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Non-traditional student perception o...

Parsons, Glen A.

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Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule./
Author:	Parsons, Glen A.
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2130.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180378
ISBN:	0542204584

Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule.
Parsons, Glen A.

Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule. - 226 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2130.

Thesis (Ed.D.)--University of Southern California, 2005.

Almost half of the current college and university student body in the United States are non-traditional students. Of this group, 1 in 5 attends accelerated course programs. This dissertation addresses non-traditional student preference for a nine-week accelerated semester format and the extent to which this format affects situational, institutional, and dispositional barriers to adult learners earning course credit toward an undergraduate degree.

ISBN: 0542204584Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule.
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100 1 $a Parsons, Glen A. $3 1906152
245 1 0 $a Non-traditional student perception of barriers to higher education: The effects of an accelerated nine-week term schedule.
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2130.
500 $a Adviser: Melora Sundt.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a Almost half of the current college and university student body in the United States are non-traditional students. Of this group, 1 in 5 attends accelerated course programs. This dissertation addresses non-traditional student preference for a nine-week accelerated semester format and the extent to which this format affects situational, institutional, and dispositional barriers to adult learners earning course credit toward an undergraduate degree.
520 $a In the spring of 2005, 344 students from three higher education institutions in central California were asked to respond to a fifty item questionnaire designed to assess respondents concerns with situational, institutional, and dispositional barriers and if and/or how the nine-week format assisted in overcoming those barriers. They were also asked to rank their preferred course length and if the nine-week term format played a role in their returning and continuing in school. Of the 344 students, 298 completed the questionnaire yielding a response rate of 87%.
520 $a Survey data were analyzed using a variety of descriptive and inferential statistics. Findings were that the nine-week term played a role in alleviating five out of seven situational barriers, four of six institutional barriers, and six of eight dispositional barriers. Further, a factor analysis of the data revealed that the nine-week terms had a positive influence on reducing the inconveniences of being a non-traditional student, and also in helping to reduce problems associated with lack of time, and the cost of attending school.
520 $a Though there were some slight differences in degree of preference for the nine-week term format among groups, this overall group of students expressed a favorable attitude toward the accelerated nine-week format. One exception to the approval rates for the nine-week format was concern for the pace being too quick in some classes like math or science.
520 $a A few unanticipated responses to open ended questions in the study revealed that students feel the nine-week terms help them deal better with studying by reducing procrastination. They also indicated that the nine-week term format kept them motivated and that because of the quicker pace they did not burn out or become bored with school. These responses seem to indicate a topic of further study.
520 $a The non-traditional students used in this study were a convenience sample from local higher education institutions and thus may have limited generalizability. Further study to verify this study's results will be needed.
520 $a Colleges and universities interested in attracting and retaining non-traditional students should seek ways of minimizing barriers. This study suggests that the nine-week term format is one way an institution of higher learning might mitigate barriers confronting non-traditional students.
590 $a School code: 0208.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Higher. $3 543175
690 $a 0516
690 $a 0745
710 2 0 $a University of Southern California. $3 700129
773 0 $t Dissertation Abstracts International $g 66-06A.
790 1 0 $a Sundt, Melora, $e advisor
790 $a 0208
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180378