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Linden, Kelly – Student Success, 2022
The Charles Sturt University Retention Team has developed, tested, evaluated, and refined a retention model through 14 action-research cycles from 2017-2021. The project has expanded from a small pilot in one faculty to monitoring the engagement and submission of an early assessment item for over 70% of all commencing undergraduate students across…
Descriptors: School Holding Power, Intervention, Student Evaluation, Foreign Countries
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Badali, Mehdi; Hatami, Javad; Banihashem, Seyyed Kazem; Rahimi, Ebrahim; Noroozi, Omid; Eslami, Zahra – Research and Practice in Technology Enhanced Learning, 2022
Although MOOCs platforms offer a unique way to provide information for a large cohort of participants, only a small percentage of participants complete MOOCs. The high number of dropouts in MOOCs is a key challenge, and the literature suggests that it can be affected by participants' motivation. However, it is not known how and to what extent…
Descriptors: Student Motivation, Online Courses, School Holding Power, Literature Reviews
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Acheampong, Joseph Ofori – Interchange: A Quarterly Review of Education, 2022
School feeding interventions have been flaunted as an effective methodology to improve school enrollment, attendance, retention, stakeholders satisfaction, and annihilate challenges associated in developing countries. However, there is little empirical evidence. The study's objectives were to examine the impact of the GSFP on enrollment and…
Descriptors: Foreign Countries, Nutrition, Stakeholders, Food
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Greenland, Steven J.; Moore, Catherine – British Journal of Educational Technology, 2022
Open online education experiences persistently high dropout rates, and the efficacy of dropout interventions has been questioned. Despite considerable research, dropout reasons are not fully understood, and further in-depth investigation has been called for. Prior qualitative retention studies have frequently relied on smaller samples that are…
Descriptors: Open Education, Online Courses, Dropout Rate, Dropout Prevention
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Estrada-Molina, Odiel; Fuentes-Cancell, Dieter-Reynaldo – Comunicar: Media Education Research Journal, 2022
Massive and open online courses (MOOCs) satisfy learning needs from the particularities of their typologies (xMOOC, tMOOC, cMOOC, iMOOC, among others) even though their high dropout rate is still latent. Recent studies reaffirm engagement as an alternative to reduce dropout rates. The literature analyzed has not yet been able to systematize…
Descriptors: Learner Engagement, Online Courses, Literature Reviews, Persistence
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Wangrow, David B.; Rogers, Kristie; Saenz, Delia; Hom, Peter – Journal of Higher Education, 2022
Why do college students persist with their education, especially when facing challenges? We answer this question by exploring the complexities surrounding college student retention, using the organizational research lenses of job embeddedness, normative pressures, and the unfolding model of turnover. We first developed a college embeddedness scale…
Descriptors: School Holding Power, Student Adjustment, Academic Persistence, College Freshmen
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Pierce, Dennis – Community College Journal, 2021
Facing significant enrollment challenges as a result of the pandemic, community colleges nationwide have had to be highly strategic in how they market themselves to prospective students. Recapturing students while reaching new prospects requires creative solutions for meeting students' most urgent needs, such as shorter-term, more flexible options…
Descriptors: Marketing, Enrollment Management, Educational Technology, Community Colleges
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Witherspoon, Eben B.; Schunn, Christian D. – Journal of Research in Science Teaching, 2022
Gender disparities in retention in pathways to science continue to vary widely by course. Undergraduates intending to study prehealth and premedicine often represent a majority of students enrolled in introductory science courses, contribute to a large number of eventual science degree earners, and are a population that typically includes a high…
Descriptors: Gender Differences, Self Efficacy, School Holding Power, Introductory Courses
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Saeed, Nagham; Mohamedali, Fehmida – Education Sciences, 2022
Learners who enter higher education (HE) at the foundational level are susceptible to many challenges that impact their performance, engagement, and progression. Not all students who enter HE at the foundational level will progress and attain their course qualifications. In addition, many university lecturers struggle to give effective support to…
Descriptors: Academic Achievement, Learner Engagement, College Students, Teaching Methods
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Smith, Natasha L.; Grohs, Jacob R.; Van Aken, Eileen M. – Journal of Engineering Education, 2022
Background: Increasing the persistence of engineering transfer students can help meet the US national priority of increasing the number of engineering graduates. Many transfer students experience a decrease in their grade point average (GPA) at their receiving institution, known as transfer shock, which can lead to them leaving the institution.…
Descriptors: College Transfer Students, Graduation Rate, Academic Persistence, Engineering Education
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Johnson, Iryna – Research in Higher Education, 2022
When institutions introduce financial aid policies, researchers have an opportunity to study these policies within the framework of a natural experiment. For this methodological note, I use a natural experiment that occurred at the public university when institutional scholarship for all first-time freshmen meeting a minimum high school grade…
Descriptors: Merit Scholarships, School Holding Power, Student Financial Aid, College Freshmen
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Van Duser, Kyle Eric; Tanabe, Clifton S. – Journal of College Student Retention: Research, Theory & Practice, 2021
This study employed propensity score matching and regression analysis to determine whether or not a retention scholarship pilot program at a mid-size public research university was effective at increasing first-year retention. The scholarship pilot did not require any application process for students but rather used a predictive logistic…
Descriptors: Prediction, Data Analysis, Student Financial Aid, School Holding Power
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McCaffrey, Daniel; Holtzman, Steven; Burstein, Jill; Beigman Klebanov, Beata – Grantee Submission, 2021
Low retention rates in college is a policy concern for US postsecondary institutions, and writing is a critical competency for college (Graham, 2019). This paper describes an exploratory writing analytics study at six 4-year universities aimed at gaining insights about the relationship between college retention and writing. Findings suggest that…
Descriptors: College Students, School Holding Power, Writing Ability, Writing Evaluation
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Elliott, Robert W. – Interchange: A Quarterly Review of Education, 2020
Amidst declining state revenues, high transfer rates, and low student retention rates, academic advisors play increasingly crucial roles in attracting and retaining students at their institutions. Using a blend of structural functionalism and professionalism frameworks, the purpose of this literature review is to inform student affairs…
Descriptors: College Students, School Holding Power, Academic Advising, Academic Persistence
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Wallace, Javier L.; Clark, Langston; Cooper, James E., Jr. – Journal of Teaching in Physical Education, 2022
There is a plethora of scholarship concerning the lack of academic achievement among Black males in the United States. Within higher education, this lack of achievement is represented as the difficult matriculation of Black males through their undergraduate experience and their lack of representation in the doctoral pipeline. The lack of…
Descriptors: Physical Education Teachers, Teacher Education, African American Students, Males
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