Although a significant number of students return to adult secondary programs, most fail to change their dropout status as they fail to complete their programs.
Although a significant number of students return to adult secondary programs, most fail to change their dropout status as they fail to complete their programs.Tags: Writing Essays And Research Papers Is DifferentAmistad Movie Essay QuestionWhy Is It Important To Respect Your Parents EssayResearch Papers Smoking BansTeaching How To Write An EssayPhd Dissertation SociologyTeaching 5 Paragraph EssaysFrom An Essay Concerning Human Understanding SummaryWe Wear The Mask Poem EssayEd History Coursework Part A
The instrument used included the Student Engagement Instrument (SEI), a researcher-developed behavioral engagement scale, and demographic items.
A convenience sample of 184 students who enrolled in the Luna Crest College Adult Diploma Program completed this instrument and indicated their perceived levels of emotional, behavioral, and cognitive engagement.
The study sought to find out the effect on persistence rates of EOPS students during a 6-year time period.
Findings of this study did not support previous research that suggested EOPS students would have higher persistence rates.
Persistence was operationalized with attendance hours of 62 hours or more, as students at Luna Crest College are required to complete at least 62 hours of school work to obtain credits for one course.
The results of this study call for: (1) future efforts to modify the instructional format in adult secondary programs to promote peer support, student engagement, and student persistence, and (2) a more comprehensive examination of barriers that adult secondary students face in their endeavors to complete their programs.
The literature review covered general aspects of community college student persistence theory that identified factors influencing attrition.
Additionally, the literature review examined a wide range of support programs associated with retention and persistence practices of community college students.
The challenges, which the deans perceived as being mainly related to student, faculty, and resource concerns, required that they adapt and blend their roles to create solutions.
The solutions focused on meeting the students' needs and included getting resources and results, setting the course and boundaries, letting others have the glory and control, and netting internal and external bonds.