An academic and retentive comparison of adult to younger students entering a four-year institution of higher education.

Abstract

From the results of this study, conclusions were drawn that there are no significant differences in the sex ratios. There are significant differences in the ethnic origins, in the marital status, and in the predictive ability of ACT scores between adult and younger students. There are significant differences on the ACT scores and the selection of majors of adult and younger students. There are significant differences in changing majors in academic performance of adult and younger students. There are significant differences in academic performance of adult and younger students not taking ability into consideration. There are significant differences in full-time versus part-time status in adult and younger students. There are significant differences in stopout rates of part-time adult and younger students, and in stopout rates of full-time adult and younger students. There are significant differences in the graduation rates of adults and younger students.

To outline this study four research objectives were identified. Research Objective I related to the demographic characteristics of adult and younger students. Research Objective II related to the academic characteristics of the two groups. Research Objective III was concerned with the academic performance of adults in comparison of younger students. Research Objective IV identified the retentive characteristics of adults and younger students.

This study examined adult students at the University of Oklahoma by comparison to younger students in retention, demographics, academic characteristics and performance. The sample was a total population of new freshmen entering the University of Oklahoma the fall semester of 1977.

For the purpose of this study, the problem was stated as: "Are there differences between adult students who enter a four-year institution after age 20 and younger students and if so are these differences significant?"