Intensive courses: A mixed-methods approach to examining perceptions of low SES community college students

Abstract

The purpose of this mixed-methods study was to gain insight into the experience of low SES community college students in intensive courses. Utilizing both quantitative and qualitative data from one community college, the researcher conducted this study of if, how, and to what extent, intensive courses contribute to low SES student success. Three research questions guided the study: What is the relationship between intensive course success rates and low SES status of students?; What are low SES students’ perceptions of intensive courses?; To what degree do intensive courses contribute to low SES students’ success? Quantitative analysis of data from one community college found that students performed as well in intensive courses as they did in traditional full-semester courses. Three themes emerged from a qualitative analysis of data from ten one-on-one interview participants from the same community college: Time management is considered vital to success in intensive courses; A sense of accomplishment is perceived as a motivator for both seeking out and completing intensive courses; There are multiple factors beyond course format that influence student learning. Participants viewed intensive courses favorably. Findings from this study are informative to faculty, staff, and administrators of community colleges and universities when they consider intensive course formats.