Student engagement variables that influence academic achievement among Hispanic students at the community college level.
| dc.contributor.advisor | Tan, David, | en_US |
| dc.contributor.author | Davenport, Pamela J. | en_US |
| dc.date.accessioned | 2013-08-16T12:20:00Z | |
| dc.date.available | 2013-08-16T12:20:00Z | |
| dc.date.issued | 2005 | en_US |
| dc.description.abstract | The more students are engaged in their collegiate experience the more likely they are to do well academically, be retained, and achieve their education goals. Student engagement is a key to student success. The study's goal was to examine student engagement factors that influenced academic achievement, with the focus on Hispanic students at a community college. Data from the Community College Survey of Student Engagement was used to examine the research questions outlined in this study. | en_US |
| dc.description.abstract | This study found student-faculty interaction to be the only statistically significant positive influence on academic achievement among Hispanic students. While the reminder of the college student engagement experiences were not statistically significant, active and collaborative learning practices were the second strongest positive influence on academic achievement and the level of academic challenge was the strongest negative influence. | en_US |
| dc.description.abstract | The strongest positive influences on academic achievement for Hispanic students are two of the college experience variables that are, for the most part, under the control of faculty. With both of these sets of college experience variables, Student-Faculty Interaction and Active and Collaborative Learning, faculty members provide the learning environment in which these experiences can thrive and make a difference for Hispanic student academic achievement. It is critical that faculty develop methods to incorporate best practice strategies that ensure learning environments are active, involving, and well suited to the needs of Hispanic students. | en_US |
| dc.format.extent | xiii, 174 leaves : | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/964 | |
| dc.note | Adviser: David Tan. | en_US |
| dc.note | Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4314. | en_US |
| dc.subject | Education, Higher. | en_US |
| dc.subject | Education, Bilingual and Multicultural. | en_US |
| dc.subject | Hispanic American college students. | en_US |
| dc.subject | Education, Community College. | en_US |
| dc.subject | Academic achievement. | en_US |
| dc.subject | Community college students. | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.thesis.degreeDiscipline | Department of Educational Leadership and Policy Studies | en_US |
| dc.title | Student engagement variables that influence academic achievement among Hispanic students at the community college level. | en_US |
| dc.type | Thesis | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies | |
| ou.identifier | (UMI)AAI3203324 | en_US |
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