東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of Dual Credit Participat...

Mulligan-Nguyen, Erin.

FindBook

Google Book

Amazon

博客來

The Impact of Dual Credit Participation on Graduation & Excess Hours.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Dual Credit Participation on Graduation & Excess Hours./
作者:	Mulligan-Nguyen, Erin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	175 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31346257
ISBN:	9798382763958

The Impact of Dual Credit Participation on Graduation & Excess Hours.
Mulligan-Nguyen, Erin.

The Impact of Dual Credit Participation on Graduation & Excess Hours. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 175 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Kentucky, 2024.

The interest and participation in dual credit programs and courses has grown over the past several decades, especially within Texas; however, there is a lack of research that shows how the participation in dual credit programs and courses has impacted leading and lagging student success metrics once they enroll at a post-secondary institution. The purpose of this study was to examine the impact dual credit participation had on six-year graduation rates and exceeding excess hours at a public four-year regional university in South Texas. The researcher used a non-experimental quantitative study with ex-post facto student data. The study examined leading and lagging student success measures including transfer hours, first term attempted credit hours, first-year cumulative attempted and earned hours, cumulative attempted and earned hours, first term and cumulative GPA, and graduation rates. The study population included first-time, full-time bachelor's degree seeking students who started in either fall 2015 or 2016. Utilizing independent sample t-tests, chi-squares, and binary logistic regression to test hypotheses, leading student success measures contributed to six-year bachelor's degree completion and for students who graduated within six-years, those who participated in dual credit were less likely to exceed excess hours. This study compares leading and lagging student success indicators of dual credit programs and courses as possible solutions to accumulating fewer credits to degree, lessening the probability of entering into excess funding hours, and increasing graduation rates at a public, four-year regional university in South Texas.

ISBN: 9798382763958Subjects--Topical Terms:

641065
Higher education.

The Impact of Dual Credit Participation on Graduation & Excess Hours.
LDR:02732nmm a2200361 4500 001 2402276
005 20241028051515.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382763958
035 $a (MiAaPQ)AAI31346257
035 $a (MiAaPQ)Kentuckyepeetds1119
035 $a AAI31346257
035 $a 2402276
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mulligan-Nguyen, Erin. $3 3772498
245 1 0 $a The Impact of Dual Credit Participation on Graduation & Excess Hours.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Bradley, Kelly.
502 $a Thesis (Ph.D.)--University of Kentucky, 2024.
520 $a The interest and participation in dual credit programs and courses has grown over the past several decades, especially within Texas; however, there is a lack of research that shows how the participation in dual credit programs and courses has impacted leading and lagging student success metrics once they enroll at a post-secondary institution. The purpose of this study was to examine the impact dual credit participation had on six-year graduation rates and exceeding excess hours at a public four-year regional university in South Texas. The researcher used a non-experimental quantitative study with ex-post facto student data. The study examined leading and lagging student success measures including transfer hours, first term attempted credit hours, first-year cumulative attempted and earned hours, cumulative attempted and earned hours, first term and cumulative GPA, and graduation rates. The study population included first-time, full-time bachelor's degree seeking students who started in either fall 2015 or 2016. Utilizing independent sample t-tests, chi-squares, and binary logistic regression to test hypotheses, leading student success measures contributed to six-year bachelor's degree completion and for students who graduated within six-years, those who participated in dual credit were less likely to exceed excess hours. This study compares leading and lagging student success indicators of dual credit programs and courses as possible solutions to accumulating fewer credits to degree, lessening the probability of entering into excess funding hours, and increasing graduation rates at a public, four-year regional university in South Texas.
590 $a School code: 0102.
650 4 $a Higher education. $3 641065
650 4 $a Success. $3 518195
650 4 $a Tuition. $3 3561540
650 4 $a Academic degrees. $3 3684548
650 4 $a Student retention. $3 3562829
650 4 $a Academic achievement. $3 541708
650 4 $a Higher education administration. $3 2122863
650 4 $a Education policy. $3 2191387
650 4 $a Education finance. $3 3172165
690 $a 0745
690 $a 0277
690 $a 0446
690 $a 0458
710 2 $a University of Kentucky. $3 1017485
773 0 $t Dissertations Abstracts International $g 85-12A.
790 $a 0102
791 $a Ph.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31346257