Date of Degree
2024
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Counseling and Higher Education (CAHE)
Director
Nyunt, Gudrun
Committee Members
Hutchings, Quortne; Hu, Xiaodan
Keywords
community college, mathematics, course-taking pattern, degree completion, transfer attainment, student success
Abstract
DOES PATH MATTER: A QUANTITATIVE STUDY EXAMINING MATHEMATICS COURSE-TAKING PATTERNS AND DEGREE OR TRANSFER ATTAINMENT
Abstract
This quantitative study, guided by Bean and Metzner’s (1985) student attrition model, examined whether mathematics course-taking pattern is associated with a students’ chances of attaining degree or transfer at a community college. Six years of student data from a midwestern community college was used. Descriptive statistics of student course-taking patterns highlighted that more full-time and college level students enrolled in mathematics immediately while part-time and developmental level students delayed their enrollment in mathematics coursework. Contradicting assumptions at the midwestern community college under study, it was also found that a delayed continuous course-taking pattern was most likely to lead to degree or transfer attainment. This study both contributes to the body of knowledge regarding this topic and provides actionable results for the college under study.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Kraus, Jacqueline, "Does Path Matter?: A Quantitative Study Examining Mathematics Course-Taking Patterns and Degree or Transfer Attainment" (2024). Dissertations of Practice. 14.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/14
