Student Success in College: An Examination of the Relationshipbetween Institutional Expenditures and Persistence (original) (raw)
This study examined the relationships between 1. institutional expenditures on academic support as measured by total amount and student persistence; 2. institutional expenditures on academic support as measured by amount per student FTE and student persistence; 3. institutional expenditures on student services as measured by total amount and student persistence; and 4. institutional expenditures on student services as measured by amount per FTE. It also explored the relationship between student engagement as measured by the five benchmarks (Academic Challenge, Active & Collaborative Learning, Student Faculty Interaction, Enriching Education Experience, and Supportive Campus Environment) and student persistence. Finally, it explored relationships among institutional expenditures, student engagement and student persistence. The study is a non experimental quantitative study utilizing two data sources, NSSE 2005 survey data and IPEDS data source. The study utilized data from 71 public ...
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Academic performance is one of the indicators of learning. It is the extent to which a student, teacher, or institution has partly achieved their educational goals. It is vital in the part of the students because the level of success they achieve from the school/university has far-academic performance impacts on their career choice, personal income and level of success, as well as the degree of participation in community life (Christiana, 2014; Grainen, 1995). The present study proposes a multiple mediation model to examine the interrelationships between academic performance and its antecedents such as institutional support, student engagement, and college experience through the application of the statistical three-path mediation model. In particular, it aims to investigate if the relationship between institutional support and academic performance is sequentially mediated by student engagement and college experience. Using the variance-based structural equation modelling approach to analyze a sample of 687 college students from a Lasallian institution in the Philippines, the results reveal that the variables are interrelated in such a way that the relationship between institutional support and academic performance is sequentially mediated by student engagement and college experience. However, analysis of the data by specific mediation effect reveals that college experience does mediate and student engagement does not mediate the relationship between institutional support and academic performance.
College Academic Engagement and First-Year Students' Intention to Persist
2017
iv Dedication v Acknowledgments vi List of Tables ix List of Figures x Chapter One: Introduction 1 Problem Statement 3 Purpose 4 Research Questions 5 Defining Academic Engagement 5 Measuring Academic Engagement 7 Significance 9 Summary 11 Chapter 2: Literature Review 13 Theories of College Engagement and Persistence 13 Conceptual Model 18 Factors Influencing Student Persistence 21 Student-Faculty Interactions and Persistence 23 Learning Strategies and Persistence 24 Collaborative Learning and Persistence 27 Summary of Academic Engagement and Persistence 29 Limitations of Previous Literature 31 Summary 35 Chapter 3: Research Design and Methodology 37 Problem Statement 37 Purpose 37 Research Questions 38 Conceptual Model 38 Data Sources 39 Rationale for Data Sources 42 Validity and Reliability 43 Data Collection 44 Population and Sampling Frame 45 Variables for the Model 48
Reconsidering the Relationship Between Student Engagement and Persistence in College
Innovative Higher Education, 2010
Using data from two rounds of surveys on students in the Washington State Achievers (WSA) program, this study examined the relationship between student engagement in college activities and student persistence in college. Different approaches using student engagement measures in the persistence models were compared. The results indicated that the relationship between student engagement and the probability of persisting was not linear. Even though a higher level of social engagement was related to an increased probability of persisting, a higher level of academic engagement was negatively related to such probability. The findings have strong implications for educational research, policy, and practice.
hile student persistence has long interested institutions of higher education (IHEs), pressures have increased in recent years to attend to it. The reasons for this are both internal (e.g., higher tuition revenues associated with lower dropout rates) and external (e.g., U.S. News & World Report's use of retention measures in its annual ranking of IHEs). Additionally, federal policy makers are expressing interest in outcome indicators for IHEs that include some measure of persistence-as retention is often used as a measure of institutional effectiveness. Although a spate of empirical studies testing the properties of various theoretical models of student persistence have been published, relatively few assessments of campus programmatic retention initiatives have emerged that can help policy makers in their decision making (Patton,
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