Browsing by Subject "Academic success"
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Item Biblical literacy in a secular world: Secondary students’ perceptions of the influence of Biblical practices on academic achievement.(2017-09-22) Evans, Ashlei Nicole; Haas, LoryPurpose The purpose of this journal-ready dissertation was to examine middle and high school students’ perceptions of the relationship between their Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability) and academic success (i.e. attendance, behavior, motivation, goals, decision-making) according to gender, ethnicity, and participation in religiously affiliated activities. More specifically, the first purpose was to examine student perceptions of the relationship between Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability), as well as overall academic success (i.e. attendance, behavior, motivation, goals, decision-making) among boys and girls in Grades 7-12. A second purpose was to investigate student perceptions of the relationship between Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability), as well as overall academic success (i.e. attendance, behavior, motivation, goals, decision-making) among five ethnic/racial groups (i.e., Asian, Black, Hispanic, White, and more than one ethnicity) of students in Grades 7-12. The third purpose was to explore students’ perceptions of the impact the Bible has on their lives. Finally, a fourth purpose was to analyze student perceptions of the relationship between participation in religious affiliated out-of-school activities and academic success, as well as decision-making among students in Grades 7-12. Method A correlational research design was used to conduct this quantitative study. Cross sectional survey research was conducted to collect data regarding the participants’ demographics (e.g. gender and ethnicity), perceptions, Biblical literacy practices, and participation in religiously affiliated out-of-school activities. Chi-square tests were run using SPSS to determine Biblical literacy practices, academic performance, and academic success as a function of gender, ethnicity, and participation in religiously affiliated activities. Findings Regarding gender, the findings reveal a greater number of girls engage in reading the Bible and participate in religiously affiliated activities in-and-outside of school than boys. More girls indicated they perceive reading the Bible is beneficial to academic performance and academic success more than boys. As it pertains to ethnicity, a statistically significant higher percentage of Black students noted the importance of reading the Bible and its impact on their behavior than other ethnic groups. Asian students had statistically significantly lower percentages when referring to whether the Bible increases their reading ability, its impact on their motivation to succeed, and how they make decisions. In relation to participation in religiously affiliated out- of-school activities and the impact on their personal lives and relationships, there were no statistically significant differences between the grade levels and gender; however, a statistically significant difference was indicated among Black, White, and Hispanic students. Findings with regard to gender are similar to previous research wherein girls are more engaged in reading and perform higher in reading achievement than boys. However, the findings regarding ethnicity varied. A consistent finding among boys and girls, as well as all ethnic groups was their perception that reading the Bible improves their reading ability. Research conducted reveals that students believe their Biblical literacy practices significantly influences their reading ability, behavior, motivation, decision-making, and personal life.Item A case study of the experiences of field-dependent students in a community college learning community and the implications for curriculum(2005-05) Carroll, Jonathan David, 1977-; Moore, WilliamConsider the reality that the traditional college curriculum works against community college students -- think of the implications. It is no secret that community college students are the most disadvantaged in higher education, and their chances of succeeding in college are slim. Scholars have pondered this situation for years. Alas, consider if the problem is the structure of the curriculum itself. Specifically, research indicates that community college students tend to be field dependent and the traditional curriculum works against this type of student because it does not provide the type of community support these students require. One way the needs of these students could be met is through learning communities, which are conscious curricular structures that link two or more courses. This curricular tactic offers a way to fulfill the cognitive needs of community college students and enables them to succeed. To determine whether learning communities are an appropriate curricular tactic, the methodology of Interactive Qualitative Analysis (IQA) was used to understand the experiences of field-dependent students. Through focus groups and individual interviews, this method helped to crystallize these common experiences and provide a voice for them. The results substantiated that learning communities provide the peer support, faculty interaction, academic involvement and collaborative learning environment field-dependent students need to succeed. Curricular tactics like learning communities can be utilized to meet the needs of community college students. Rather than employing the traditional curriculum, which works against community college students, curriculum needs to be tailored into applied models like learning communities, which work for them.Item Digital literacy and academic success in online education for underprivileged communities : the prep@net case(2013-05) Lopez Islas, Jose Rafael; Strover, SharonThis study investigated the relationship between digital literacy and academic performance in the context of an online learning high school program aimed at students from underprivileged groups. The study proposed that digital literacy should be understood as a construct of several variables that create a progression from basic--though indispensable--physical conditions of access to technology, to complex skills and attitudes that permit a student to succeed in an online learning situation. Using path analysis as a methodological tool, the study tested a three-stage model that measured the chain of effects of the variables that integrate the digital literacy construct both among them, and on academic performance as the overall dependent variable of the study. The model organized the variables in three stages: conditions of access to technology; general digital skills (that included motivation, knowledge and skills to use digital technology, as well as frequency and diversity of usage practices of technology); and context-specific skills required to successfully use technology in a particular domain (in this particular case, online distance learning). The study found that in the particular online learning context of this investigation, better conditions of access to technology had a mediated and strong positive effect on academic performance by increasing the use of Internet for social and entertainment purposes, which in turn led to a higher use of the learning platform software and to better digital and academic skills. These skills had a positive effect on academic performance through independent learning as a mediating variable. A second finding--that runs in part in an opposite direction--was that better conditions of access increased the use of social networks, which had both a positive effect on independent learning in terms of increasing familiarity with the Internet and computer resources, and a negative effect, perhaps simply because the time one spends with social media may diminish the time one has available for learning.Item Highly-engaging community colleges and their successful Hispanic students(2008-12) McLean, Christine Michelle; Roueche, John E.The purpose of this study was to investigate what contributes to Hispanic student engagement and success. The research was twofold, and included 1) a review of highly-engaging and Hispanic-serving community colleges’ programs, practices, and services that contributed to Hispanic student success; and 2) an investigation of Hispanic students’ experiences and relationships that contributed to their success. This was a qualitative investigation to illuminate quantitative data on four colleges across the United States that scored above-average on three or more CCSSE Benchmarks in 2007. Eighteen Hispanic students who were near degree or certificate completion and transfer were interviewed. This research also included Recommendations for Research and Practice, all for the purposes of promoting Hispanic student engagement and success in community colleges.Item How do teacher practices influence student academic performance in required after-school tutoring?(2010-12) Naseem, Noreen; Fránquiz, María E.; Palmer, DeborahSince the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success.Item Noncognitive Predictors of Academic Success for First Generation College Students at a Public Research University in Texas(2011-08) Tawney, Andrea S.; Jones, Stephanie J.; Lan, William; Taylor, Colette M.In 1995-1996, first generation college students accounted for 53% of the population in two-year colleges and 34% for four-year institutions (Choy, 2001). Although these numbers are promising in terms of access, baccalaureate attainment rates are far less encouraging. According to data from the U.S. Department of Education’s 1988 National Education Longitudinal Study Postsecondary Education Transcript Study, only 24% of first generation college students who graduated from high school in 1992 who enrolled in higher education earned a baccalaureate degree by 2000 (Chen, 2005). This percentage compares to the 68% non-first generation students who had earned a baccalaureate degree in this timeframe. Students who are first in their families to attend college differ from their peers in a number of important ways. Although there are several models and research studies that explore the factors that lead to student attrition or graduation, they do not take into account these unique differences. Much of the research focuses on generally accepted success indicators (such as standardized test scores) for the majority student population, which predominantly consists of Caucasian students and rarely addresses at-risk student populations, such as first generation students (Pascarella, Pierson, Wolniak, & Terenzini, 2004). The purpose of this study was to determine whether a relationship exists between the background, cognitive, noncognitive variables (dropout proneness, predicted academic difficulty, educational stress, receptivity to institutional help) measured by the Noel-Levitz College Student Inventory (CSI) Form B, as well as participation in a first generation student support program and the dependent variables cumulative college grade point average, retention from first to second year, and baccalaureate degree attainment for first generation/first time freshman college students at a public research university in Texas. The quantitative predictive study examined five successive cohorts of students who enrolled at the university between 2002-2006. The study evaluated the entire sample of participants in 2010 to determine which factors significantly predicted academic success for the group of students. Results from the discriminant analysis indicated that dropout proneness, predicted academic difficulty, high school percentile, and gender were significantly related to students’ baccalaureate degree attainment. Discriminant analysis also showed that dropout proneness, educational stress, high school percentile, and predicted academic difficulty were significantly related to students’ retention status. Results from the multiple regression analysis indicated high school percentile, gender, and SAT/ACT standardized scores did significantly predict cumulative college GPA. Results from the multivariate analysis of variance showed that there was a statistically significant difference between Hispanic and Caucasian students on the combined noncognitive variables. Logistic regression analysis indicated that the noncognitive variables were not statistically significant better predictors than the cognitive variables for degree attainment within five years. High school percentile was the only significant predictor of degree attainment.Item Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University(2012-10-19) Brookins, BariThis dissertation examined the perceptions of high-achieving undergraduate Hispanic students majoring in engineering with regard to their academic success. As the largest and fastest growing minority group in the US, Hispanics are underrepresented among the racial and ethnic compositions of students enrolled in undergraduate engineering programs. Factoring in the overall decline in the number of graduates in engineering, as well, enhances the challenges this will bring to need for a racially and ethnically representative US workforce. While engineering is an academically demanding discipline, some students not only succeed, but excel. To understand the factors that contributed to their academic success, seven high-achieving undergraduate engineering students were interviewed to examine their undergraduate experiences at Texas A&M University. This qualitative study utilized semi-structured participant interviews as the means of data collection to gather information. Through the process of content analysis, four key themes emerged: (1) Versatility: That's a different way of seeing things that I never thought of before, (2) Individuality: I've gotten more a sense of who I am, (3) Essence: That's just how we are, and (4) Successful Study Strategies: I realized if I wanted to continue not having to relearn and relearn, I should just learn. Findings from this study suggest that Texas A&M should emphasize engagement opportunities through the use of freshman Learning and/or Living-Learning Communities to improve the acclimation of new students into the University as well as assist them in forming the type of peer relationships that can increase the likelihood of academic success. In addition, the University should make a variety of academic assistance measures available to these students early in their academic careers to activate successful study strategies and accomplishments.Item Practices utilized in selected Texas early college high schools to promote academic success : a student viewpoint(2011-05) Lofters, Andrew B.; Bumphus, Walter G.; Roueche, John E.; Holme, Jennifer J.; Mathis, Margaretta B.; Fuller, Edward J.; Brown, Anthony L.Early college high schools are programs created by collaborations between secondary public education and institutions of higher education to address the challenge of increasing the number of traditionally underserved students (i.e. minorities, low socioeconomic status, and first generation to college) in institutions of higher education. Students in early college high schools are able to graduate from the school with a high school diploma and an associate’s degree, or 60 hours of transferrable college credit (Jobs for the Future, 2007). The institutional strategies utilized in these collaborative initiatives that pursue, as a main goal, promotion of high school and higher education, student retention and success should be investigated so that other educational settings may adopt these practices to further enhance educational opportunities for all students. A more in-depth understanding of how early college high schools contribute to the success of students who are traditionally underserved in the United States education system is needed. It is imperative to identify specific, evidence based, effective institutional strategies that early college high schools utilize that contribute to student success and retention in order to determine common trends and practices that are utilized by these institutions based on evidence from the available data. This study utilized a mixed methods design, using both quantitative and qualitative research methods, to determine which effective retention and success strategies are common to selected Texas early college high schools. Quantitative analysis was used to determine if there is a statistically significant difference between the selected early college high schools and other traditional high schools within their districts regarding academic achievement on state assessments, retention, and college course completion rates. The qualitative analysis aspect of the study was implemented through the use of anonymous surveys administered to students, student focus groups, and reviews of institutional documents of selected early college high schools. This qualitative data was analyzed to determine the common strategies and practices that are utilized to promote retention, academic achievement on state assessments, and college course completion rates on the selected campuses.Item The role of early college high school in P-16 success: a case study of students’ perceptions of Mission Early College High School effectiveness(2009-08) Valdez, Melinda Martin; Bumphus, Walter G.; Sharpe, Edwin ReeseThe short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied – an integral component of any school’s operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools.Item The transmission of cultural trauma across generations : Sam Schwarz School, a case study(2006-05) Petty, William Henry, 1960-; Ainslie, Ricardo C.Research on the current condition of education within the black community suggests that there are significant obstacles to the academic success of black children. Disparities between black student’s performance, when compared to others show that blacks fall behind other students on standardized test scores, rate of those college attendance and completing high school educations. An exploration of contemporary issues in black education and black student academic achievement will help clarify the scope of these problems and possible underlying causes. It is hypothesized that the challenges facing today’s black student’s academic achievement have their roots in the events that occurred during the desegregation process of the mid to late 1960’s. The educational history of the Sam Schwarz School in Hempstead, Texas will serve as a case study of how the desegregation process represented a collective trauma experienced by Hempstead’s black community.