book Description