Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

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The purpose of this quantitative research study was to determine if differences exist in academic achievement based on student SES as measured by grade point average (GPA), credit hours earned, and completion of the academic year for rural community college students enrolled during the 2018-19 academic year. The study used existing data from a multi-campus rural community college located in the Southeastern region of the United States. To answer the research questions, existing data were collected from this community college. The independent variable collected was SES, as measured by Pell grant eligibility. The dependent variables collected included GPA, credit hours, and completion. T-tests were conducted to answer research questions 1 (GPA) and 2 (credit hours earned). A Chi-Square Test for Independence was used to answer research question 3 (completion). Results for research question 1 indicated no statistically significant difference in GPA based on SES. Results for research question 2 indicated a statistically significant difference for credit hours earned based on SES, but not in the way literature supported since low SES students had higher credit hours earned. Results for research question 3 indicated no statistically significant relationship between completion of the 2018-19 academic year and SES. As a result of the study, recommendations to the leadership of the community college were given in hopes that it will lead to the betterment of the college.

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The purpose of this research was to investigate to what extent did the Edison Community College students enrolled in telecourse English Composition classes differ with respect to learning styles, completion rates, performance, motivation for selecting a particular mode of instruction, and selected demographics as compared to ECC students enrolled in traditional English Composition classes. A second dimension of this investigation was to identify the achievement/differences among the community college students that could be attributed to the independent variables (learning styles, reason for choice of mode of delivery, experience with college and distance learning, course load, and student demographics) in the study. A total of 179 students enrolled at Edison Community College between January 5, 2001 and May 1, 2001 responded to the Grasha-Riechman Student Learning Style Survey and an accompanying demographic survey that was administered to five distance learning and five face-to-face sections of English Composition I and II. The learning style survey elicited responses that reduced a student score in each of the six learning styles (dependent, independent, participant, avoidant, competitive, and collaborative). The demographic survey identified students' experience in distance learning, reasons for selection of modality of instruction, current coarse load, and personal demographics. Additional academic data were harvested from the Edison Community College institutional database including the final grade earned in the course. Analyses of these data produced a demographic profile of the academically successful telecourse student and the academically successful traditional student. Conclusions of the study follow: 1. Students with high collaborative learning style scores most often enrolled in traditional classes. 2. Students with high participant learning style scores were likely to have higher grades in English Composition and students with high avoidant learning style scores were likely to earn lower grades. 3. High collaborative learning style scores were significantly correlated to continuance in English Composition courses. 4. The factor of choice in selection of the mode of instruction did not affect withdrawal in English Composition. 5. Age range and motivation for selecting the course modality were the only characteristics that distinguished academically. successful distance learners from academically successful traditional students.

自千禧年開始，香港教育制度經歷了前所未有的轉變；其中，社區大學如雨後春筍般湧現，為未能通過大學聯合招生辦法升讀傳統大學的中學畢業生，另闢一條升學的出路。本研究利用個案研究法，探討本地副學士學生在經歷公開考試失敗之後，如何在社區學院獲取成功。參與是次研究的共有六名副學士學生，透過深入訪談，研究員蒐集了每一位受訪者賴以成功的重要因素，寫出六個成功的故事。在整理和分析資料的過程中，研究員利用開放式編碼以及編碼繪圖，找出類目和主題。研究結果顯示，令副學士學生達致成功的因素包括學校聯繫感、個人、社會以及院校因素。在學校聯繫感因素當中，以教師關懷以及同儕關係最為重要，而於個別個案中，積極參與課外活動亦為達致學業成功的重要因素。其他因素方面，學生的自主性及堅忍、學院的環境、課程和評核方法、來自家庭的支援以及個人信仰，均對學業成功有莫大影響。本研究具有理論價值及實際意義：在理論角度方面，本研究揭示副學士學生在學業上的成功，乃個人、社會與學校聯繫感的互動產物；在現實生活方面，本研究亦為社區學院的行政人員、教師及輔導員提供了幫助本地副學士學生邁向學業成功的方法，例如建立校園內的關愛文化及給予學生適切的支援和輔導等。最後，本文亦為其他相關的研究提出建議。 / The education system in Hong Kong has undergone some unprecedented changes. Since the turn of the millennium, community colleges have proliferated in the territory and offered an alternative path to higher education for many secondary school leavers who may fail to get a place at university via the traditional JUPAS scheme. By using the case study method, the present study investigates how community college students achieved academic success in an Associate Degree (AD) programme after experiencing serious failures in the public examinations. Six community college students were invited to the study, and an in-depth, face-to-face interview was conducted with each to collect data about factors that contributed to their academic success in AD to portray their unique success story. The data were analyzed by using open coding and cope mapping from which categories of codes and major themes were derived. The results of analysis suggest that factors that affected the academic success of community college students included school connectedness factors and other personal, social and institutional factors. For school connectedness factors, the specific contributing factors included teacher care, peer relationships and extra-curricular activities involvement. For other factors of success, students’ being autonomous and persevering, the campus environment, courses and assessment methods, the support from family and religious beliefs were found to be influential. The research study is important in both theoretical and practical sense in that community college success can be attributed to a combination of personal, social, institutional and school connectedness factors. Further, the study inspires how teachers, counsellors and community college administrators could help community college students to achieve academic success by creating a caring campus culture and providing appropriate assistance and guidance. Directions for future research in school connectedness and community college success are recommended and discussed. / Detailed summary in vernacular field only. / Lee, An Yee Queenie. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 407-435). / Abstracts also in Chinese.

published_or_final_version / Mental Health / Master / Master of Social Sciences

The purpose of this study was to examine the experiences of students enrolled in small community colleges to determine if there was a difference in the degree to which students were engaged based upon their primary enrollment in day or in evening courses. Specifically, the study investigated the amount of time and effort students dedicated to their academic pursuits and the degree to which institutional policies and practices supported them in their efforts to determine whether time of enrollment was a significant factor in predicting engagement. The primary goals of the study were to contribute to the understanding of students' experiences and to provide empirical evidence that might serve as the foundation for program development and reform. The findings from the quantitative analysis revealed a significant predictive relationship between time of enrollment and five of the fourteen engagement variables considered in the study. Enrollment in evening courses was linked to lower levels of engagement in each of these five areas: student effort, academic challenge, support for learners, academic preparation, and school opinions. The results of the study supported the development of a theoretical model that depicts student engagement based upon primary enrollment in evening courses. The model places support for learners at the forefront. Students' opinions are the end result, with each of the other engagement variables being affected by the levels of support perceived by evening students.