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An examination of students' levels of engagement in educational practices in community colleges.

机译：检查学生在社区大学中从事教育实践的水平。

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摘要

The purpose of this study was to examine students' levels of engagement in educational practices by enrollment status, time of enrollment, and size of college in community colleges. Specifically, this study assessed the quality of the undergraduate education through students' self-reported data about their academic and nonacademic activities. The investigator was able to identify differences among the independent groups that might affect the way that engagement factors (Kuh, 2003a) are implemented in curricula and extracurricular activities for part-time and full-time students, students enrolled in day and evening classes, and colleges of various sizes. The study used a secondary dataset, which was obtained from the Community College Survey of Student Engagement (CCSSE).;This was a quantitative study utilizing the 2008 CCSSE Cohort. The subsample for this investigation consisted of 275,000 survey responses provided to this investigator by the CCSSE, located at The University of Texas at Austin. Descriptive and inferential statistics were employed to answer the research questions and the null hypotheses.;The findings of this study revealed that full-time students were engaged in educational practices more so than their part-time equivalents. Likewise, students attending classes during the day reported higher levels in academic and nonacademic activities. Subsequently, in relation to size, students perceived that small colleges engaged them at higher levels in educational practices more so than medium, large, and extra-large colleges. Statistical significance was prevalent in the five CCSSE benchmarks: Active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners; therefore, the null hypotheses were rejected.
机译：这项研究的目的是通过入学状况，入学时间和社区大学的规模来检查学生对教育实践的参与程度。具体而言，本研究通过学生关于其学术活动和非学术活动的自我报告数据评估了本科教育的质量。研究者能够确定独立群体之间的差异，这些差异可能会影响非全日制和全日制学生，日间和夜校的学生在课程和课外活动中参与因子的实施方式（Kuh，2003a），以及各种规模的学院。该研究使用了第二数据集，该数据集是从社区大学学生参与度调查（CCSSE）获得的;这是一项利用2008 CCSSE队列进行的定量研究。该调查的子样本包括位于德克萨斯州奥斯汀大学的CCSSE向该调查员提供的275,000个调查回复。描述性和推理性统计被用来回答研究问题和原假设。这项研究的结果表明，全日制学生比非全日制学生更多地从事教育实践。同样，白天上课的学生报告说学术和非学术活动水平较高。随后，就规模而言，学生认为小型学院比中型，大型和超大型学院更能使他们接受更高层次的教育实践。统计意义在五个CCSSE基准中普遍存在：主动和协作学习，学生努力，学术挑战，师生互动以及对学习者的支持；因此，原假设被拒绝了。

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  • 作者

    Cazabon, Maria M.;

  • 作者单位

    Morgan State University.;

  • 授予单位 Morgan State University.;
  • 学科 Education Community College.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 200 p.
  • 总页数 200
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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