Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Wholeben, Brent E.||Burgin, Ximena D.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Community colleges; Community college students--Psychology; Developmental studies programs; Motivation in education

Abstract

The purpose of this study was to examine the completion, persistence, and academic performance of a cohort of developmental education students at a local community college as defined by specific outcomes, demonstrated by existing student data, over a period of ten years. The study targeted first-time, full-time entering students identified with academic skill deficiencies in reading, writing, and mathematics as evidenced by the student's individual scores on placement tests. This longitudinal ex post facto study focused on first-time, full-time entering freshmen extraordinarily academically underprepared. The study measured and compared the students' completion of a degree or certificate, persistence, and academic performance focusing on time to completion and academic success. This longitudinal ex post facto study measured the students' persistence, academic performance, and completion of a degree or certificate over a period of ten years, from 2003-2013. The combination of two theoretical models was used as the framework for this study: developmental theory and behavioral theory. This research study used descriptive statistics with frequency distributions and cross-tabulations to provide a profile of the participants and to examine relationships.

Comments

Advisors: Brent E. Wholeben; Ximena D. Burgin.||Committee members: Teresa Wasonga.||Includes bibliographical references.

Extent

xiii, 252 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses 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.

Media Type

Text

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