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Examining Student Reading Gains Based On Vocabulary Instruction Based On Morphemic And Definitional Approaches, Jessica Lea Parthemore
Examining Student Reading Gains Based On Vocabulary Instruction Based On Morphemic And Definitional Approaches, Jessica Lea Parthemore
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There has been a multitude of research about the effect of vocabulary instruction on reading achievement. The purpose of this study was to further examine the effectiveness of specific methods of vocabulary instruction, definitional and morphemic, as measured by reading achievement on the Measures of Academic Progress (MAP) assessment. This research study focused on 5 suburban classrooms in the Midwest, three teaching definitional methods and two teaching morphemic methods. The data were analyzed using a 2X 2 ANOVA to determine which method had the most effect on reading achievement, definitional or morphemic. The analyses revealed that there is a significant …
The Transfer Student Experience: Challenges And Institutional Support Systems For Undergraduate Transfer Students At A Public Four-Year University, Olivia Vanessa Matthews
The Transfer Student Experience: Challenges And Institutional Support Systems For Undergraduate Transfer Students At A Public Four-Year University, Olivia Vanessa Matthews
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The transfer student population is rising on college campuses in the United States. Institutions of higher education should better understand how to support this growing, diverse population. This qualitative study of transfer students investigates what transitional challenges these students face, how they utilize institutional support services to assist them with these challenges, and if they feel appreciated, welcomed, and supported in their new environment. Focus group sessions and a demographic questionnaire were used to obtain data in this study. Participants invited to participate were second term transfer students who began at their current institution during the fall of 2014. Transfer …
Non-Cognitive Factors Affecting Undergraduate Student Success In Core Composition Courses, Samantha J. Spitak
Non-Cognitive Factors Affecting Undergraduate Student Success In Core Composition Courses, Samantha J. Spitak
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The intention of this study was to determine what, if any, non-cognitive factors affect student performance in core composition courses. "Non-cognitive factor" is a term referring to non-academic and non-intellectual characteristics of a student's experience. These factors may be emotional, environmental, psychosocial, etc. Some prior research has been conducted on non-cognitive factors relating to admission of minority populations, but this research is likely to be outdated. Six potential non-cognitive factors were proposed for this study: Confidence, Motivation, Socioeconomic Class, Emotional Support, Campus Climate, and Living Situation. The results of this study indicated that non-cognitive factors do influence student performance in …