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Full-Text Articles in Education
The Influence Of Demographic Characteristics, Cognitive And Non-Cognitive Attributes On The Effectiveness Of The Ladders Probation Intervention Program, Terri M. Mathews
The Influence Of Demographic Characteristics, Cognitive And Non-Cognitive Attributes On The Effectiveness Of The Ladders Probation Intervention Program, Terri M. Mathews
Educational Foundations & Leadership Theses & Dissertations
Retention is an important measure for institutions of higher education thereby making improved academic success and increased retention of paramount concern to university administrators. This concern has resulted in a body of literature addressing retention and the development of retention programs. Few of these programs however, have been empirically evaluated for their effectiveness and repeatedly, the literature has cited the need for evaluation of retention and probation programs across demographic, cognitive and non-cognitive characteristics. The purpose of this research was to determine whether the LADDERS (Let Academic Difficulty Disappear to Energize and Retain Students) program developed by Old Dominion University …
The Non-Cognitive Attributes Of First-Year At-Risk Students Who Are Academically Successful And Retained At Old Dominion University, Tisha M. Paredes
The Non-Cognitive Attributes Of First-Year At-Risk Students Who Are Academically Successful And Retained At Old Dominion University, Tisha M. Paredes
Educational Foundations & Leadership Theses & Dissertations
With a decrease in state and federal funding, higher educational institutions need to focus on retaining students. However, student retention is a multifaceted problem that requires varied solutions. Traditional measures, or cognitive measures, of student success, such as pre-college knowledge (SAT and high school grade point average) have not explained how higher education institutions retained students, especially students who are considered at-risk. Since the nature of student retention is idiosyncratic, research needs to focus on other measures, such as students' non-cognitive factors. Tinto has outlined non-cognitive factors, such as pre-college characteristics, goals and commitments, and institutional experiences, which influence students' …
The Impact Of Participation In A Virginia Community College Orientation Program Course On Student Engagement, Satisfaction, Academic Achievement, And Retention, Wendy L. Tighe
Educational Foundations & Leadership Theses & Dissertations
Participation in an orientation program course and several student engagement and satisfaction factors have been identified as positively related to desirable student outcomes. This study explored student engagement, satisfaction, academic achievement, and retention for students based on their enrollment in an orientation course at Tidewater Community College (TCC) in Virginia. This study used a cross-sectional, static group comparison secondary data analysis approach to explore four research questions. The Community College Survey of Student Engagement (CCSSE) data used for this study came from the TCC spring 2005 Community College Student Report (CCSR) this study determined whether or not participation in an …