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- Title
- THE EFFECTS OF ATHLETIC PARTICIPATION, EXPECTATIONS ABOUT COUNSELING AND GENDER ON ATTITUDES TOWARD HELP SEEKING BEHAVIORS AMONG COMMUNITY COLLEGE STUDENTS.
- Creator
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Fernandez, Jose, Bozeman, William, University of Central Florida
- Abstract / Description
-
Researchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195...
Show moreResearchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195 students at a central Florida community college, 74 student-athletes and 121 non-athlete students. The participants were asked to convey their counseling expectations by completing the Expectations About Counseling-Brief Form. Respondents were also asked to complete the Attitudes Toward Seeking Professional Psychological Help Scale to measure their attitudes toward help seeking behavior. Further qualitative data was accumulated during an interview with one student-athlete from each of the five intercollegiate athletic teams. For this study, two hypotheses were considered. First, it was hypothesized that a significant relationship existed between attitudes toward help seeking behavior and expectations about counseling and that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help seeking behavior. Results of the data analyses revealed that respondents' attitudes toward help-seeking behavior correlated significantly with only two of the four counseling expectation factors. A positive correlation was discovered for the factor of Personal Commitment and a negative correlation for the factor of Counselor Expertise. Linear regression analysis supported that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help-seeking behavior. The second hypothesis hypothesized that there would be no statistically significant difference in attitudes toward help-seeking behavior based on athletic participation (student-athlete versus non-athlete students) or gender of respondent. The results of a MANOVA indicated that gender of respondent did have a statistically significant effect on attitudes toward help-seeking behavior; therefore this hypothesis was only partially supported. Based on these findings, implications for counseling student-athletes and non-athlete students are discussed. Interpretations of data analyses are included and study limitations and delimitations are identified. Finally, suggestions for future research are identified and discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000391, ucf:46335
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000391
- Title
- LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM.
- Creator
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Torres, Chanda, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
The purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student...
Show moreThe purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student leader program in a community college showed significant growth in leadership behaviors; 2) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to gender; 3) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to age. The student Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2002) was used as the main instrument in this study. The student Leadership Practices Inventory (LPI) is a questionnaire with thirty (30) behavioral statements--six (6) for each of The Five Practices. The population of this study consisted of 62 student leaders who were participants in a student leader program at a community college. A pre LPI was given to 62 student leaders in the beginning of the school term. A post LPI was given to 62 student leaders at the end of the school term. Thirteen of the original student leaders dropped out of the program and were replaced by new student leaders. Thus, the total number of useable inventories for data input in this study was 49; this yielded a 79% return rate. This study supports the research that students who were involved in a leadership program gained leadership behaviors. In comparing the student leaders' pretest and posttest scores of the LPI, it showed that there was a significant difference in each leadership behavior. These leadership behaviors were: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. The results of this study also showed no significant difference in the student leaders' scores in the LPI in relation to the student's age group. According to Astin (1993), the student's age at the time of college entry was not significantly associated with changes in Leadership scores. This evidence supports the argument that increases in leadership skills during undergraduate years is associated with the college experience rather than the student's maturation. There were no significant differences between the male and female student leaders in regard to the five leadership practices with the exception of the leadership practice Challenging the Process. In this study, the male student leaders scored higher, 24.79, than the female student leaders, 22.37, in Challenging the Process. The focus group in this study highlighted the leadership behaviors the student leaders gained as a result of their involvement in the student leader program. Not only did the students grow in the leadership behaviors measured by the LPI, they also gained other leadership skills. In regard to their growth as a student leader, the students felt that they grew in many different areas. The opportunity allowed them to network with students, faculty, administration and staff, and gain leadership skills. These leadership skills included: listening skills, communication skills, stress management, multitasking and customer service. The students also believed in the importance of taking initiative, practicing patience and developing others.
Show less - Date Issued
- 2008
- Identifier
- CFE0002049, ucf:47604
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002049
- Title
- The Community College Baccalaureate and Adult Students: A Qualitative Analysis.
- Creator
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Kersenbrock, Angela, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Whiteman, JoAnn, University of Central Florida
- Abstract / Description
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The focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to...
Show moreThe focus of this qualitative research was to investigate the motivations, experiences, and constructs of non-traditional adult students who elected to enroll in community college baccalaureate programs. The participants in this investigation were a homogeneous sample of adult students who had priorities other than school, such as employment and families. The research questions which guided the study sought to explore the narratives adult students shared of their reasons for choosing to enroll in a community college baccalaureate degree program, how they described meaning to having access to these new degrees, and what impact the community college baccalaureate had on the decision to return for the bachelor degree. The voices of the students were captured during semi-structured individual interviews.Six central themes emerged from the data gathered: Resiliency vs. Obstacles: Managing Life, Finding Self Through Intrinsic and Extrinsic Motivational Factors, The Community College Degree as Key to Economic Stability, Limited Alternatives to Baccalaureate Degree Attainment, Importance of Communality to Adult Students Feelings of Belonging, and Neither Difference nor Disadvantage to Obtaining a Community College Baccalaureate Degree.The study's results led to recommendations and implications for legislators, higher education faculty and administrators, and admissions and marketing specialists.
Show less - Date Issued
- 2012
- Identifier
- CFE0004561, ucf:49243
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004561
- Title
- Examination of the Challenges Faced by Foreign-born Students in a State College that may Prolong/Prevent Graduation.
- Creator
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Soremi, Modupe, Hopp, Carolyn, Cox, Dr. Thomas, Vitale, Thomas, Joe, Richelle, University of Central Florida
- Abstract / Description
-
This research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by...
Show moreThis research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by foreign-born students at state colleges will create an avenue for recommending solutions to many these challenges, thereby increasing their educational attainment and economic productivity, hence preparing more Americans for the competitive 21st century global market.Using a qualitative phenomenological approach, the researcher explored, interpreted, and described challenges faced by foreign-born students (FBS) in a State college that could prevent/prolong their graduation. In addition, the researcher solicited recommendations for improvement in order to gather the necessary information to inform the creation of a comprehensive support center to address the challenges identified. Pilot study data were collected from two sources including focus group discussions and survey. The survey was administered to all students enrolled in college credit classes at the college and two focus group discussions were held in 2017 spring semester. The result of the survey provided the preliminary data on FBS and collected information from those interested in further research participation via focus group discussions. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using the College Impact Model and Socio-cultural theory as a framework, this pilot study found that foreign-born students experience social, academic, personal, organizational, and mentorship challenges. Based on participants' recommendations, the conclusion is for the college to provide more opportunities to engage with both faculty, staff, native students, and other FBS; provide proper advising; provide avenues for cultural engagement for all; provide financial advising; consolidate and publicize all resources available to support students at the college (such as information regarding the honors society, volunteer society…); offer formal and informal English classes to FBS; hire qualified staff with proper training to each department (for example, placement services, advisors…); and hire bi/tri- lingual staff. In phase II of this dissertation, an Academic and Social Engagement Center (ASEC) was created as a comprehensive support center for foreign-born students. It is the intent of the researcher that the findings from this study will inform and provide clear direction for programs and policy implementations that will enhance the success of foreign-born students at Victory State College.
Show less - Date Issued
- 2017
- Identifier
- CFE0006798, ucf:51820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006798
- Title
- STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES.
- Creator
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Godbey, Alice, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators ...
Show moreThe purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.
Show less - Date Issued
- 2006
- Identifier
- CFE0001479, ucf:47100
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001479
- Title
- TRANSFORMATIONAL LEADERSHIP QUALITIES OF FLORIDA COMMUNITY COLLEGE STUDENT GOVERNMENT ADVISORS.
- Creator
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Rath, Thomas, House, Jess, University of Central Florida
- Abstract / Description
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College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of...
Show moreCollege student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made.
Show less - Date Issued
- 2005
- Identifier
- CFE0000771, ucf:46557
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000771
- Title
- AN EXAMINATION OF BEST PRACTICES IN RETENTION IN THE ASSOCIATE DEGREE NURSING PROGRAMIN THE FLORIDA COMMUNITY COLLEGE SYSTEM.
- Creator
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Lewis, Mary, Evans, Ruby, University of Central Florida
- Abstract / Description
-
ABSTRACT This mixed-methods research examined student nurse retention methods perceived as best practice by directors and coordinators in selected Associate Degree Nursing (AND) programs within the Florida Community College System (FCCS). A critical nursing shortage is expected to worsen over the next twenty years due to the aging workforce and the inadequate supply of qualified nurse graduates. The Associate degree nursing programs supply the majority of nursing graduates to the workforce....
Show moreABSTRACT This mixed-methods research examined student nurse retention methods perceived as best practice by directors and coordinators in selected Associate Degree Nursing (AND) programs within the Florida Community College System (FCCS). A critical nursing shortage is expected to worsen over the next twenty years due to the aging workforce and the inadequate supply of qualified nurse graduates. The Associate degree nursing programs supply the majority of nursing graduates to the workforce. Thus, the associate degree nursing programs and student retention measures were studied. The research was conducted using a Delphi survey of directors of nursing in ADN programs within the FCCS. This survey served as the template for faculty surveys, which were distributed to faculty members under the selected ADN program directors. Students were surveyed with a similar Likert type scale with focus groups to allow for open-ended interviewing. Following analysis of the data, directors of nursing, faculty, and students in the ADN programs identified eleven best practices. Extensiveness strengthened the research. Resulting information will be helpful for nursing program curriculum and program planning. Future research can examine best practices quantitatively. This study can also be replicated at other venues.
Show less - Date Issued
- 2005
- Identifier
- CFE0000893, ucf:46631
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000893
- Title
- The Community College Student's Social Construction of Global Learning in the Florida College System.
- Creator
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Robertson, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Nutta, Joyce, Marshall, Nancy, Lee, Shara, University of Central Florida
- Abstract / Description
-
The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore...
Show moreThe purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning.The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
Show less - Date Issued
- 2016
- Identifier
- CFE0006170, ucf:51145
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006170
- Title
- Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
- Creator
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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.
Show less - Date Issued
- 2014
- Identifier
- CFE0005255, ucf:50588
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005255
- Title
- EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS.
- Creator
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Campbell, Judith, Bozeman, William, University of Central Florida
- Abstract / Description
-
The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from...
Show moreThe purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Show less - Date Issued
- 2005
- Identifier
- CFE0000593, ucf:46481
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000593
- Title
- THE IMPACT OF MOTIVATION ON PRE-COLLEGE LEVEL STUDENTS ENROLLED IN A LEARNING COMMUNITY AT AN HISTORICALLY BLACK COLLEGE/UNIVERSITY.
- Creator
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White, Jontoinette, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated...
Show moreIt is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated Measures One-Way ANOVA revealed a statistically significant difference in COMPASS score change between groups with the comparison group demonstrating a greater change than did the learning community group. In addition, Analysis of Covariance test was used to answer the research question regarding differences in final grades between the two groups. After adjusting for the COMPASS pre-test, there was no difference in final grades between groups. Using the Motivated Strategies for Learning Questionnaire (MSLQ), a Likert-type scale based on the Eccles et al. (1983) expectancy-value motivational model, three components of students motivation were investigated: task value, extrinsic value, and test anxiety. The Independent Samples t-Test was used to compare the means. There was a statistically significant mean difference in extrinsic value with the students enrolled in traditionally taught pre-college level English courses demonstrating more extrinsic motivation. There was a statistically significant mean difference in task value with students enrolled in the learning community demonstrating higher task value than the comparison group. Finally, there was a statistically significant mean difference in affect with students in the learning community group demonstrating more test anxiety. Conclusions and recommendations were presented for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0002992, ucf:47934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002992
- Title
- A Quantitative Study of the Relationship Between Pell Grant Aid and Associated Variables in a Florida Public State College.
- Creator
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Powers, Lynn, Cintron Delgado, Rosa, Owens, James, Cox, Thomas, Roman, Marcia, University of Central Florida
- Abstract / Description
-
Using Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical...
Show moreUsing Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical significance existed between Pell Grant recipients and non-recipients in retention rates from fall to spring terms, as well as in the demographic variables of academic performance, gender, ethnicity, age group, residency, and credit hours achieved. Only the variable of ethnicity showed a medium practical effect size, with all the other variables indicating a small to no practical effect size.
Show less - Date Issued
- 2014
- Identifier
- CFE0005231, ucf:50581
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005231
- Title
- THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS.
- Creator
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Blanton, Elizabeth Lynn, Kysilka, Marcella L., University of Central Florida
- Abstract / Description
-
ABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT),...
Show moreABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores.Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.
Show less - Date Issued
- 2004
- Identifier
- CFE0000055, ucf:46085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000055
- Title
- THE ROLE OF COMMUNITY COLLEGE REGISTRARS IN RELATION TO STUDENT INFORMATION SYSTEMS IMPLEMENTATION.
- Creator
-
Lepley, Sandra, House, Jesse, University of Central Florida
- Abstract / Description
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This study examined the effects of implementing Web-enabled technology systems on the functional role of the community college registrar. The focus on systems implementation included in-house, outsourced, consortia, or combination of implementation strategies. A quantitative and qualitative approach included several interviews and a mailed survey questionnaire. The researcher developed the instrument from human resources position description forms, an adapted administrative Q-sort technique,...
Show moreThis study examined the effects of implementing Web-enabled technology systems on the functional role of the community college registrar. The focus on systems implementation included in-house, outsourced, consortia, or combination of implementation strategies. A quantitative and qualitative approach included several interviews and a mailed survey questionnaire. The researcher developed the instrument from human resources position description forms, an adapted administrative Q-sort technique, and a role conflict and ambiguity perception questionnaire. The study targeted the members of the American Association of Collegiate Registrars and Admissions Officers. The research findings indicated that some aspects of perceived role, role conflict (harmony), and ambiguity (clarity) were different for registrars whose colleges used in-house, outsourced, consortium, or a combination of implementation strategies, and for certain background characteristics. For example, the study identified different levels of involvement for some duties and some differences in collaboration among divisions and departments within institutions and with other organizations. Suggested uses of the research results include professional development programming for more efficient technology implementation. The research instrument could be adapted to study functional role of other job positions, implementation projects, and administrative strategies.
Show less - Date Issued
- 2006
- Identifier
- CFE0001161, ucf:46869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001161
- Title
- Balancing multiple roles: A re-examination of how work impacts academic performance for community college students.
- Creator
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Lue, Celena, Cintron Delgado, Rosa, Sivo, Stephen, Owens, J. Thomas, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2017
- Identifier
- CFE0006619, ucf:51277
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006619
- Title
- Community College Adjuncts: From Information Seeking to Identity Formation.
- Creator
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Hirsch - Keefe, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Bosley, Michael, Biraimah, Karen, University of Central Florida
- Abstract / Description
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This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts...
Show moreThis phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
Show less - Date Issued
- 2015
- Identifier
- CFE0005955, ucf:50801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005955
- Title
- International Students' Expectations of and Satisfaction with Academic Advising at a Community College.
- Creator
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Chemishanova, Marieta, Owens, J. Thomas, Cintron Delgado, Rosa, Hewitt, Randall, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2018
- Identifier
- CFE0006986, ucf:51641
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006986
- Title
- A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
- Creator
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Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
- Abstract / Description
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Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
Show less - Date Issued
- 2017
- Identifier
- CFE0006602, ucf:51280
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006602
- Title
- Evaluating Pedagogical Methods that Influence Homework Assignment Completion.
- Creator
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Sawyer, Kirk, Hartshorne, Richard, Bush, Sarah, Boote, David, Ortiz, Enrique, University of Central Florida
- Abstract / Description
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College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their...
Show moreCollege students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.
Show less - Date Issued
- 2019
- Identifier
- CFE0007858, ucf:52764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007858
- Title
- University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions.
- Creator
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Winston, Haley, Cintron Delgado, Rosa, Welch, Kerry, Malaret, Stacey, Bowdon, Melody, University of Central Florida
- Abstract / Description
-
Citizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study...
Show moreCitizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study used structural equation modeling and multiple regression analysis. This marks the first time these variables have been researched together. This study found a significant correlation between both community service and peer-to-peer civic discussions in relation to citizenship level. Yet, service-learning frequency was not found to be a significant factor. On the other hand, all three civic experiences together was found to be significantly correlated to citizenship aptitudes. Leading the researcher to find that a holistic (both inside and outside the classroom) approach to student citizenship is valuable for student development. Also, only one significant relationship was found between citizenship levels and any demographic variable (parental education level of doctorate or professional degree).
Show less - Date Issued
- 2017
- Identifier
- CFE0006927, ucf:51695
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006927
