A Comparison of Student Outcomes and Overall Retention between a 10-Week Accelerated and a 15-Week Traditional Curriculum in a Postsecondary Apprenticeship Training Program

Autor/in	Adams, Gilbert L.
Titel	A Comparison of Student Outcomes and Overall Retention between a 10-Week Accelerated and a 15-Week Traditional Curriculum in a Postsecondary Apprenticeship Training Program
Quelle	(2013), (82 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regent University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-4157-5
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Academic Achievement; Retention (Psychology); Acceleration (Education); Conventional Instruction; Grades (Scholastic); Grade Point Average; Statistical Analysis; Statistical Significance; Postsecondary Education; Apprenticeships; Time Factors (Learning); Workplace Learning; Corporate Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Merkfähigkeit; Acceleration; Beschleunigung; Notenspiegel; Statistische Analyse; Post-secondary education; Tertiäre Bildung; Apprenticeship; Lehre
Abstract	This ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to determine if there were significant differences in retention, course grades, and overall GPA between the two curriculum lengths. A chi-square test for association between groups and retention found a statistically significant relationship between retention and curriculum length, ?[superscript 2] (1, N = 1,995) = 65.84, p < 0.001, with retention greater for the 10-week curriculum. Six of 12 accelerated courses had higher grades (descriptively) than the corresponding traditional 15-week courses, and 4 of 12 accelerated 10-week courses had significantly higher grades (statistically) than the corresponding traditional 15-week courses. The overall GPA for completers was significantly higher for the 10-week curriculum (n = 474, M = 3.02, SD = 0.79) than for the 15-week curriculum (n = 862, M = 2.83, SD = 0.81), t (994) = -4.16, p < 0.001, d = - 0.26. This study has added to the limited body of literature on apprenticeship studies and workforce development by exploring how apprenticeship programs can be accelerated to transform inexperienced skilled labor into a high-performance workforce with a general increase in academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01