Matching Items (4)
Filtering by
- All Subjects: community college
- Creators: Thompson, Marilyn S
- Creators: Zambo, Ron
Description
Many methodological approaches have been utilized to predict student retention and persistence over the years, yet few have utilized a Bayesian framework. It is believed this is due in part to the absence of an established process for guiding educational researchers reared in a frequentist perspective into the realms of Bayesian analysis and educational data mining. The current study aimed to address this by providing a model-building process for developing a Bayesian network (BN) that leveraged educational data mining, Bayesian analysis, and traditional iterative model-building techniques in order to predict whether community college students will stop out at the completion of each of their first six terms. The study utilized exploratory and confirmatory techniques to reduce an initial pool of more than 50 potential predictor variables to a parsimonious final BN with only four predictor variables. The average in-sample classification accuracy rate for the model was 80% (Cohen's κ = 53%). The model was shown to be generalizable across samples with an average out-of-sample classification accuracy rate of 78% (Cohen's κ = 49%). The classification rates for the BN were also found to be superior to the classification rates produced by an analog frequentist discrete-time survival analysis model.
ContributorsArcuria, Philip (Author) / Levy, Roy (Thesis advisor) / Green, Samuel B (Committee member) / Thompson, Marilyn S (Committee member) / Arizona State University (Publisher)
Created2015
Description
Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are attempting to address low completion rates is by implementing institutional interventions intended to increase opportunities for student engagement at their colleges. Utilizing logistic and linear regression analyses, this study focused on community college students, examining the association between participation in institutional support activities and student outcomes, while controlling for specific student characteristics known to impact student success in college. The sample included 746 first-time, full-time, degree-seeking students at a single community college located in the U.S. Southwest. Additional analyses were conducted for the 440 first-time, full-time, degree-seeking students in this sample who placed into at least one developmental education course. Findings indicate that significant associations exist between different types of participation in institutional interventions and various student outcomes: Academic advising was found to be related to increased rates of Fall to Spring and Fall to Fall persistence and, for developmental education students, participation in a student success course was found to be related to an increase in the proportion of course credit hours earned. The results of this study provide evidence that student participation in institutional-level support may relate to increased rates of college persistence and credit hour completion; however, additional inquiry is warranted to inform specific policy and program decision-making at the college and to determine if these findings are generalizable to populations outside of this college setting.
ContributorsBeckert, Kimberly Marrone (Author) / De Los Santos Jr., Alfredo G (Thesis advisor) / Thompson, Marilyn S (Thesis advisor) / Berliner, David C. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants.
ContributorsSteele, Bronwen (Author) / Buss, Ray (Thesis advisor) / Zambo, Ron (Thesis advisor) / Rivera, Rey (Committee member) / Arizona State University (Publisher)
Created2011
Description
This action research study, set in a community college in the southwestern United States, was designed to investigate the effects of implementing cooperative learning strategies in a developmental mathematics course. Introductory algebra was formerly taught in a lecture based format, and as such regularly had a low course completion rate. To create a more engaging learning environment, formal and informal cooperative learning activities were integrated into the curriculum. Bandura's self-efficacy theory, Vygotsky's constructivist theory, and Deutsch's social interdependence theory guided this study. Qualitative and quantitative data were collected through pre and post self-efficacy surveys, semi-structured student interviews, student journal entries, class observations, focus groups, and pre and post mathematics assessments. Data were analyzed using a mixed methods approach. As a result of implementing cooperative learning practices as a part of my teaching, there was an increase in student attendance as well as a decrease in student withdrawal rates. Students were also more motivated to work with each other on mathematics homework outside of class sessions. There was a strong sense of community that I had not witnessed in previous courses that I have taught. Use of cooperative learning practices served as a vehicle to motivate students to work on their mathematics coursework with their peers. Keywords: cooperative learning, developmental mathematics, constructivism, social interdependence theory, self-efficacy, community college
ContributorsRivera, Natalie (Author) / Zambo, Ron (Thesis advisor) / Jiménez, Rosa (Committee member) / Rivera, Reynaldo (Committee member) / Arizona State University (Publisher)
Created2013