Retaining undergraduate students at four-year public institutions has been a long-standing problem for many years. Although the retention issue has been the focus of literally thousands of studies over the past 75 years, it is widely acknowledged that this problem remains complex. Many retention studies have focused on a single variable or a single set of variables, and even a well -established factor such as low grade point average (GPA) explains only a small percentage of the variance in retention. Researchers in this area have noted the need for more sophisticated models that can take into account multiple variables that may contribute to student attrition as well as the need for retention research to be useful to practitioners in higher education settings. In addition, there are major gaps in the persistence literature when considering retention for part-time students, transfer students, and upperclassmen. Most retention research focuses on one-year retention for first-time, full-time freshmen, and new models that extend beyond this traditional focus are needed. The purpose of this study was to expand understanding of how educational institutions might benefit from including data mining processes and multivariate analysis to inform student retention strategies. This study applies data mining techniques to student demographic and behavioral data in an institution of higher education, providing a detailed description of the data mining process. Both full and part-time students as well as students at every class level were included in the analysis. Findings indicate that neural networks, Naive Bayesian classification, and decision tree induction are comparable to logistic regression when used to predict individual student retention. In addition, the data was segmented into several more homogeneous student groups and predictive performance improved for selected data segments, most notably for the part-time student segment. Finally, attribute evaluators were applied to each data segment an results indicate that a data mining approach can be used to isolate variables that predict persistence differently for different groups of students.

The goal of this dissertation was to produce gender-equitable, multimedia based science materials with the objective of attracting female students to careers in science. This goal was accomplished through the development and use of a gender-equitable, multimedia based software application for use in the middle school integrated science classes. Observable objectives in this application included I) text, pictures, and lessons that portrayed female and male role models, 2) the portrayal of females and males in nonstereotyped roles, 3) the portrayal of females in roles that were equal to the roles of males, 4) the portrayal of females as scientists in the areas of the Physical Sciences, 5) the diversity of science related occupations, 6) the relationship of science to everyday life, 7) the number of references to characters of one gender did not exceed the number represented by the other gender, and 8) questions used for review or testing were gender-neutral. Fraser's (J 981) Test of Science-Related Attitudes (TOSRA) was administered as a pre and post-questionnaire to the target audience to determine general attitudes toward multimedia-based learning materials as well as any specific reactions toward gender-bias free materials. It was expected that by using gender-equitable multimedia software, students' attitudes toward science instruction would be impacted in a positive way. The educational intervention treatment, developed with HyperStudio® for Windows®, followed sound principles of courseware design and development. It was posited that female students would realize and appreciate the idea that science-related careers are as open to them as to males. Also, after using the software, male students would benefit from the experience by reaching beyond preconceived notions of stereotyping.

Computer technology is rapidly becoming a necessary component of school curricula as a result of societal dependence upon computers. Unfortunately, classroom application is disturbingly lacking. An extremely low percentage of schoolteachers feel comfortable using computers as an instructional classroom tool. Thus, school systems are faced with the daunting task of training teachers to use computers for instruction. Unfortunately, conventional training methods, which require teachers to sit in workshops and magically transform the experience into classroom practice, have proven unsuccessful. More effective results can be obtained with ongoing professional development through the use of online delivery of content supported by peer mentors. In order to effectively improve computer technology integration it the classroom, a program was developed that supported teachers in such a way as to foster practical application. Peer mentorship, workshops, and Web-based training have individually proven somewhat effective with improving computer use in the classroom. However, each solution has several deficiencies that can be compensated by the others. A combination of mentors, workshops, and online training examined during this study appeared to significantly improve the quality and instance of technology integration in the classroom. The development of such a training program was accomplished through a process of criteria development and validation that included representatives of all stakeholders in the process. In order to codify a combined mentor, workshop, and online technology-training program, a procedural manual was developed. A pilot study was then conducted that tested the outlined program. The procedures outlined in the manual for a combined program consisting of Web-based training, workshops, and mentorship appeared to enhance both the instance and quality of technology integration in the classroom as a result of the pilot study. To determine the success of such procedures, the Kirkpatrick model of program evaluation was applied. A comparison was made between scores on both a pre and post technology skills assessment of all teachers, which illustrated a statistically significant increase in teachers' self-perception of their computer skills. Participatory and achievement data was also examined with the use of the online training system, further underscoring the success of the program as 139 out of 149 K-8 teachers (93.29%) successfully completed the entire program by producing a technology related product that was integrated into the classroom. Finally, a formative questionnaire of mentors and a summative survey of all teachers elicited positive teacher satisfaction with the program and also illustrated the improved extent to which technology was actually implemented and improved.

This study was designed to determine if sixth-grade students ' problem solving skills were improved by means of their experience with a computer-based logical puzzle game designed to increase reasoning skills , and, in turn, problem solving ability. Students worked on this game either in cooperative learning pairs or alone. Baseline and post experimental problem- solving ability was measured through the administration of a Problem Solving Test; Form A was utilized as a pretest for this purpose, Form B was used as a post- test. Comparisons of problem-solving ability based upon post- test scores (Form B) were made among four groups of students (N = 106) Group 1: Students (n = 26) who worked on the computer based puzzle game in cooperative learning pairs Group 2: Students (n = 27) who worked on the computer based puzzle game as individuals Group 3: Students (n = 24) who worked on a computer based social studies simulation in cooperative learning pairs Group 4: Students (n = 29) who worked on a computer based social studies simulation as individuals. A t-test comparison of post-test data between all students who worked on the puzzle game and all students who did not work on the puzzle game showed no significant difference between the two groups ' problem solving abilities. However, an analysis of variance comparing the means of all four groups showed that the students in Group 1 performed significantly better (F=3. 783, p<. 05) than those in the other three. These results indicate that students who participated in a computer- based cooperative learning experience using software that fostered the use of problem solving skills showed significant improvement in their problem solving ability. Students who used the same software as individuals showed no such improvement, nor did students who participated in a computer- based cooperative learning experience using social studies software e. Therefore, the data can be interpreted to suggest that the combination of cooperative learning and the use of a computer- based puzzle- solving game led to increased problem-solving ability.

Numerous studies have affirmed the value of asynchronous online communication as a learning resource. Several investigations, however, have indicated that discussions in asynchronous environments are often neither interactive nor coherent. This research sought to develop an enhanced understanding of interactional coherence in asynchronous learning environments. The study used Rhetorical Structure Theory (RST) to analyze and assess the coherence of a several asynchronous discussions. The analysis revealed that the discussions were structurally dynamic. While RST structures resulting from static documents are acyclic tree-shaped structures, the rhetorical networks representing asynchronous threads are frequently cyclic. Thus, the analysis required a modified form of RST based on reduced constraints and restricted schemas. By this means, it was possible to create structural models of the discussions. These models were used to investigate asynchronous argumentation and topic drift and to perform a comparative analysis of multiple discussions. The investigation found argumentation was more prevalent in some groups than others. In one group the analysis indicated the dominant mode of interaction was disagreement; in another group, argumentation was generally constructive; and in a third group, argumentation tended to be supportive and concessive. The investigation found that topic drift does not occur as a matter of chance. Participants use topic drift in order to adapt discussion to a topic of preference. As such, topics do not drift so much as they are pushed and pulled. A consequence of this process is that threads often begin with a strong research-based opening message, but descend to anecdotes and personal commentary. The conferencing systems used for the discussions were similar in their features, but the discussions differed, particularly in their use of threading. In one group, less than half of the messages were threaded, with the remainder posted as singletons. In other groups most of the messages were in threads. This research provides a framework and a terminology for fine-grained analysis of interactional coherence. By showing the applicability of RST to asynchronous discussion, the study has offered evidence that assessment technology could be developed for online discussions. In addition, the development of rhetorical networks as a directed graph theory for representing the semantics of asynchronous interaction could lead to new knowledge representation technologies for multi-agent collaboration systems.

Learning object repositories (LORs) have the potential to improve education at the elementary school level. However, elementary educators are not effectively using LORs due to usability issues regarding their interface. The goal of this dissertation was to examine elementary educator experiences regarding a layered and non-layered interface. This study was conducted over two academic quarters. A total of 49 elementary educators completed the study. Participants were divided into control and experimental groups. The groups were assigned a different LOR. Participants were asked to use the LOR and record their experiences of the LOR. Data were collected via a demographic survey, time diary, and interviews. Hypothesis 1, which examined the number of Learning Objects (LOs) incorporated into lesson plans between groups was tested using an Analysis of Variances (ANOV A); and a significant difference was found between groups. The experimental group had greater success in incorporating LORs into the lesson plans than the control group. Hypothesis 2, which examined the main effect of the number of times the LOR was used, the number of generated LOs, and the number of good quality LOs found between groups was tested using a Multiple Analysis of Variance (MANOVA); and a significant difference was found between groups. The experimental group had greater success than the control group. Additional ANOVAs were conducted to individually examine the number of times the LOR was used, the number of generated LOs, and the number of good quality LOs found between groups. No significant differences were found. Hypothesis 3, which examined the correlation between age, gender, experience, comfort level and skill level, and the number of LOs incorporated into lesson plans, was tested using an Intra Class Correlation (ICC); no significant difference was found between groups. Data gathered through interviews were analyzed using the constant comparison method. The qualitative findings supported the quantitative findings and helped to identify additional factors including time and limited LOR knowledge that are affecting the usage of the LORs.

After the first year of the implementation of the Information Technology Management (ITM) Learning Edge at Ryerson University, Canada, a pilot survey of laptop enabled students revealed a disturbing bimodal use pattern. The goal of this research was to determine the levels of technology use, technology acceptance and the types of learning style factors that were predictors of the academic performance of ITM undergraduate students. Several online survey instruments were administered through electronic mail to students (n= 1437) and faculty (n=23) in the School of Information Technology Management. The data were analyzed using a combination of qualitative and quantitative methods in order to evaluate the impact of the ITM Learning Edge program. The study advanced understanding of laptop use in higher education through an analysis of the research findings and the development of recommendations for integrating laptops into the ITM curriculum.

This study strives to solicit and assimilate the attitudes and preferences of online users in Thailand concerning their privacy rights. It is designed to resolve this noticeable void in Thai information technology policy. Three sub problems are separately investigated by use of a questionnaire used to discern Thai uneasiness about (1) the clandestine commercial collection and dissemination of personal online data profiles, (2) a wide variety of online criminal activities that should merit government regulation and intervention, and (3) Internet users' trust in their government to curtail online criminal activities. Scholarly research in Thailand has not previously probed or examined these issues. Statistical methods employed in this study involve the use of "sign test" procedures, since no restrictive speculations are assumed about the population distribution. A questionnaire is employed to elicit replies from a database consisting of knowledgeable Thai Internet users. The resultant outcomes are based on a statistical, nationwide sampling plan that draws its responses from computer literate students at four major regionally diverse public universities. The results reveal that discernable and deep-rooted attitudes of Internet users in Thailand toward online privacy rights exist. Further, the results indicate that online patrons have significant preferences about perceived invasions of their privacy on the Internet. The analyses of these discernible traits provide a groundbreaking profile about Internet users in Thailand that merits further investigations in the future. The findings and implications of this study should provide the cornerstone for legislative bodies, telecommunication regulators, policing authorities, and a wide variety of cyberspace consumers to adhere to these concerns, and to enhance the orderly expansion of advanced Internet technologies in Thailand. Ultimately, the resolution of these matters should contribute to the development of a useful IT infrastructure that will provide fairness to both sides of the Internet equation, benefiting both Internet users and online commercial vendors justly.

This study will establish a new Markov reliability model using a more generalized approach in the development of an analytical estimation for the reliability of a large repairable computer system. The developed methods will present a precise way to establish reliability for computer systems' use which consist of hardware and software. This generic model, the N-channel and M-voter reliability model, is suitable for analyzing multiprocessor systems, array redundant systems, and larger repairable networked systems. All results are verified through use of currently published reliability models. The first part of the study introduces a general outline for computer hardware and software reliability, goal statement and barriers issues. A review of current literature on Markov system reliability models linked to the research is noted in the second part. The third section deploys new model methodology and solutions. The fourth reveals significant results, analysis and applications. The conclusions and summary are presented in the final chapter. Discussions and recommendations are also presented in the last chapter.

This study resulted in a paradigm which will enable Fortune 1000 companies to quantify the competitive advantage derived from their Web-based applications. With this model, Information Technology (IT) managers are better equipped to understand the strategic importance of the Web within their business. This author used an instrument called CAPITA (Competitive Advantage Provided by an Information Technology Application) to quantify the Web's effect on the competitive advantage of a company. The CAPITA is an instrument that measures the effect of an IT application on the numerous aspects of competitive advantage (Sethi & King, 1994; Sethi & King, 1991; Sethi, 1988). The CAPITA was used to determine the Web's strategic role in business by analyzing the data collected in this investigation and by comparing this author's research data with data from a previous study conducted by Sethi (1988). The instrument was issued to 1000 senior Information Technology (IT) executives in Fortune 1000 firms. 50 valid responses were received and analyzed. The data collected in this investigation were analyzed by comparing the Web applications that were developed specifically to create a competitive advantage to those applications that were developed for other purposes. The two group unpaired t test was used to quantify the difference between the two groups. This comparison empirically supports the statement that Web applications can be used to create aspects of competitive advantage. When comparing strategic Web applications to non-strategic Web applications, strategic Web applications were measured to have a greater alignment with organizations' business strategy (12 = .01, one-tailed), a lower cost of marketing the companies' final product (12 = .03, one-tailed), a lower cost of recruiting, hiring, training, development, and compensation of personnel (12 = .05 , one-tailed), a lower cost of interacting and coordinating activities with suppliers (12 = .04, one-tailed), and an improved ability of the primary users to order resources (12 = .02, one-tailed). A comparison of the data collected in this investigation with data collected from Sethi (1988) in a previous study does not support the statement that Web applications are as strategic as traditional strategic applications. The one group t test was the statistical test used to quantify the difference between the two groups. When compared to web-based applications, traditional strategic applications were determined to have a greater alignment with the organizations' business strategy (12 = .02, one-tailed), and greater top management support for the application (11 = .02, one-tailed). This supports the research literature that suggests that Fortune 1000 firms do not fully understand the strategic importance of Web-based applications (pant & Hsu, 1996; Cronin, 1996a). The data collected in this author's investigation also provide a benchmark that quantifies the competitive profile for Web applications within Fortune 1000 companies. This benchmark can be used to determine the competitive implications of Web applications within a company by administering the CAPITA instrumentation and comparing the results to the benchmark.