Literaturnachweis - Detailanzeige
| Autor/in | Struble, Kevin Daniel |
|---|---|
| Titel | An Analysis of Undergraduate Student Satisfaction, Retention, and Graduation by Instructional Modality and Racial/Ethnic Groups |
| Quelle | (2023), (151 Seiten)
PDF als Volltext Ed.D. Dissertation, Marshall University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-2041-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Undergraduate Students; Student Satisfaction; School Holding Power; Teaching Methods; Minority Group Students; Racial Differences; Predictor Variables; Graduation Rate |
| Abstract | This study investigated whether instructional modality in an undergraduate degree program, either traditional on-campus or asynchronous online, and racial/ethnic group could predict students' reports of satisfaction with the institution, retention year-over-year, and graduation within an eight-year award rate. Data from surveys and enrollment status were collected on undergraduate students enrolled in a bachelor's degree program by instructional modality over a timespan of eight academic years at a single institution. The researcher analyzed categorical predictor variables of instructional modality and racial/ethnic groups with the dichotomous outcome variables of low or high satisfaction, did not or did retain, and did not or did graduate through six research questions and multiple binomial logistic regression tests. This study identified statistically significant results by instructional modality for students' reports of satisfaction with the institution (i.e., online students were more likely to report high satisfaction), retention year-over-year (i.e., on-campus students were more likely to retain), and graduation rate (on-campus students were more likely to graduate). It further identified statistically significant results by instructional modality and racial/ethnic groups for students' reports of satisfaction with the institution (i.e., on-campus White students were more likely to report high satisfaction than other on-campus racial/ethnic groups and online Black or African American students were more likely to report high satisfaction than other online racial/ethnic groups), retention year-over-year (i.e., on-campus White students were more likely to retain than other on-campus racial/ethnic groups and online White students were more likely to retain than other online racial/ethnic groups), and graduation rate (i.e., on-campus White students were more likely to graduate than other on-campus racial/ethnic groups and online White students were more likely to graduate than other online racial/ethnic groups). [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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