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Dissertations / Theses on the topic 'College attendance – Texas – Tomball'

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Published: 4 June 2021

Last updated: 6 February 2022

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Sparkman, Lila Gillis. "Comparison of Reasons for University Attendance Between Traditional and Non-Traditional Female Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277742/.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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Saxon, Randall J. "An Assessment of the Use of Student Price Response Models to Predict Changes in Undergraduate Enrollment at a Metropolitan University." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4653/.

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Most colleges and universities invest substantial resources in an effort to strategically plan for a sound financial base. The revenue for the financial base is dependent on student enrollment that must be effectively managed. Increases in the price of tuition and fees can lead to decreased enrollment and negatively impact the revenue of an institution. The increases can also impact the enrollment of certain student populations such as minority students and high school graduates enrolling in college for the first time. Many studies have analyzed the price elasticity and student price response models that have been developed over time by reviewing historical price increases and enrollment across institutions. Few studies have used the models to predict changes in the enrollment of students for one college or university after the increases in the cost of attendance are imposed on students. This study sought to analyze the effectiveness of the most commonly reviewed student price response and price elasticity models in predicting changes in undergraduate enrollment at one metropolitan academic university. The three models introduced by Leslie and Brinkman, St. John and Heller were used to analyze the tuition and fee increases and to identify the likely percentage of increase or decrease in student enrollment at the University of North Texas for the fall 2004 semester. The study predicted the change in undergraduate enrollment among Caucasian, Hispanic, African American and Asian student populations. The price elasticity among full-time students, part-time students, undergraduate transfer students and new from high school students entering the University of North Texas were also analyzed in the research study. The results of the study found the student price response developed by Heller accurately predicted decreases in enrollment among first-time undergraduate students, continuing undergraduate students and undergraduate Caucasian students. The model introduced by Heller accurately predicted increases in enrollment among first-time Asian undergraduate students, first-time African American undergraduate students, continuing Asian undergraduate students and continuing African American undergraduate students. The study found an inelastic demand to price elasticity among full-time and part-time students and undergraduate transfer students. New from high school students were found to have an elastic demand to price elasticity.

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Whitt, Jerry W. "A Study of College Selection Criteria as Applied to Three Small Rural Community Colleges in North Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332106/.

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The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students. The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey. The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence. It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.

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Washington, Latanya. "It's a Different World: Gender Variations in the Satisfaction of African American College Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5487/.

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The purpose of this research study was to explore gender variances in the satisfaction levels of African American students at UNT toward the goal of increasing the retention of these students. Variances in satisfaction levels were measured using information obtained from African American students that participated in the fall 2004 administration of the Noel Levitz Student Satisfaction Inventory (SSI). In addition, the UNT Customer Satisfaction Survey (UNT-CSS), which applies Hom's Basic Model of Customer Satisfaction, was used to further examine areas of interest identified by the Noel Levitz SSI. Analysis of the SSI data indicated that no statistical significance existed amongst any of the correlates of satisfaction as a function of gender. In fact, African American students appeared to have very similar ideas on what services were important to them and on how satisfied they were with the services provided to them by the university. African American males and females were most satisfied with Campus Support Services, Academic Advising/Counseling, and Instructional Effectiveness at UNT. The UNT-CSS further examined the above areas. African American males and females were measured against each other to discern if differences occur in how African American students process the customer service model as a function of gender. African American males demonstrated strong positive correlations between their expectation of customer service and their consequent evaluation of that service. African American females were more influenced by their perception of the service received.

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Bray, Carolyn Scott. "Early Identification of Dropout-Prone Students and Early Intervention Strategies to Improve Student Retention at a Private University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331697/.

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The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SCI-C instrument consisted of six scales designed to elicit attrition-related information about the firsttime, freshmen students. The scales identified students who were in need of assistance, and they provided a profile of their problem areas. This information, available within ten days after the beginning of classes enabled Student Development personnel to select the students out of the freshman class who needed help and to refer them to university resources for assistance. The conclusions drawn from the analysis of the SCI-C data were: (1) students who needed assistance to integrate into the academic and social envrionment of the university were identified by the SCI-C; (2) students at Hardin-Simmons University value adult/student relationship outside of the classroom; (3) attitudes of caring service creates a "staying environment;1* (4) although the SCI-C indicates students' interests in support services, not all students who request assistance, avail themselves of the opportunities provided for them; (5) a relationship seems to exist between the intervention strategies provided particular freshmen and their succesful performance in the classroom (CPA of 1.60 or greater) and their persistence at the university for their second year; (6) the SCI-C provides attrition-related counseling information about students rather than predicting college academic success; and (7) the SCI-C i s a valid instrument to use to facilitate student retention at Hardin-Simmons University,

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Jones, Victor Jerrell. "Influences on Latino Males' Enrollment in Four-Year Colleges." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.

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Young, Denise York. "Participation in a study-abroad program and persistence at a liberal arts university." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.

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This study used a quasi-experimental design with 1,237 students to investigate the association between participation in a study-abroad program and persistence at a liberal arts university. The theoretical basis for the study was Tinto's Theory of Individual Departure. The independent variable of interest, also known as the treatment, was participation in the University of Dallas Rome Program during the sophomore year. The control group consisted of students who were qualified to participate in the Rome Program, but chose not to do so. The dependent variable was the number of fall and spring semesters enrolled as an undergraduate at the University of Dallas post-treatment through spring 2003. Nine variables that measured background characteristics, academic integration, and social integration explained 3.8% of the variation in number of semesters enrolled post-treatment. Participation in the Rome Program explained an additional 4.2%. In all of the statistical measures examined in this study (incremental increase in R2, b weights, adjusted β weights, and structure coefficients), there was evidence of an important positive association between participation in the Rome Program and persistence. Based on the b weight in the regression equation, holding all other variables constant, students who participated in the Rome Program persisted on average .83 semesters longer post-treatment at the University of Dallas than those who did not go to Rome. Of the 1,007 students in this study who went to Rome, 96% were enrolled at the University of Dallas one semester after Rome participation and 91% were still enrolled after two semesters. This compared to 80% and 72%, respectively, for the 230 students in the control group. Of the 674 students in the study who went to Rome and had the opportunity to graduate within 4 years, 79% graduated within 4 years. This compared to 51% for the 123 students in the control group. Persistence during and after the sophomore year was not associated to the same extent with pre-entry background characteristics, academic integration, and social integration as was persistence from freshman to sophomore year.

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Martinez, Vesta Wheatley. "A Quantitative Analysis of the Relationship of a Non-traditional New Student Orientation in an Urban Community College with Student Retention and Grade Point Average Among Ethnic Groups." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33184/.

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This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.

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Brandyburg, Lawrence Duane. "Minority student perception of Tomball College implications of how perceptions effect student life and college attendance /." 2005. http://www.lib.utexas.edu/etd/r/d/2005/brandyburgl58412/brandyburgl58412.pdf#page=3.

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Rideaux, Larry 1969. "African American male participation at Tomball College : barriers, outreach, and retention." 2004. http://hdl.handle.net/2152/12744.

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Rideaux, Larry Moore William. "African American male participation at Tomball College barriers, outreach, and retention /." 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3150598.

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Waters, Victoria Ann 1971. "Satisfaction of student services at Tomball College." Thesis, 2007. http://hdl.handle.net/2152/3397.

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Students are now viewed as customers in many colleges, altering the way in which services are rendered and adding a new dimension to the strategic planning of colleges. Satisfaction is a factor now that students have more choices in higher education. It is time to investigate how student services are delivered and ensure the student's best interest is being served. A transition in higher education occurred when education became more secular and larger numbers of people pursued postsecondary degrees. Several social and federal initiatives caused a surge in higher education. Students who were previously excluded from higher education were welcomed in community colleges. Student services began to focus on the personal and academic development of "the whole student." This study identified how satisfied students are with student services at Tomball College. Additionally, employees were surveyed on their perception of student satisfaction. Gaps were identified and recommendations suggested. The adapted SERVQUAL instrument, consisting of 23 questions, was used to solicit electronic responses from students and employees regarding satisfaction in 10 areas of student services. Three focus groups consisting of students, faculty/staff, and deans/directors were convened to follow-up on electronic survey responses. The significance of this study is that student services providers will be aware of student satisfaction. Providers often think because they spend so much time and effort planning and organizing that students are satisfied. This study can be used as a tool to improve communication within the college.

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Benn, Sherri Humphrey. "Songs of Zion in a strange land successful first-year retention of African-American students attending a traditionally white institution : a student perspective /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3108458.

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Escamilla, Mark Steven 1969. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." 2001. http://hdl.handle.net/2152/10465.

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