ERIC Number: ED368429
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Characteristics of Successful Learning Center Students.
Lange, Joseph E.; Fundis, Ronald J.
A study was conducted at Jefferson College, Hillsboro Campus, in Missouri, to determine the relationship between the characteristics of successful Learning Center students and their questionnaire responses on an entry survey and their final course grades. Jefferson College is a two-year, open admissions community college, and the college's Learning Center provides developmental preparation in a self-paced, competency-based setting for low scorers on an entry course placement test and for nontraditional students seeking refresher course work. The study population included 382 students, who responded to questions regarding sex, race, age, high school attended and degree received, county of residence, prior college experience, financial aid awards, marital status, living accommodations, household income, family education, employment status, and learning center courses. Survey responses were correlated with end-of-term course grades. The Chi-squared Automatic Interaction Detection (CHAID) statistical procedure was employed to derive profiles of successful students by performing a "tree" analysis of best predictors. Nine questionnaire items (i.e., gender, age, year of last college experience, marital status, living accommodations, household income, mother's education, primary educational goal, and determination to be successful) were found to be significantly associated with course grades of A, B, or Incomplete versus Withdrawn. Ten items (i.e., gender, age group, year of last college experience, marital status, living accommodations, household income, mother's education, father's education, spouse's education, and primary educational goal) were significantly associated with a final course grade of A or B. CHAID analysis revealed that the variable age group (22 or older) is the best predictor of success. Based on this information the Learning Center staff diversified formats for remedial course work to increase success rates of younger students. An addendum charts program changes and resulting positive trends. (KP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Jefferson Coll., Hillsboro, MO.