M.Ed. (ICT in Education) / The purpose of this study has been to explore computer-illiterate first year students’ experiences of initial engagement with ICTs in their first weeks of study at the University of Johannesburg, by examining meanings they construct for themselves of these experiences. Pressure on universities to adopt ICTs in educational practice is intensified by South Africa’s legacy of un- and under-prepared first year students. Many factors impacting first year students’ transition to university have a direct bearing on their learning. Students who are able to engage with ICTs during first year orientation seem rapidly to become more confident and motivated to experiment further with these technologies, while students who struggle to engage show signs that may be interpreted as fear or lack of confidence to do so. I have argued that current interventions do not sufficiently support new students in their initial engagement with ICTs. In some modules, academic tasks are due within the first few weeks of study, suggesting possible implications for later academic performance. Eight students without prior experience of ICTs who attended basic computer orientation sessions during 2011 were interviewed immediately after their sessions, in a basic generic qualitative study. Interviews were transcribed and analysed. Elements from the taxonomies of Bloom, Krathwohl, Masia, Anderson and Shulman have been combined into a heuristic to examine to what extent learning and engagement took place during the sessions. Cultural Historical Activity Theory (CHAT) and Engeström’s extended mediational triangle have been employed as analytical tools to guide me as researcher in an understanding of student activity, and to help me to interpret students’ stories as they struggled to engage with ICTs. Tensions that were exposed between the students and different components of the activity systems (the orientation sessions) have been exposed, and from this a joint account of students’ experiences has provided a framework for understanding their initial engagement with ICTs.

In an extension of Louden's work, this study investigated identity development across the lifespan by applying Erickson's and Marcia's identity constructs to two developmental models, the selective optimization and compensation model and a holistic wellness model. Data was gathered from traditionally aged college freshmen and adults older than 60 years of age. Uncommitted identity statuses and work and leisure wellness domains were endorsed across both groups, suggesting that identity for these groups is in a state of fluctuation yet entailing participation as a productive member of society. Emerging adult findings imply that identity diffused and moratorium identity styles are more similar in terms of cognitive, behavioral, and emotional functioning than past literature suggests for this age group. Findings also indicate that identity development is not a process completed by older adulthood, but is an ongoing, lifelong process perhaps driven by contextual factors such as health changes, unpredictable life events, social support group changes, and others. Coping method utilization and overall wellness varied between the two age groups. Conceptually, the SOC model can be viewed as embedded within each of the wellness domains such that selection, optimization, and compensation activities may be carried out within each of the various domains and serve to enhance existing functioning within each domain rather than simply compensating for lost functioning. Possible explanations of the results as well as implications for clinical practice, higher education, and future research are provided.

This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:01:02Z (GMT). No. of bitstreams: 1 Brissac_RafaeladeMenezesSouza_M.pdf: 916033 bytes, checksum: c1e08731f0a8c984aaf530ae5d44f431 (MD5) Previous issue date: 2009 / Resumo: A evasão de estudantes do ensino superior evidencia-se como fenômeno complexo, com conseqüências de ordem pessoal, institucional e social. Entre os estudos que buscam aprofundar o conhecimento sobre este fenômeno encontram-se os que se detém a pesquisar as causas e fatores associados à evasão de alunos neste nível de ensino. No que se refere às variáveis associadas à ocorrência da evasão, os estudos têm mostrado que é possível localizar fatores que são anteriores ao ingresso do estudante no ensino superior e fatores decorrentes da vivência acadêmica durante o curso superior. Sobre os fatores anteriores ao ingresso tem sido sugerido, por pesquisadores do tema, a divisão em três grandes categorias: o background familiar, as experiências educacionais e os atributos individuais gerais. A identificação das variáveis anteriores ao ingresso associadas à evasão fornece elementos para a criação de programas de intervenção que visem à diminuição da ocorrência do fenômeno e que, por sua vez, atuem já sobre o primeiro ano do estudante no ensino superior, considerado como o período crítico em que ocorre o maior número de evasões. A ampla compreensão deste processo demanda a necessidade de expandir os estudos para as diferentes modalidades de cursos de graduação. Esta pesquisa teve dois objetivos: 1) a identificação das variáveis anteriores ao ingresso preditivas de evasão dos anos iniciais, em estudantes de Cursos Superiores de Tecnologia; 2) a identificação das características anteriores ao ingresso preditivas de evasão, em diferentes modalidades (abandono, cancelamento de matrícula, desligamento de ingressante e migração interna). O estudo foi desenvolvido com dados de estudantes de um Centro Superior de Educação Tecnológica, que pertence a uma universidade pública do interior do estado de São Paulo. Na análise proposta foram utilizados dados provenientes do questionário sociocultural, respondido pelos estudantes no momento da inscrição para o vestibular, dados fornecidos pela diretoria acadêmica desta instituição sobre a condição do aluno após o segundo ano de curso (matriculado ou evadido) e modalidade de evasão. Foram analisados, através da Regressão Logística, os dados de 546 estudantes evadidos e não-evadidos nos dois anos iniciais de curso, que ingressaram na instituição no período compreendido entre 2000 e 2004. Os resultados indicaram que a nota de matemática no exame vestibular e o grau de decisão do estudante quanto a escolha de curso são as características anteriores ao ingresso, com maior força preditiva de evasão no início de Cursos Superiores de Tecnologia. No que se refere às modalidades de evasão, observou-se que diferentes características anteriores ao ingresso se mostraram associadas às diferentes modalidades. A identificação de variáveis preditivas, que sinalizem grupos que possam ser mais vulneráveis à interrupção da graduação no momento inicial do curso, sugere a possibilidade de realização de novos estudos, com o intuito de aprofundar sobre qual tipo de programa de intervenção pode ser mais eficaz na redução dos índices de evasão no ensino superior. / Abstract: The dropout of college students has been evident as a complex phenomenon, with consequences of personal, institutional and social nature. Studies about this phenomenon point factors related to the college students dropout. As for the variable associates to the occurrence of the evasion, the studies have shown that it is possible to locate factors that are previous to the student's admission and decurrent factors of the academic experience during the superior course. About factors before the admission, researchers suggest a division in three main categories: the family background, the educational experiences and the student's individual attributes. The identification of variables before the admission connected to the dropout provides elements for the creation intervention programs in order to minimize the occurrence of this phenomenon. These programs would be put into action on the student's first year in college (that is considered the most critical period) when most of the dropout occur. A wider comprehension of this process requires the expansion of the studies on different types of graduation courses. This research had two objectives: 1) the identification of previous admission variables that could predict dropout in the early years among technology college students; 2) the identification of characteristics that were previous to the admission that could predict dropout in different modalities (abandonment, enrollment cancellation, freshman disconnection and course change). The study was developed with data of students from a Technology Education Center, which belongs to a public university located in the countryside of São Paulo state. In the analysis, it was used data from a socialcultural survey, answered by students at the moment of their application for the university admission exam, data provided by the university about the students' situation after the second year in college (enrolled students or students who quit college) and type of dropout. It was analyzed, through Logistic Regression, data from 546 students, who quit college in the first two years of the course, who were admitted between 2000-2004. The results point that the Mathematics grade in the university admission exam and the student decision level about the choice of the course are the strongest predicting dropout factors in the beginning of the technology college courses. About the types of dropout, it was pointed that different previous admission characteristics were connected to the different modalities. The identification of predicting variables pointing those groups that could be more vulnerable to the initial year's course dropout suggests new studies that identify efficient interventions and actions in order to minimize this occurrence. / Mestrado / Psicologia Educacional / Mestre em Educação

PURPOSE: The purpose of this study was to determine whether a peer mentoring program incorporating learning styles impacts upon the achievement and persistence of entry-level academically underprepared college students. PROCEDURE: Subjects were freshmen at Bemidji State University during the fall terms of 1985 and 1986 who were assigned to remedial/developmental English because of low placement test scores. An experimental group of 31 English 100 students participated in Connections: The Student-to-Student Mentoring Network, a pilot program designed to help underprepared students make a successful transition into college. The experimental group was compared to a control group of 40 students who were not mentored but who took the course the previous year from the same instructors. Analysis of covariance procedures and chi-square statistics were used to assess the effects of peer mentoring on grades and reenrollment status. Effects of mentors and students matching and mismatching in learning style, age-level, and gender were analyzed by comparing grades and reenrollment status of matched and nonmatched pairs. The Meyers-Briggs Type Indicator was used to assess level of learning style match. FINDINGS: 1. Students in remedial/developmental English who received peer mentoring achieved a more favorable reenrollment status than comparable students who took the course without mentoring. 2. Mentored students attained more satisfactory grades than nonmentored students. 3. Matching students and mentors by learning style was not found to be a factor in improving students' grades or reenrollment status. 4. Matching students and mentors by gender was not found to be a factor in improving students' grades or reenrollment status. 5. Matching students and mentors by age-level was not found to be a factor in improving students' grades or reenrollment status. Contrary to the research hypothesis, the findings suggested that students who had mentors of a higher age-level attained a more favorable reenrollment status. 6. Mentored students were more knowledgeable about campus resources and used them more frequently.

This qualitative case study investigates first-year college-level art education in the United States today. Specifically, 12 art instructors from a broad range of postsecondary institutions (including private art institutes, public research universities, public liberal arts colleges, and community colleges) were interviewed to explore perceptions of first-year students’ art skills, dispositions, and teaching. When supplemented by online institutional data, descriptions emerge of the curricular structures and changing teaching environments of the sampled first-year art programs. This study finds that art majors enter college art programs today with different skill sets and dispositions than past students. While digital media offers new options for artmaking, the data suggest it may also influence students’ development of manual, fine-motor, and drawing skills. These art instructors describe first-year students as having shorter attention spans and experiencing greater frustration when learning new skills. Furthermore, the data and literature suggest that more college students today enter with mental health issues (such as anxiety and depression) and learning disabilities. Budgetary cutbacks to K-12 arts programming may have diminished students’ abilities to produce quality portfolios for admission to selective art programs, which may have consequences for enrollment. Enrollments reflect shifting student demographics, such as more international students attending private art colleges. Rising college costs have prompted other changes, such as more students living at home and commuting to save money, or transferring to four-year programs after attending community college, working jobs while attending college, and pursuing career-oriented art majors. First-year art programs are continually adapting to new technical, educational, and cultural challenges through restructured curricula and modified pedagogy targeted to the student demographic served by the institution. In addition to teaching art skills required for subsequent coursework, the participants reported helping first-year students adjust to the college environment in ways that foster personal growth. This study documents changes in first-year art education as a basis for further research. Art educators at all levels benefit from knowledge of how college art instructors and first-year programs are modifying pedagogy and curricula to meet the changing needs of incoming art students.

Scientific literacy entails mastery of basic scientific thinking practices. Rather than focus attention exclusively on students’ acquisition of science content knowledge, students should be engaged in the practice of science in order to support development of the critical thinking skills essential to scientific work. Previous research (Kuhn et al., 2017) has demonstrated the advancement of high-school students’ scientific reasoning and understanding of the nature of science following participation in a problem-based inquiry activity based on a socio-scientific issue. The present research investigates whether superior maintenance and transfer of scientific practices and understandings occur when students engage in investigations involving multiple such issues, including one of particular personal relevance for the population of students who participated. The intervention employed in the current work is the same one as in the study by Kuhn et al. (2017). However, in this study 84 ninth-grade students were assigned to one of three intervention groups who addressed different topics in a classroom activity that took place over five sessions of eighty minutes each. One group (the Astronaut group) addressed a neutral topic. The second group (the Asthma group) addressed a personally relevant topic. The third group addressed both of these topics. Students worked in pairs in a guided problem-based investigation to identify relations between multiple factors and an outcome. Students’ investigations began with comparisons of individual data points, and then proceeded to comparison of entire samples depicted graphically in Inspire Data, a data analysis tool for beginners. Thirty days following completion of the intervention, students were assessed on their ability to design controlled comparisons, to coordinate the effects of multiple-variables on an outcome, and to understand principles of scientific method. Results showed no statistically significant differences across groups in the maintenance and transfer of skills; the development of an experimental design, counterargument, and selection of informative evidence, although all groups showed gains compared to an earlier non-intervention group (Kuhn et al., 2017). However, the third multiple-topic group showed superior performance to the first two groups, in particular with respect to the understanding of multiple causes contributing to an outcome. These results suggest that the relevance of content and provision of multiple contexts to apply skills and understandings can enhance the development of science skills and understandings and aid in understanding their real-life relevance.

prediction of future percormance is attempted in almost every field of endeavor. The accuracy varies in different lines of study, and perhaps none is as subject to variability as those attempted with human beings as subjects. When an attempt is made to ascertain in advance the performance of college students in their schoolwork, a multiplicity of complicating problems are introduced. Whereas intelligence can be fairly well isolated, it is difficult to control or even enumerated all the other factors that come into the problem of predicting grades from scores received on an intelligence examination. Among the factors that are difficult to objectively measure or control are the transference of past learning, levels of aspiration, efficiency of study habits and time spent in studyingy, attentiveness in class, as well as specific aptitudes of disabilities, varying difficulty of different academic courses, and susceptibility to or freedom fromphysiological or paychological disorders. Evn though correlations between scholastic grades and intelligence test scores will be, due to various factors of limitation, only moderately high at best, their values cannot be doubted. With high correlations, a definite relationship can be established. With lower correlations, trends can be noted. A segment analysis also may prove to be of value in establishing areas of relative stringth and weaknesses in the predictive structure. The thesis problem is one of determining certain predictive values of the American Council on Education Psychological Examination. Inasmuch as specificity is a virtue in educational measurement, the American Council test is a definite step in this direction. The aim of the test is to measure what the authors of hte test consider to be schoolastic aptitude. The purpose of this study is to determine the accuracy of this scholastic aptitude test in predicting grade-point averages of Utah State Agricultural College freshmen students in their first quarter in college.

The purpose of this study was to utilize the Student Readiness InventoryTM to profile retention and academic success rates for College of Agriculture freshmen. The Student Readiness Inventory (SRI) has been developed to help measure psychosocial issues related to academic achievement and college student retention. This information, combined with high school grade point average and admission test scores from American College Testing (ACT, Inc.), will help advisors and administrators in the College of Agriculture identify potential at-risk students during their first year of college. From SRI test results, a model for intervention will be built to meet the students' specific psychosocial needs, encouraging their persistence in obtaining a degree, and enhancing their college experience. Fifty-five incoming freshmen completed the SRI survey. Overall mean scores indicated that the students scored lower in psychosocial skills including social activity, study skills, academic self-confidence, and communication skills. Student SRI summary profile information will be provided to advisors and administrators to identify and help students who may be "at-risk" for dropping out of school before completing their degrees. The SRI information can help advisors and administrators in designing intervention programs or activities to assist students with improving abilities where they may be deficient. Further utilization of the SRI program may provide data on student trends with regard to retention and academic success for students in the College of Agriculture at Utah State University.

Researchers have suggested that the number of adults holding advanced academic degrees across the population in the United States is falling behind those within the developed nations. Student retention is critical to U.S. colleges and universities’ retention. Retention of in-residence military high school graduates after they enter college is the research problem upon which this study was focused. Understanding the distinct perspective of in-residence military high school graduates can contribute to the improvement of persistence and retention programs for traditional college students; however, a search of the literature revealed an incomplete and unbalanced body of empirical research about this unique population. The purpose of the present study was to describe and evaluate the transition and retention experiences of high school alumni who graduated from an in-residence military school and subsequently attended a 4-year university as an undergraduate student. A qualitative method was implemented with a case study design to explore the perceptions, attitudes, and lived experiences of alumni of in-residence military schools who are freshmen through senior undergraduates attending a sample of diverse 4-year universities across the United States. Participants were alumni from in-residence military high schools and were currently enrolled in traditional 4-year university settings. Elements that enhanced or hindered the retention of military school graduates as they progress or fail in the university setting was explored as well as the role their previous high school experience had regarding their successes or challenges. A semi-structured interview protocol with open-ended questions was implemented to collect data through face-to-face interviews in person where possible or through media such as Skype. Interviews were audio recorded and results were transcribed. Qualitative data requires interpretation and organization into categories to enable construction of a picture by using open coding where themes, patterns, concepts, or similar features can be identified. Therefore, data was separated into categories to search for themes and patterns. Inductive reasoning facilitated the development of conclusions and generalizations.