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Balancing multiple roles: A re-examination of how work impacts academic performance for community college students
Title
Balancing multiple roles: A re-examination of how work impacts academic performance for community college students.
Creator
Lue, Celena, Cintron Delgado, Rosa, Sivo, Stephen, Owens, J. Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship...
Show moreThis study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship between balancing multiple roles and academic performance may provide new insight into how community college students contend with demanding roles, while striving to achieve academic success. This study was framed by the theoretical understanding of Marks and MacDermid's (1996) role balance theory and the instrument used was the Role Balance scale. Four hundred and ten participants responded to the online survey containing role balance and demographic questions. Data from 403 respondents were used in the regression analysis to determine how work impacted role balance. Among the community college student respondents, hours worked for pay was a significant factor in predicting role balance when controlling for demographic and lifestyle variables. For every extra hour worked per week, the role balance score would decrease by 0.02. Demographic and lifestyle variables were not significant in predicting role balance. Data from the survey responses of all 410 respondents were used for the correlation analysis. There was no significant relationship found between role balance and academic performance.
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Date Issued
2017
Identifier
CFE0006619, ucf:51277
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006619
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Title
A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator
Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued
2016
Identifier
CFE0006445, ucf:51473
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006445
A content analysis of developmental education in the community college from the Chronicle of Higher Education (2010 - 2015).
Title
A content analysis of developmental education in the community college from the Chronicle of Higher Education (2010 - 2015).
Creator
Mezquita, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Preston, Michael, Molina, Olga, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
The purpose of this qualitative content analysis was to examine how developmental education in community colleges has been reported in one of the most prominent newspapers in higher education, The Chronicle of Higher Education. Using Framing Media Theory (de Vreese, 2005; Entman, 1993; Scheufele, 2000; Semetko (&) Valkenburg, 2000), 31 articles published from 2010 to 2015 were analyzed to explore the scope of attention given to developmental education, the frame devices used to describe the...
Show moreThe purpose of this qualitative content analysis was to examine how developmental education in community colleges has been reported in one of the most prominent newspapers in higher education, The Chronicle of Higher Education. Using Framing Media Theory (de Vreese, 2005; Entman, 1993; Scheufele, 2000; Semetko (&) Valkenburg, 2000), 31 articles published from 2010 to 2015 were analyzed to explore the scope of attention given to developmental education, the frame devices used to describe the topic, and how the dominant frames changed from 2010 to 2015. The final results of this study indicated that the dominant frames associated with developmental education were human interest, economic consequences, and conflict. Among those dominant frames, three themes were identified based on their saliency(-) external influencers, expert authorities, and the college completion agenda. The majority of the articles focused on what external influencers were proposing or doing to change developmental education through the economic consequences frame to increase the college completion rate. Expert authorities focused on refuting much of the external influencers' claims through the human interest frame by presenting success stories with inconclusive data to support their claims. The researcher viewed the exchange between external influencers and expert authorities as a battlefield, defined by the conflict frame, between two forces over developmental education and the college completion agenda.
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Date Issued
2016
Identifier
CFE0006481, ucf:51416
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006481
International Students' Expectations of and Satisfaction with Academic Advising at a Community College
Title
International Students' Expectations of and Satisfaction with Academic Advising at a Community College.
Creator
Chemishanova, Marieta, Owens, J. Thomas, Cintron Delgado, Rosa, Hewitt, Randall, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and...
Show moreThis study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and international students' expectations of and satisfaction with advising especially at the 2-year and community college levels and in organizational structures where the foreign student advisors serve as both the students' academic and immigration advisors. Such research is timely in the face of the highly competitive international education market and the increasing demands for U.S. institutional of higher education to meet students' consumer expectations with regards to educational services. Grounded in Expectation Disconfirmation Theory and employing a quantitative research design, this study investigated how factors such as age, gender, country of citizenship, class standing, and degree program impacted international students' expectations of and satisfaction with academic advising. Descriptive statistics, analyses of variances, and a partial least squares structural equation model (PLS-SEM) were used to answer the research questions. While the advising literature strongly advocates developmental advising, students in this study expressed a strong desire for elements of prescriptive advising.
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Date Issued
2018
Identifier
CFE0006986, ucf:51641
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006986
New Student Orientation and First Year Retention Rate of Associate Degree Nursing Students
Title
New Student Orientation and First Year Retention Rate of Associate Degree Nursing Students.
Creator
Yanni, Molly, Cintron Delgado, Rosa, Owens, J. Thomas, Olan, Elsie, Morgan, Mark, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study was conducted to explore the relationship between a program-specific orientation program for associate degree nursing students and first semester course grades, retention, and persistence to graduation. Previous research of orientation programs for associate degree nursing students has proved inconclusive in promoting student success. A significant difference was identified in first semester course grades between the orientation and no orientation groups, with the orientation group...
Show moreThis study was conducted to explore the relationship between a program-specific orientation program for associate degree nursing students and first semester course grades, retention, and persistence to graduation. Previous research of orientation programs for associate degree nursing students has proved inconclusive in promoting student success. A significant difference was identified in first semester course grades between the orientation and no orientation groups, with the orientation group having an average lower course grade. The potential for confounding variables was discussed. There were no significant differences found in the relationship between orientation participation and first-year retention rates or orientation participation and persistence to graduation. Data analysis also determined that student age did not influence the prediction of first-year retention rates for students who did or did not participate in the orientation program. The results of this study suggest that there is no relationship between a program-specific orientation program for associate degree nursing students and their first-year retention and persistence rates.
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Date Issued
2016
Identifier
CFE0006201, ucf:51107
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006201
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education
Title
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
Creator
Sheel, Antonia, Cintron Delgado, Rosa, Owens, James, Pratt Marrett, Caroline, Culp, Rex, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range...
Show moreThis study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.
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Date Issued
2014
Identifier
CFE0005255, ucf:50588
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005255