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The impact of student engagement on ...

Washington, Karen.

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The impact of student engagement on the academic achievement and re-enrollment of community college students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of student engagement on the academic achievement and re-enrollment of community college students./
作者:	Washington, Karen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253347
ISBN:	9781369534375

The impact of student engagement on the academic achievement and re-enrollment of community college students.
Washington, Karen.

The impact of student engagement on the academic achievement and re-enrollment of community college students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 138 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Trident University International, 2016.

This research study explored whether there existed a relationship between student engagement, academic achievement and the re-enrollment of community college students. Secondary data from the Community College Survey of Student Engagement (CCSSE) was used to measure the variables in this study. This quantitative study utilized aggregated data from 11 community colleges in the state of Florida that participated in the CCSSE in 2015. Multiple linear regression and multiple logistic regression were both used to determine if a statistical relationship existed between the variables.

ISBN: 9781369534375Subjects--Topical Terms:

2122836
Community college education.

The impact of student engagement on the academic achievement and re-enrollment of community college students.
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520 $a This research study explored whether there existed a relationship between student engagement, academic achievement and the re-enrollment of community college students. Secondary data from the Community College Survey of Student Engagement (CCSSE) was used to measure the variables in this study. This quantitative study utilized aggregated data from 11 community colleges in the state of Florida that participated in the CCSSE in 2015. Multiple linear regression and multiple logistic regression were both used to determine if a statistical relationship existed between the variables.
520 $a The findings from the results of the analysis to assess whether a significant relationship existed between the 5 CCSSE student engagement benchmarks as predictors and academic achievement as the dependent variable revealed that the benchmarks had a significant relationship with academic achievement. The findings from the results of the analysis to assess whether a significant relationship existed between the 5 CCSSE student engagement benchmarks and covariates as predictors and re-enrollment revealed that none of the five benchmarks were significantly related to re-enrollment. However, two covariates in the model, Percent dependent on financial aid and Percent female, were significantly related to re-enrollment.
520 $a The CCSSE student engagement benchmarks that were positively predictive for the study's outcome measures were active and collaborative learning and student faculty interaction. However, contrary to expectation, the support for learning and student effort benchmarks were negatively related to academic achievement. Academic challenge had no relationship with academic achievement. In addition, student effort, academic challenge, active and collaborative learning, student faculty interaction and support for learning benchmarks had no relationship with re-enrollment. Finally, the two significant covariates in the model, Percent dependent on financial aid and Percent female were negatively related to re-enrollment. The CCSSE student engagement benchmarks that were positively predictive for this study's outcome measures focus on the role of the instructor in the classroom as follows: 1. Active and collaborative learning- students are provided with opportunities to apply what they are learning in different settings; collaborate with others on problem solving and master challenging content and 2. Student faculty interaction- the interaction students have with their instructors. Thus, the message that the findings of this study is trying to convey to its readers is that instructors are vital to student success! The instructor's ability to engage students; instill passion and inspiration into the courses they teach; make course material relatable and active enough so that students have a valuable learning experience, will ultimately result in student academic success. Thus, it is strongly suggested that there should be an increased support and implementation of these 2 CCSSE student engagement benchmarks so that they can further bolster both the academic success of students. It is recommended that community colleges train and hold instructors accountable to provide their students with opportunities to actively collaborate with others and interact with faculty.
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