Student engagement and student characteristics as predictors of student academic achievement at Illinois community colleges

dc.contributor.advisor Larry H. Ebbers
dc.contributor.advisor Frankie S. Laanan
dc.contributor.author Egdorf, Randall
dc.contributor.department Educational Leadership and Policy Studies
dc.date 2018-08-11T16:01:58.000
dc.date.accessioned 2020-06-30T02:50:39Z
dc.date.available 2020-06-30T02:50:39Z
dc.date.copyright Tue Jan 01 00:00:00 UTC 2013
dc.date.embargo 2015-07-30
dc.date.issued 2013-01-01
dc.description.abstract <p>ABSTRACT</p> <p>The purpose of this study was to discover which student engagement variables and student characteristics predict student academic achievement. The research utilized the standardized national Community College Survey of Student Engagement (CCSSE) to examine data from 19,516 students from 13 Illinois community colleges.</p> <p>The outcome of student academic achievement was measured by grade point average and total credit hours. The predictive independent variables in this study were student engagement variables from the five standardized composite CCSSE benchmarks and the 38 individual variables from those benchmarks, and student characteristics. Descriptive statistics and ordinal logistic regression were used to analyze the data.</p> <p>Although four of the five student engagement CCSSE benchmarks were statistically significant for both grade point average and total credit hour, only benchmark one, active and collaborate learning, was strongly predictive for both of those outcome measures. Similarly, there were many student engagement CCSSE individual variables from benchmarks that were statistically significant for either grade point average or total credit hours, although only one individual variable (time students prepared for class) was strongly predictive for both grade point average and total credit hour. Likewise, there were several student characteristics that were statistically significant for grade point average and total credit hours, yet there was only one student characteristic (older students) that was strongly predictive for both outcome measures. In addition to the research findings, this study also illustrated the importance of examining both benchmarks and individual variables from those benchmarks.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/13572/
dc.identifier.articleid 4579
dc.identifier.contextkey 5050412
dc.identifier.doi https://doi.org/10.31274/etd-180810-3169
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/13572
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/27759
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/13572/Egdorf_iastate_0097E_13945.pdf|||Fri Jan 14 19:55:46 UTC 2022
dc.subject.disciplines Community College Leadership
dc.subject.disciplines Educational Administration and Supervision
dc.subject.disciplines Higher Education Administration
dc.subject.keywords Community Colleges
dc.subject.keywords Community College Survey of Student Engagement (CCSSE)
dc.subject.keywords Student engagement
dc.title Student engagement and student characteristics as predictors of student academic achievement at Illinois community colleges
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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