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ERIC Number: ED546366
Record Type: Non-Journal
Publication Date: 2012
Pages: 263
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-4364-3
College Experiences and Student Inputs: Factors That Promote the Development of Skills and Attributes that Enhance Learning among College Students
Chemosit, Caroline Chepkurui
ProQuest LLC, Ph.D. Dissertation, Illinois State University
The study involved an exploration of factors that promoted the development of skills and attributes that enhanced learning among college students. The factors explored in this study were, active learning, student-teacher interaction, time on tasks, institutional expectations, student inputs, and skills and attributes that enhance learning. This study was exploratory in nature and pertinent quantitative and qualitative data analysis to establish the relationships was performed. Major findings of the study showed that there are positive and significant intercorrelations between student-teacher interaction, active learning, time on task, institutional expectations, student values, and skills and attributes that enhance learning. Moreover, active learning, student-teacher interaction, institution expectations, and student values were found to be significant predictors of skills and attribute that enhanced learning whereas, time on task, gender, enrollment status, and first institution to be enrolled in were not significant predictors of skills and attributes that enhanced learning. Skills and attributes explored in the study, as noted by the interview results enhanced learning among college students. In addition, the results of the study indicated that factors such as leadership roles, programs of study, student educational values, parent's educational values, and prior experiences promote the development of skills and attributes that enhance learning. The results of the study were synthesized in terms of major findings and conclusions and a discussion of the findings and implication of the results followed. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A