Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 125-164).

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.82-90).

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No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1983.

The study is about factors that influence students‟ choice of a campus and how those choices influence students‟ decision to complete their courses. Since FET colleges have campuses with different historical backgrounds and unique characteristics, they offer specialised programmes according to the resources they have, relevant to their geographic location. The research focused on answering the following questions 1) What factors influence students‟ choice of campus? 2) What factors influence the students‟ completion or non-completion of courses? The aim of these questions was to determine what currently influences the students‟ choice and what kind of information or sources do students use in their study choice decisions. Some related researchers in other contexts have shown that there is a link between education and socio-economic factors. This study has been primarily informed by Tinto‟s (1987) theory on student retention and no-completion of courses, which suggested that non-completion is a result of a mismatch between the social/academic background, intentions and goals of the student and their institution‟s ability to meet those goals. Chapman‟s model of choice (1991) enabled him to indicate some factors, which influence student‟s choice. The aim of using the model was to check if the same influential factors were important for the current FET students in South Africa. A number of available studies have focused on the student, significant others in their lives, parents and teachers, as well as marketing of colleges or recruitment of students as factors influencing the choice. There is little literature that looks at how the fixed college factors such as program availability, location and reputation influence students, which is the focus of this research. This study falls into an interpretive paradigm and is qualitative in nature. Data has been collected using questionnaires and semi-structured interviews conducted among students of different campuses in one FET College. The sources of information are current students, those who dropped out and students who have completed their courses. Data collected show that the costs factor, academic achievement and significant others influence students‟ choices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

The aim of this study was to investigate study skills and its relationship to student attrition and retention. The participants for this research were comprised of students recruited from a small technical college located In Central Maine. All participants were first year, full-time students who were beginning their studies at the college. This study was initiated during the Incoming students' orientation program prior to the commencement of classes, and their progress was monitored for up to two academic years.The primary assessment instrument was the Learnlnq And Study Strategies Inventory (Weinstein et al., 1987). The Learning And Study Strategies Inventory (LASSI) aids the student in becoming aware of their strengths and weaknesses in areas that have been causally related to success in higher education. It is a standardized measure of reading comprehension; a measure of self-concept and self-esteem; as well as a supplementary measure examining various aspects of cognition, anxiety and motivation.Initially, the students' learning and study -strategies were assessed utilizing the LASSI. Each student In the experimental group was then Individually provided with detailed feedback of the assessment results during their first semester. When appropriate, a personalized plan for needed support services or remediation was developed and strongly encouraged. The students In the waiting list control group received their assessment results later In the academic year and did not have the individual sessions.It was hypothesized that the study skills assessment, feedback process, and short-term intrusively delivered intervention would result in increases in students' cumulative grade point average, graduation, and retention, while producing a corresponding decrease in attrition.The data generated from this study suggests that the relationship among the previously mentioned factors are essentially unrelated to students' cumulative grade point average as well as graduation, retention, and attrition.Possible confounding variables are discussed. This discussion centers around a few methodological difficulties as well as an analysis of the unique Interaction of the student and Institutional factors which may have effected the study. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.