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This study investigates the relationships among community college student characteristics, student enrollment and registration behaviors, and academic outcomes. The report examines whether there are interrelationships among the enrollment and registration behaviors studied and interrelationships among the academic outcomes studied. Also it investigates if enrollment and registration behaviors can predict student academic outcomes. The report investigates five student characteristic variables: age, gender, ethnicity, academic intent, and financial aid eligibility. Five enrollment and registration (predictor) variables were also studied: when students enrolled, number of changes made to their course schedule, how many schedule changes were drops and how many were adds, and when changes were made. It explores three outcomes: fall semester grade point average, fall semester course completion, and attrition (whether the students enrolled for the spring semester). Significant relationships were found between several student characteristics and enrollment and registration behaviors. Significant interrelationships among the enrollment and registration behaviors and academic outcomes were found. A combination of four enrollment and registration behaviors could predict 37.6% of the variation in fall semester GPA and 48.6% of the variation in course completion. A combination of three enrollment and registration behaviors was included in a model that could best predict the odds of attrition. A combination of three enrollment and registration behaviors could predict 13.7% of the variation in GPA beyond the 10.3% predicted by student characteristics. A combination of four enrollment and registration behaviors could predict 43.9% of the variation in course completion beyond the 10.3% predicted by student characteristics. (VWC)

Descriptors: Academic Achievement, Community Colleges, Enrollment Trends, Grade Point Average, Outcomes of Education, Student Attrition, Student Behavior, Student Characteristics, Two Year Colleges











Autor: Summers, Michael D.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7210&id=ED443466



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