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Title: "Forgotten moments": The paradox of excellence in nursing practice.
Creator: Scelsi, Dixie Brennan., Florida Atlantic University, Parker, Marilyn
Abstract/Description: The purpose for this research was to study the meaning of the lived experience of excellence in nursing practice as described by registered nurses. The phenomenon of excellence in practice is a commonly cited goal of individual nurses, as well as of organized departments of nursing service and nursing education. Ray's phenomenological method was used to describe and identify themes and to construct the meaning of excellence in nursing practice experience as used in the language by nurses....
Show moreThe purpose for this research was to study the meaning of the lived experience of excellence in nursing practice as described by registered nurses. The phenomenon of excellence in practice is a commonly cited goal of individual nurses, as well as of organized departments of nursing service and nursing education. Ray's phenomenological method was used to describe and identify themes and to construct the meaning of excellence in nursing practice experience as used in the language by nurses. Registered nurses were interviewed by using an open-ended question technique. In addition, audiotape was employed, and the interviews were transcribed to text. The phenomenological analytic method of dwelling with and describing the data was used to identify emergent themes. The themes allowed for the emergence of a unity of meaning of the lived experience of excellence in nursing practice. Relationships with and visions for nursing were presented.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/14796
Subject Headings: Nursing, Success
Format: Document (PDF)

Title: PREDICTORS OF SUCCESS IN COURSES FOR NURSES REQUIRING A DEGREE OF SELF-DIRECTION.
Creator: MOORE, RUTH J., Florida Atlantic University
Abstract/Description: This study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the...
Show moreThis study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the Self-Directed Learning Readiness Instrument. The predictor variables were grouped into four main categories: (a) personal, educational, and employment characteristics; (b) motivation for enrolling in and completing the course; (c) orientation toward, and experience with self-directed learning; and (d) self-directed learning readiness. The null hypotheses, tested at the 0.05 level, were: (1) that there is no relationship between final grade received in a home study course and the variables relating to personal, educational, and employment characteristics; and (2) that motivation for involvement in, orientation toward, and experience with self-directed learning, and learner readiness was not related to final grade earned. The following statistical treatments were conducted on the data: (a) reliability studies for the 17 home study courses; (b) correlations measured the relationship between the predictor variables and the criterion variable; and, (c) multiple regression computed the relationship between sets of predictor variables and test scores. Reliability studies found lower coefficients than had been reported. Since the relationships were not significant at the 0.05 level of significance, the null hypotheses were not rejected. Sample characteristics were congruent with those described by researchers for self-directed adult learners. Subjects viewed themselves as self-directed learners and highly motivated to complete the course. Results of the study may have been affected by the inclusion of technical and professional nurses in one sample group; a sample highly motivated for completion; low reliability for the posttests; and a sample who answered most items correctly, which could limit possible correlation between the criterion and predictor variables.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11899
Subject Headings: Nurses--Education, Success
Format: Document (PDF)

Title: FEAR OF SUCCESS IMAGERY BETWEEN BLACK AND WHITE FEMALE ADOLESCENTS.
Creator: MCGEE, LYNNE KALAVSKY., Florida Atlantic University
Abstract/Description: The problem investigated in this study was to determine whether significant differences exist between Black and White female adolescents' fear of success imagery. This study sought evidence bearing directly upon five major points: to compare the two groups of students in terms of (1) race, (2) family income, (3) birth order, (4) family size, and (5) age. The Zuckerman and Allison Attitude Inventory, a twenty-seven item Fear of Success Scale was used. The sample consisted of 101 female...
Show moreThe problem investigated in this study was to determine whether significant differences exist between Black and White female adolescents' fear of success imagery. This study sought evidence bearing directly upon five major points: to compare the two groups of students in terms of (1) race, (2) family income, (3) birth order, (4) family size, and (5) age. The Zuckerman and Allison Attitude Inventory, a twenty-seven item Fear of Success Scale was used. The sample consisted of 101 female adolescents. Of these, forty-eight were Black and fifty-three were White. All students were enrolled in grades nine through twelve at Santaluces High School, Lantana, Florida, during the 1985-86 school year. Significant differences were found to exist when socioeconomic status, family size and age were the variables under consideration. The coefficient alpha reliability for the Zuckerman and Allison Attitude Inventory used in this study was only .55. Because this reliability was low, differences between groups on the demographic variable were less likely to have been detected than had a higher reliability measure been used. It is recommended that future research delve into interactions that might result from an analysis of variance using the significant variables of socioeconomic status, family size and age. Since this study found a significant difference contradicting previous research when age was the variable considered, it is also recommended that future research consider the age variable more intensely. Since an instrument that commands a higher reliability score may detect discrepancies that this instrument did not, it is recommended that future research utilize an instrument that yields sufficient reliability.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11889
Subject Headings: Fear of success, Teenage girls
Format: Document (PDF)

Title: Admissions criteria as predictors of success in the International Baccalaureate.
Creator: Samore, David Charles Moon., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg...
Show moreThe purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg Senior High School were eighth grade grade point average (GPA), the Comprehensive Test of Basic Skills (CTBS) Total Battery, subscores of the CTBS (Reading Comprehension, Total Mathematics, Total Language) and IQ. The predictor variables for Pensacola High School were eighth grade GPA and California Achievement Test (CAT) Total Battery. The study involved 148 students. Multiple regression analysis indicated that eighth grade GPA is a significant predictor of success in the international Baccalaureate (p < .01). Results also suggest that the CTBS subscore of Reading Comprehension is a significant predictor of success in the IB (p < .05). CTBS Total Battery, remaining CTBS subscores, CAT Total Battery and IQ were not significant predictors (p > .05). The combination of eighth grade GPA and CTBS Reading Comprehension provided the most significant contribution to the overall predictive model (p < .01).
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12299
Subject Headings: Prediction of scholastic success, International baccalaureate
Format: Document (PDF)

Title: Predicting success in the Pre-International Baccalaureate program.
Creator: Ferrara, Richard John., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test,...
Show moreThe purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test, recommendation ratings (RECOM) and the score received on a writing sample (WRITING), with the criterion, which was the student grade point average at the completion of one year in the program (FINALGPA). The study involved 216 students, 135 ninth graders and 81 tenth graders. All data were analyzed separately for each grade level. The multiple regression analyses determined the unique contribution of each independent variable to predicting the criterion. Each grade level sample was divided into subgroups based on race (black and white students) and gender. The results of this study for the ninth grade sample indicated that INIGPA provided the most statistically significant relationship (p <.0001) to FINALGPA. Similar results occurred for the subgroups male, female and white students. Ninth grade black student results indicated a statistically significant relationship of INIGPA (p <.05) with FINALGPA. For the total ninth grade sample, as well as the subgroups white and female students, SSMATH (p <.01) was also a valid predictor. SSMATH was not a valid predictor for ninth grade males or black students. For the tenth grade sample INIGPA was the most valid predictor (p <.0001) of student success. RECOM (p <.05) was also a significant contributor to the variance in the criterion measure. INIGPA (p <.0001) had the greatest statistical significance in its relationship to the criterion for the subgroups male, female and white students. The subgroup, male students, had two other statistically significant predictors, RECOM (p<.01) and SSREAD (p <.05). The tenth grade black student sample was too small to perform multiple regression analyses.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12479
Subject Headings: International baccalaureate, Prediction of scholastic success
Format: Document (PDF)

Title: Predicting success in practical nursing programs.
Creator: Booth, Ernest Glenroy, Florida Atlantic University, Urich, Ted R.
Abstract/Description: Predictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between...
Show morePredictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between April 1988 and August 1989. The subjects included 195 Black females, 138 White females, 11 Black males, and 18 White males. Approximately sixty percent (218) of the students completed the program. Classification accuracy or (hit-rates) for all possible subsets of predictor variables (age, gender, race, ACT, Career Preparation Program sub-test scores, education level, year diploma received, nursing theory score, number of courses completed) were generated for the total sample, completers, and dropouts. The classification accuracy of predictor sets (also called models) were compared to what could be achieved by simply assigning all subjects to the larger group (completers). Analyses revealed that a number of cross-validated models, or predictor sets, were significantly better at predicting success than both maximum and proportional chance criterion. The model that was the best predictor of dropouts contained the variables age, reading sub-test score, math sub-test score, and average nursing theory score. The best predictor set for the total sample contained the variables age, race, nursing theory score, and number of term one courses completed. Significant differences (p < .05) between the program completion rates of LPN students requiring remediation before program entry and those not requiring remediation were found for all sub-tests except reading. These findings add to the growing body of knowledge that may provide program administrators a better understanding of some of the factors affecting attrition from practical nursing programs.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12295
Subject Headings: Practical nursing, Prediction of scholastic success
Format: Document (PDF)

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)

Title: Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course.
Creator: Sweet, Jonathan A., DeDonno, Michael, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students...
Show moreThe purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multivariate statistics. The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success. The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005988
Subject Headings: Prediction of scholastic success, Undergraduates, Filmed lectures, Quantitative research
Format: Document (PDF)

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)

Title: A COMPARISON OF SELECTED STUDENT SUCCESS CRITERIA FOR FULL-TIME DEGREE SEEKING MIAMI-DADE COMMUNITY COLLEGE, NORTH CAMPUS STUDENTS WHO WERE PROFESSIONALLY ADVISED AS OPPOSED TO THOSE STUDENTS WHO WERE SELF-ADVISED.
Creator: DERRICO, DANIEL RALPH., Florida Atlantic University, Wiegman, Robert R.
Abstract/Description: This dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and...
Show moreThis dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and frequency of schedule changes. To summarize the major conclusions drawn by this researcher: 1. Advised students, regardless of sex or age, drop fewer courses than do self-advised students. 2. There is no difference between advised and self-advised students in terms of the frequency of class schedule changes. 3. Differences in sex or age do not interact significantly with the academic advisement treatment in terms of the student success criteria of grade point average, withdrawal rate, retention rate, graduation rate, frequency of course drops, or frequency of schedule changes. 4. The relationships between the academic advisement treatment and the student success criteria of grade point average, withdrawal rate, retention rate, and graduation rate are inconclusive and merit further research.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11728
Subject Headings: Counseling in adult education--Florida, Prediction of scholastic success
Format: Document (PDF)

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)

Title: An empirical investigation of personal and contextual factors involved in employee creativity.
Creator: Collins, Jennifer M. (Bowers)., College of Business
Abstract/Description: Researchers have proposed several theoretical explanations of how employee creativity is fostered and developed in organizations. The early literature attributed creativity to personal factors, such as personality and cognitive ability. Researchers also examined the role of environmental factors, such as role models, support and feedback in creativity. More recent research suggests that when individuals lack creativity-relevant skills, there are certain contextual factors that can provide...
Show moreResearchers have proposed several theoretical explanations of how employee creativity is fostered and developed in organizations. The early literature attributed creativity to personal factors, such as personality and cognitive ability. Researchers also examined the role of environmental factors, such as role models, support and feedback in creativity. More recent research suggests that when individuals lack creativity-relevant skills, there are certain contextual factors that can provide support for the development of the necessary skills. However, there is a dearth of empirical research investigating these relationships. This dissertation summarizes extant research and advances the field by empirically testing the individual and collective roles of personal and contextual factors in employee creativity.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/3337207
Subject Headings: Creative ability in business, Employee motivation, Success in business, Interpersonal relations, Performance standards
Format: Document (PDF)

Title: The development of emotional intelligence in at-risk female adolescents.
Creator: Nicoll, Monica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in...
Show moreThe purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in at-risk youth, and the outcome research related to the effectiveness of emotional interventions for enhancing positive social-emotional development of at-risk adolescents. ...T his study investigated whether a group therapy process that encompasses programmatic components fostering self-regulation, self-awareness, empathy, and positive social skills, could effectively increase the EI and social adjustment of a target group of at-risk female adolescents.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362581
Subject Headings: Emotional intelligence, Emotions in adolescence, Social intelligence, Emotional maturity, Interpersonal communication, Success, Psychological aspects
Format: Document (PDF)

Title: A comparison of multimedia technology instruction on the achievement of U.S. educated and non-U.S. educated community college geography students.
Creator: Da-Silva, Edmar Bernardes., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided...
Show moreThis study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided into two groups: one of U.S. educated students and one of non-U.S. educated students, all of whom volunteered their participation at the beginning of the course. The two groups were mixed males and females. The non-U.S. educated students were educated in 17 different countries. Data were obtained by means of test scores. Statistical analysis of the data was done using SPSS statistical software. The data generated were analyzed statistically by running four t-tests. The .05 level of significance was selected for analysis of data related to the hypotheses. Overall the statistical difference between the achievement of U.S. educated and non-U.S. educated students in their achievement in multimedia instructed geography classes was non-significant as indicated by the results shown in the statistical analysis in the study.
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Date Issued: 2008
PURL: http://purl.flvc.org/fcla/flaent/EN00154040/68_2/98p0145j.pdf, http://purl.flvc.org/FAU/58014
Subject Headings: Education, Effect of technological innovations on, Interactive multimedia, Computer-assisted instruction, Prediction of scholastic success
Format: Document (PDF)

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)

Title: Departure of Hispanic and Anglo females from public and private universities in Florida.
Creator: Kelly, Antonieta Surroca., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Two hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College...
Show moreTwo hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College Testing (1990). Of the sample, 73 were Hispanic and 129 were Anglo. Forty-seven Hispanics and 57 Anglos were surveyed from the private university and 26 Hispanics and 72 Anglos from the public university. Eighty-four percent of the women were between 21 and 29 years of age, 65.8% were not married, 50% were sophomores at the time of departure and 35.6% planned to go to school and work simultaneously next year. A 2 x 2 factorial MANOVA was utilized to assess the differences among the four groups, across the dependent variables. Reasons for departure reported by individuals were classified as personal, academic, institutional, financial and employment. Results indicate that there were no statistically significant differences among the groups. No differences were found between Hispanics and Anglos from public and private universities, between Hispanics from public and private universities and between Anglos from private and public universities in the reasons reported for their departure from college. Results suggest that the level of acculturation of Hispanic females to the North American society may be a significant explanation for the similar departure responses given by Anglo females. This is consistent with Altman and Snyder's (1970) predictions of ethnic equalization in educational settings for the 1990's in America. Further research is needed to explore subjects' initial choice of the institution they were attending at the time of departure. Recommendations include the creation of an "ombudsman office" for grievances, one-to-one mentoring by professors and upper classmen and for-day care facilities.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12405
Subject Headings: Prediction of scholastic success, College dropouts--Prevention, Dropout behavior, Prediction of
Format: Document (PDF)

Title: OLD FIELD SUCCESSION IN EVERGLADES NATIONAL PARK.
Creator: KRAUSS, PAMELA, Florida Atlantic University, Austin, Daniel F., Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: A characterization of successional vegetation patterns on abandoned farmland in the Hole-in-the-Donut area of Everglades National Park was performed. Vegetative community composition and structure were examined in detail in twenty-one study plots located throughout the study site. Successional assemblages are described qualitatively and quantitatively. Distinct community types are defined using methods that emphasize site-to-site comparisons. The relationship between vegetation and substrate,...
Show moreA characterization of successional vegetation patterns on abandoned farmland in the Hole-in-the-Donut area of Everglades National Park was performed. Vegetative community composition and structure were examined in detail in twenty-one study plots located throughout the study site. Successional assemblages are described qualitatively and quantitatively. Distinct community types are defined using methods that emphasize site-to-site comparisons. The relationship between vegetation and substrate, farming history, hydroperiod, and spatial arrangement was examined. Results were used to summarize and predict trends of old field succession on abandoned farmland in southern Florida. Post-farming vegetation patterns do not resemble prefarming conditions. Successional forest, frequently dominated by exotic species, is a relatively new community in southern Florida. It is likely a final stage in secondary succession on abandoned farmland.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/14180
Format: Document (PDF)

Title: Predictors of performance on the essay section of the English Composition Test in the college board achievement tests.
Creator: Hoffman, Bettina Judith., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study...
Show moreThe purpose of this study was to investigate the relationship between the score on the essay section of the English Composition Test (ECT) and seven independent variables. Variables included the score on the objective section of the ECT (ECTO), the verbal score on the Scholastic Aptitude Test (SATV), the math score on the SAT, the score on the Test of Standard Written English (TSWE), the self-reported GPA, the self-reported writing ability (WRIT) and the student's educational goal. The study involved 62 high school students from Palm Beach County, Florida, who attempted the ECT and the SAT in December, 1991. Multiple regression demonstrated that there was a significant relationship between the variables and the criterion (p =.0008). The objective section of the ECT, the verbal section of the SAT, the TSWE and the student's self-reported writing ability were each predictors of the score on the essay section of the ECT (p <.01). The math section of the SAT also proved to be a predictor of the essay score (p <.05). The three subsets (ECTO and TSWE), (ECTO, SATV and TSWE), and (ECTO, TSWE and WRIT), each offered significant unique contributions (p <.01). These findings suggest that the essay score, in its present form of assessment, may be predicted from other specific, easily measurable data. Implications concerning measurement of student writing ability, the purpose of essay testing and essay assessment are discussed.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12338
Subject Headings: SAT (Educational test), English composition test, Prediction of scholastic success, College entrance achievement tests
Format: Document (PDF)

Title: Predicting success in the associate degree nursing program.
Creator: Crouch, Suzanne Johnson., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Admission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based...
Show moreAdmission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based solely on these two criteria. The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the currently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. The research question of this study was: Can the Watson-Glaser Critical Thinking Appraisal be utilized along with the college prerequisite grade point average and the National League for Nursing pre-admission test in a prediction formula for success in the Associate Degree Nursing Program? Data were collected from 192 associate degree nursing students. The setting was a community college in southeastern Florida that is currently accredited by the National League for Nursing. The subjects completed the Watson-Glaser Critical Thinking Appraisal at the beginning of the associate degree program. Data from students' records revealed the college prerequisite grade point average and the National League for Nursing pre-admission test scores. A discriminant analysis was computed to determine the significance of the prediction formula of Y1 = c + b1 X + b2 X2+ b3 X3. The dependent variable was the nursing grade point average. The independent variables were the Watson-Glaser Critical Thinking Appraisal; the college prerequisite grade point average; and the National League for Nursing pre-admission test score (F = 14.847; df = 191; p < .001). The predictor variables of college prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in the associate degree nursing program as measured by the dependent variable nursing grade point average. The prediction formula as a whole had a significance level p < .001, thereby rejecting the null hypothesis.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12615
Subject Headings: Nursing--Study and teaching (Associate degree), Prediction of scholastic success, Critical thinking
Format: Document (PDF)

Title: A TRAIT STUDY OF POLICE OFFICERS BY EDUCATION LEVEL.
Creator: NASH, PEGGY WRIGHT., Florida Atlantic University
Abstract/Description: This study proposed that the ability to be a self actualizing person, as described by Abraham Maslow, is enhanced by the process of higher education. The more educated the individual, the more developed his capacity to self actualize. This hypothesis was tested on eighty-nine white male volunteer subjects who were employed by nine South East Florida police departments. Chi Square analysis of the demographic data found significantly more college officers were currently married as opposed to...
Show moreThis study proposed that the ability to be a self actualizing person, as described by Abraham Maslow, is enhanced by the process of higher education. The more educated the individual, the more developed his capacity to self actualize. This hypothesis was tested on eighty-nine white male volunteer subjects who were employed by nine South East Florida police departments. Chi Square analysis of the demographic data found significantly more college officers were currently married as opposed to divorced or single. Also, college educated officers enjoyed significantly higher rank and salary but were less satisfied with their jobs than were their high school educated counterparts.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11713
Subject Headings: Police psychology, Police--Rating of--Florida, Prediction of occupational success
Format: Document (PDF)

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