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AN EXAMINATION OF SELF-DIRECTED LEARNING READINESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN STUDENT SUCCESS COURSES
Title
AN EXAMINATION OF SELF-DIRECTED LEARNING READINESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN STUDENT SUCCESS COURSES.
Creator
Downes, Kim-Le Thuy, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure...
Show moreThe objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013592
Subject Headings
Student success, Community college students, Academic achievement, Self-directed learning, Student success programs
Format
Document (PDF)
The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students
Title
The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students.
Creator
Chanc, Ellen K., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in...
Show moreThe purpose of the current outcome study was to determine the effects of the Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the social-emotional skills and competence, reading proficiency, and promotion between third-grade students who received the RFS intervention (treatment group; n = 104), and third-grade students who did not receive the intervention (comparison group; n=91). Following training in the manualized RFS curriculum, certified school counselors in the treatment group implemented five, weekly, 30-minute lessons followed by three monthly booster lessons. This study followed a quasi-experimental, non-equivalent group design. The study employed a teacher report measure of social-emotional skills and competence (i.e., Devereux Student Strengths Assessment) and a standardized formative assessment of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared ηp2 effect size was reported for each dependent variable. The data supported the RFS classroom guidance program as an effective Social-Emotional Learning (SEL) intervention for promoting student social-emotional skill development (i.e. selfawareness, self-management, social awareness, relationship skills, and responsible decision making) and overall social-emotional competence (SEC). This study provided support for the use of school counselor-led SEL classroom programs to promote the social-emotional development of students in the school setting. Furthermore, the study further supports the value of school counseling interventions for students in the domain of social-emotional development. Finally, the findings of this study provided empirical support for the RFS classroom guidance program as an effective SEL intervention.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00005992
Subject Headings
School counseling, Student success programs, Social skills, Third grade (Education)
Format
Document (PDF)
STUDY OF THE ACADEMIC PERFORMANCE OF A COMMUNITY COLLEGE SERVICE DISTRICT'S TRANSFER STUDENTS
Title
A STUDY OF THE ACADEMIC PERFORMANCE OF A COMMUNITY COLLEGE SERVICE DISTRICT'S TRANSFER STUDENTS.
Creator
WEAVER, MARCELYN ELLEN., Florida Atlantic University, Urich, Ted R.
Abstract/Description
The Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point...
Show moreThe Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point average. Summary. The transfer students graduated from high schools in the four counties served by IRCC where they completed their lower division before transferring to FSU or UF. The native students graduated from high schools in the counties served by IRCC and enrolled directly at FSU or UF. The academic performance of these two groups was studied in terms of lower division, upper division, first semester upper division, and cumulative grade point averages, as well as Scholastic Aptitude Test (SAT) scores. An important application of this study was the attempt to formulate a predictive equation for upper division grade point average based on either the lower division grade point average, the SAT, or both. Procedure. As a preliminary study, the analysis of variance factorial design was used to determine if there was interaction between the two independent variables. For the hypotheses comparing grade point averages, the one-way analysis of variance was used. Linear regression was used to determine if upper division grade point average could be predicted by lower division grade point average, SAT score, or both. Multiple regression was used to test lower division grade point average and SAT as multiple variables.
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Date Issued
1982
PURL
http://purl.flvc.org/fcla/dt/11806
Subject Headings
Transfer students--Florida, Prediction of scholastic success, Academic achievement
Format
Document (PDF)
IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING
Title
IDENTIFYING STRATEGIES FOR PREPARING AND SUPPORTING FLORIDA COLLEGE STUDENTS IN ELEARNING: CASE STUDY OF A FLORIDA PUBLIC STATE COLLEGE’S STUDENT SUCCESS IN ELEARNING.
Creator
Edris, David D., Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description
eLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects...
Show moreeLearning continues to be the fasted growing segment of higher education. With this growth, challenges for higher education institutions have arisen. One of these difficulties is preparing students for learning online. A qualitative case study examined what strategies and processes contributed to student success in eLearning at a Florida public college based on the views of eLearning educators, faculty teaching online courses and the students who have taken online courses. The aspects reviewed were: 1. what contributed to student success, 2. what hindered student success, 3. what prepared students for learning online, and 4. what assistance was available for students that face challenges with online courses. The interviews and questionnaire were examined and compared from the perspectives of educators (eLearning staff and faculty teaching online courses), and students taking the courses, and documents reviewed from the site chosen, to show what are the most significant contributors and hindrances to eLearning success for participants at a Florida public state college. The findings of this study show what helped student success, what hindered student success, what prepared students for eLearning, and what support was available to students while taking an eLearning course from the data collected through the student questionnaire, faculty and staff interviews, and document review. The data supports the finding that student motivation, student time management skills, eLearning course design, and the responsiveness and supportiveness of faculty contribute to the success of the student in eLearning courses. The data supports the finding that what hinders student success is when the student is overwhelmed, distracted, or lacks motivation or time management skills. Additionally, the design of the eLearning course can hinder the student and if there is a lack of faculty communication. The data supports the finding that what prepared students for eLearning was the College’s free eLearning orientation course that explains how to use the Learning Management System and the best practices of learning online. The data supports the finding that the support available to assist students that are enrolled in eLearning is College “Support”, Tutoring (both online and on campus), and their course professor.
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Date Issued
2020
PURL
http://purl.flvc.org/fau/fd/FA00013607
Subject Headings
College students--Florida, Online learning and distance education, Student success
Format
Document (PDF)
relationship of grade-level, socioeconomic status and gender to selected student variables
Title
The relationship of grade-level, socioeconomic status and gender to selected student variables.
Creator
Miller, Judith Christy., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description
Students from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal...
Show moreStudents from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal were utilized to assess a sample of two hundred fourteen (214) pupils attending seventh through twelfth grades at Indian River Academy along with a sample of the one hundred twenty-five (125) students enrolled in seventh through twelfth grades at Palm Vista Christian School. A 2 x 2 x 2 ANOVA was employed to examine the differences between groups by age, socioeconomic status, and gender on attitudes, values, personality traits, interests, and critical thinking skills. No significant interaction occurred among socioeconomic status, grade level, and gender in values, attitudes, personality traits, interests, or critical thinking skills. None of the dependent variables proved to be significant when socioeconomic status was considered to be the main effect. Only the Critical Thinking Appraisal and selected subtests from the Survey of Study Habits and Attitudes revealed scores that were significantly different based upon grade level. Differences in study skills and attitudes were clearly evident between middle school and senior high school students with female middle school students dramatically outscoring the male middle school students and middle school students, in general scoring significantly higher than senior high students. Differences in critical thinking skills were also evident between middle school and senior high school students with senior high males and females outscoring those students in middle school classes. Univariate F tests indicated a highly significant difference exists between male and female responses with respect to affective characteristics. Further research should be performed to assess behavioral character and other affective characteristics to identify instructional implications of learner differences.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/12265
Subject Headings
Academic achievement, Prediction of scholastic success, Students--Rating of, Youth--United States--Social conditions
Format
Document (PDF)