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ERIC Number: ED530226
Record Type: Non-Journal
Publication Date: 2009
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-5465-6
ISSN: N/A
Understanding the Effects of Student Engagement on Persistence and Academic Performance for Community College Students
Matthews, Aretha L.
ProQuest LLC, Ed.D. Dissertation, University of Houston
The purpose of this study was to analyze the spring 2008 Community College Survey of Student Engagement (CCSSE) results from a community college located in Southeast Texas to determine what relationship student engagement had to student persistence and academic performance and if that relationship differed by race, ethnicity, or academic program. This study used 38 items from the CCSEE survey in an exploratory factor analysis to identify underlying constructs of student engagement. Those identified student engagement constructs were then used as the dependent variables in a MANOVA to determine whether significant differences exist among them based on gender, ethnicity, or academic program. Finally, two types of regression analyses were used to determine if those student engagement constructs were valid predicators of whether the student would reenroll the following fall semester and achieve higher grades after controlling for gender, ethnicity, and academic program. The factor analysis revealed five constructs of student engagement (coursework, supportive environment, uses resources, advising, and outside of class) that were much different that the five CCSSE benchmarks of student engagement. There was a statistically significant difference in the uses resources construct based upon academic program, but not for gender and race. The regression analyses revealed that academic program, uses resources, and coursework were valid predictors of a higher GPA while race and the outside of class construct were valid predictors of reenrollment in the fall semester. This study adds to existing literature on academic performance and retention for community college students. Specifically, this study adds that student engagement workforce differs for students enrolled in workforce versus academic programs. This study also adds another model of student engagement that goes beyond just student actions but suggests that future research must focus on the motivation behind those actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas