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An investigation of non-intellectual...

Bowen, Beverly Ann.

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An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs./
作者:	Bowen, Beverly Ann.
面頁冊數:	119 p.
附註:	Major Professor: Martha C. Yopp.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3076166
ISBN:	0493964002

An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs.
Bowen, Beverly Ann.

An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs. - 119 p.

Major Professor: Martha C. Yopp.

Thesis (Ed.D.)--University of Idaho, 2002.

The purpose of this study was to learn more about why some students will persist through completion of a selected career and technical education certificate or degree and other students, faced with many of the same life experiences and personal struggles will dropout at the slightest bump in the road. In addition to identifying the various factors that may influence persistence or departure, was the goal of developing insights into the problem of persistence for the at-risk adult in an effort to strengthen advising activities to better accommodate at-risk adult student needs in career and technical programs. This study also sought to identify those students who were more likely to be early leavers.

ISBN: 0493964002Subjects--Topical Terms:

626632
Education, Adult and Continuing.

An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs.
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245 1 0 $a An investigation of non-intellectual factors that influence persistence and completion in post-secondary two-year technical education programs.
300 $a 119 p.
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500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4287.
502 $a Thesis (Ed.D.)--University of Idaho, 2002.
520 $a The purpose of this study was to learn more about why some students will persist through completion of a selected career and technical education certificate or degree and other students, faced with many of the same life experiences and personal struggles will dropout at the slightest bump in the road. In addition to identifying the various factors that may influence persistence or departure, was the goal of developing insights into the problem of persistence for the at-risk adult in an effort to strengthen advising activities to better accommodate at-risk adult student needs in career and technical programs. This study also sought to identify those students who were more likely to be early leavers.
520 $a The qualitative research design was chosen for this study because it allowed for a deeper understanding of the experiences and views of the participants in the study. The participants in the study were selected from approximately 300 students enrolled in Office and Business Technology programs from fall 1994 through spring 2000. These students were mostly female, ranging in age from 18 to 65 years. Students completed a student profile questionnaire upon their entry into the office and technology programs. This was followed by four focus groups held in a classroom setting. Students were asked to identify factors or events that might influence them to complete their degree program. These focus groups were open ended, interactive discussions about various events that influence students to persist through completion of their selected program of study. Follow-up surveys were also sent to all students completing the student profile questionnaires and who had been or currently were enrolled in Office and Business Technology programs. Finally, individual interviews were conducted with nine students who returned follow-up surveys—four completers and five non-completers.
520 $a The conclusions drawn from this study confirmed that self-esteem, self-worth or self-confidence are factors that contributed to student success, whether that be in a course or in the completion of their degree. There was an overwhelming view that faculty members were credited with increasing student self-esteem.
520 $a It was also apparent that growing up in a household where education is an expectation was a direct influence on completion and that growing up in a household where education was not an expectation may have influenced the participants' decisions to drop out prior to completion.
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