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Dissertations / Theses on the topic 'Cooperative College student orientation'
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1
Manning, Gerard J. "A Web-based orientation package for Co-operative Education students at College of the North Atlantic /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0032/MQ47464.pdf.
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Mullins, Christine M. "ANEP Grant Orientation: Student-led Interprofessional Clinic." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7140.
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Smith, Beth Jan. "The influence of a new student introduction program on freshman student retention at a rural, two-year community college." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/b_smith_042010.pdf.
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Thesis (Ph. D.)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 23, 2010). "Department of Education Leadership and Counseling Psychology." Includes bibliographical references (p. 58-66).
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Goff, Alexandra. "Information skills development for the college bound student /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0014/MQ36126.pdf.
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Hodum, Tommy L. "An investigation of how students, faculty, and administrators within a particular liberal arts college perceived a new-student orientation program's effect on students' social integration and retention." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4741.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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Rogerson, C. Lisa Poock Michael. "The impact of populating the freshman seminar on retention, student perception of content, student satisfaction and connection to the institution." [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1079.
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Thesis (Ed.D.)--East Carolina University, 2008.<br>Presented to the faculty of the Department of Educational Leadership. Advisor: Michael Poock. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.
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Hullinger, Megan M. "Anxiety, graduate students, and new student orientation programs : a quantitative study /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458165.pdf.
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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
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Agherdien, Nuraan. "Investigating student readiness for tertiary education." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.
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Many tertiary institutions are confronted with the challenge of unprepared students. This epidemic is largely due to factors in and out of individuals‟ control. These factors include academic proficiency, course-student match, support and integration, financial stability, preparation, personal circumstances and engagement. The main objective of this study is therefore threefold: Firstly, to describe what student readiness entails; secondly to understand why there is a lack of readiness among first-year Human Resource Management students, and thirdly, to identify and improve upon interventions that prepare students for tertiary education. For this study student readiness refers to the ability of students to meet the basic requirements to successfully enrol for a course without remedial assistance and to successfully complete their studies in the recommended timeframe. The target population of this study focussed on students who registered on a full-time basis for the National Diploma in Human Resource Management for the academic year 2014 (n=117). A self-administered questionnaire was distributed to the students and an open-ended questionnaire additionally to the lecturers who teach first-year Human Resource Management students. The study was subjected to various statistical techniques such as Cronbach‟s alpha, t-tests, Pearson moment product correlation and Cohen‟s d. In doing so an improved insight into student readiness and success was developed. The main findings of the study indicated that there is a relationship between the type of schooling and readiness factors as statistical significance was noted. In addition, students who scored high on readiness factors were more likely to succeed in tertiary education. Moreover the number of interventions students is exposed to positively influence student readiness and success. This study has contributed to the body of knowledge which relates to the broader educational environment in South Africa and provides recommendations to address student readiness and success.
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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.
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Lehning, Emily M. "Impact of an extended orientation program on academic performance and retention." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1030.
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Hall, C., S. Calhoun, and Christine M. Mullins. "SPADES: Student and Preceptor Advancement in a Dedicated Education Site Orientation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7139.
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Robichaud, Wendy. "Student Perceptions of A Comprehensive Orientation Program for Online Courses." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10016459.
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<p> This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed individually to find out: (a) what are the perceptions of participants toward the materials presented in the orientation after completing their first semester; (b) what aspects of the orientation resonate most with participants when it comes to completing a course (nature of online learning, how to use course management system, technical requirements or learning skills and motivation). Besides the interviews, data was collected from the college’s learning management system. </p><p> The results of the study show that participants were satisfied with the content of the orientation; however, more information pertaining to specific aspects of the learning management system should be included for additional satisfaction. Participants requested additional information concerning navigating courses, turning in assignments, and posting on discussion boards. The information provided in the interviews was consistent with the theory presented by Rovai’s (2003) persistence model. Participants’ perceptions fell into tow categories, personal and technical. These results were consistent with the current literature pertaining to online courses, orientations, and persistence. </p><p> The results and findings of this study add to the body of knowledge concerning what materials in an orientation program are most effective in helping students complete online courses. The participants in this study perceived information about the use of the learning management system to be most important. Academic Deans and Student Services coordinators can learn more about what students’ perceive to be the important elements of an orientation program. The study also contributes to the existing literature on attrition, persistence, and retention.</p>
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Oh, Hyun-ah Lorber Michael A. "The effects of individualistic, cooperative task, and cooperative incentive structures on college student achievement in computer programming in BASIC." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818720.
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Thesis (Ed. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 13, 2005. Dissertation Committee: Michael A. Lorber (chair), Doris R. Bordeur, Larry D. Kennedy, Patricia H. Klass, Curt M. White. Includes bibliographical references (leaves 86-90) and abstract. Also available in print.
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Chaulk, Elizabeth. "Student perceptions of a work exposure component of a college program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47444.pdf.
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Austin, Darrel A. Hershberger Lotus D. Dossey John A. "Effect of cooperative learning in finite mathematics on student achievement and attitude." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603514.
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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 2, 2006. Dissertation Committee: Lotus D. Hershberger, John A. Dossey (co-chairs), Robert G. Hathway, Michael J. Plantholt, Ronald S. Halinski. Includes bibliographical references (leaves 123-127) and abstract. Also available in print.
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Blackwell, Edward Scott. "A study of the perceived leadership orientations of selected leaders and members of the Corps of Cadets at Texas A&M University through application of the Competing Values Framework." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1045.
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The purpose of this study was to examine the perceived leadership orientations of leaders and general members affiliated with the Corps of Cadets at Texas A&M University, assess the validity and reliability for the Competing Values Instrument for the cadet population, and identify differences in leadership orientations of leaders and members of a student organization. The survey instrument used was an adaptation of Quinn's 1988 Competing Values Instrument. The two-part 32-item instrument was theoretically based on Quinn and Rohrbaugh's (1981, 1983) Competing Values Framework of managerial-leadership. The instrument divided the items into eight groups of leadership role orientations: Innovator, Broker, Producer, Director, Coordinator, Monitor, Facilitator, and Mentor.
The instrument was administered to 520 cadets enrolled in 28 randomly selected Reserve Officers' Training Corps (ROTC) and School of Military Science (SOMS) courses at Texas A&M University. Responses were compared using various background information and environmental factors. Responses were also examined to establish validity and reliability for the instrument when used with college student members of this student organization. Factor analysis procedures resulted in slight alteration of items within specific factors.
Results supported the idea that perceived leadership orientations are associated with academic classification, Corps classification, gender, age, leadership experience prior to college, involvement in college leadership experiences other than the Corps of Cadets, contract status, level of leadership position in the student organization, and military service affiliation. The contributions the student organization made to the development of leadership were assessed, and a better understanding of leaders' and members' perceptions of their leadership tendencies and practices was obtained.
Survey instrument data indicated the Corps of Cadets was effective in enhancing students' perceptions of their leadership orientations. Recognizable differences were found to have existed in relationship to the complexity and nature of the leadership position. The higher the level of leadership position held by members of the Corps of Cadets, the more frequent those members' practice of leadership and management behaviors became. Military cadets were also more likely to practice leadership and management behaviors more frequently than non-military cadets. The study provided evidence that the Corps of Cadets has some effect on leadership development.
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Garcia-Nadziejka, Mary Magdalene 1955. "THE DEVELOPMENT OF AN EVALUATIVE INSTRUMENT FOR COLLEGE ORIENTATION PROGRAMS: A CASE STUDY (UNIVERSITY, TESTING, PRE-COLLEGE, ENROLLMENT)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275545.
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Lin, Yi. "A qualitatively grounded curriculum for Western international student orientation to Chinese higher education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131425342.pdf.
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Caplan, Jamie Fay. "College Orientation for the First-Year and Transfer Student Populations: How can the needs of both groups be simultaneously met during orientation and beyond?" Oberlin College Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1212177109.
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Nester, Lynn. "Transition and Integration Experiences of First-Year College Students: A Phenomenological Inquiry Into the Lives of Participants in Outdoor Orientation Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3153.
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A qualitative phenomenological study was conducted to understand the transition and integration experiences of first-year freshmen who participated in an outdoor orientation program at 2 higher education institutions in the Southeastern United States. Student attrition from the first year to the second year and increased time to degree completion are challenges for a number of higher education institutions in the United States (Hamilton & Hamilton, 2006; Pascarella, Terenzini, & Wolfle, 1986; Tinto, 2006). First-year to second-year attrition and lack of persistence to degree completion may be due to an unsuccessful transition to college, the inability to integrate into the campus community, or a lack of student involvement (Braxton & McClendon, 2001; Tinto, 2006).
The research setting included 2 public higher education institutions that offer outdoor orientation programs for incoming first-year freshmen. The sample was purposefully selected, using 4 criterion: (1) first-year students who had participated in a university sponsored outdoor based program prior to their first year of college, (2) students who had successfully completed their first semester of college and remained enrolled as a student during the data collection term of the research, (3) students meeting the definition of traditional age (18-21 years old) college freshmen, and (4) students willing to participate in data collection. Traditional age first-year students who participated in outdoor orientation programs at 2 institutions during the summer 2015, and who were enrolled in the spring 2016, were eligible research participants. The sample chosen provided information-rich, illuminative detail on the phenomenon of first-year student transition and integration to college.
Data collection included the creation of 3 concept maps followed by a semistructured in-depth interview. The highest number of mentioned areas on the research participant concept maps included friends, family, and organizations/clubs. A comprehensive support system, the right environment, and engagement in fun campus activities were found to be cornerstones of successful transition and integration to college. The study provides higher education leaders with insight on the lived experiences of first-year student transition and integration as well as evidence related to the impact of first-year experience programs that may guide and enhance institutional efforts.
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van, der Meer Jacques, and n/a. "Mapping first semester challenges : first-year students making sense of their teaching and learning environments." University of Otago. Department of Education, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081029.154312.
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This thesis investigates first-year students� challenges in making sense of the learning and teaching environment during their first semester at university. The aims for the research are threefold. Firstly, mapping the range of challenges students at one university faced in their learning and teaching environments in the first semester. Secondly, developing a greater understanding of those challenges. Thirdly, identifying what educational initiatives the university could consider that might assist students to meet those challenges. The challenges were examined in the context of changes in higher education.
My interest and motivation for this research project concerns improved practices in the first-year teaching and learning environment, rather than improved students. This means that I did not look for deficits within students, but for indications of what helps or does not help students� introduction to the new environment of academia. By mapping students� challenges in the first semester, I hope to contribute to the understanding of academic staff of the range of challenges students have to deal with.
The interpretation of the results and my line of argument are partly influenced and shaped by the theoretical framework of academic literacies, and the notion of de-familiarisation.
For this project, two data sources were used. The first source was data from a survey carried out in May 2004 amongst students enrolled in 100-level courses. The second source was data from interviews conducted with first-year students in the same year. In considering the analysis as a whole, a number of key issues could be discerned. These related to communication, academic skills, access to resources and help, and engagement and connection. The results showed that some of these issues had less to do with educational practices, and more to do with contested understandings of the nature of university education, and the nature of students now entering university. I argue that underlying these issues there are contentious questions of who should adjust or adapt to whom: students to the university, or the university to students?
Students� reported experiences further suggest that some teachers seemed more aware than others that first-year students face particular challenges. Students did not consider their experiences as reflective of the university as a whole. The university was experienced as an institution with divergent ways of organising courses, of valuing aspects of university learning, and of interpreting seemingly similar things. This suggests that where students experienced challenges, these were not necessarily a function of students� characteristics, or students� attitudes to studying, but of particular course environments.
The overall picture that presents itself, then, is that there are challenges that could be considered unnecessary. Whereas few students would experience all of the challenges identified in the results chapters, I argue that there are some aspects that warrant improvement. Improvement initiatives in first-year education, however, are not necessarily considered important by all academic staff. This is another contested issue in universities.
A more explicit introduction of first-year students to academia as a range of heterogeneous communities would respond to first-year students� needs for familiarisation and clarity, as well as reflect some of the values that universities could be said to espouse. Successful interventions in first-year education, however, will also depend on ongoing dialogue with staff about various contested issues, the changed and changing context of higher education, and related challenges and opportunities.
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Cartwright, Pamela LeeAnn. "The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.
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This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate
A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities.
Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.
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King, Tara M. "Admitted student programs, freshmen matriculation, and persistence at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221289.
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This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00).<br>Department of Educational Leadership
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Cooprider, Carlotta K. "Walking the tightrope with no net below : children from foster care transition to college." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369916.
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This study examines many of the common and unique barriers and obstacles that foster care youth encounter when transitioning into postsecondary education. It also considers how these obstacles affect the degree of commitment and persistence toward education aspirations and results. The subjects for the study were Indiana former foster care youth who received educational support funding through Educational Training Vouchers to enroll and attend postsecondary education for the academic years 2004-2005 and 2005-2006.The data set used in this study constitutes the first and only comprehensive data on postsecondary enrolled former foster care youth in Indiana. Also of note, this study will begin to shine a light on the unique challenges faced by resource steams targeted to assist this population. By analyzing this available data using quantitative statistical research methods including logistic regression, those variables, which can be shown to be significant factors to educational continuation, will be discussed. And equally important, using these statistical methodologies, factors which do not hold significance to persistence are pointed out and discussed.By using quantifiable, structured, statistical methodology, relationships were explored between many variables including gender, ethnicity, degree type, grade point average and county of wardship. Implications for future research are included.<br>Department of Educational Studies
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Watson, Joan Monahan. "Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/37492.
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For over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been written in recent years about narcissism as a generational phenomenon, referencing data collected from university undergraduates, there is little to no applied research and discussion into the implications for teaching and learning with respect to the reciprocal interactions between narcissistic students and traditional undergraduate education. Recognizing this paucity in the literature, the manuscripts within this dissertation draw theoretical and empirical connections between narcissism and learning, highlighting significant relationships between narcissism as a dispositional construct and achievement goal orientation. Through the development of a theoretical Triarchic Model of Dispositional Narcissism and the empirical exploration of its viability, this dissertation is written in accordance with sentiments that suggest educational psychologists seek to improve learning through a more comprehensive recognition of the variables that contribute to cognitive processes. The theoretical design, research, and interpretations within this dissertation seek to provide a heuristic through which educators may develop proactive, interventive instructional models and pedagogies that will encourage all students to improve their learning by engaging in strategies that lead to deeper cognitive and metacognitive processing.<br>Ph. D.
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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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Long, Shawna. "Influence of work study, loans, need-based gift aid, merit-based gift aid, and satisfaction with financial aid on freshmen-to-sophomore year retention examined in the context of background characteristics and college experiences : a path analysis approach /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924901.
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Orr, Barbara Ann Loeffler. "Evaluation of international metal technology student work-based learning exchange within a community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008412.
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Jagger, Carla Beth. "Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092.
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Rossouw, Pieter le Roux. "Tertiary students' locus of control and approaches to studying." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1900.
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Thesis (MTech(Education in the School ofTeachers Education)) --Cape Technikon, Cape Town, 1996<br>Students today fuce increasing demands and challenges. This has important implications for
education and its relevance in a rapidly changing world.
It is against this background that the problem ofsuccess or failure at tertiary level, especially in the
first year of study, is particularly significant as is evident from increased interest in and research
undertaken into the factors and determinants involved in success or failure. Two variables that
have received considerable attention in recent studies are (1) approaches to studying and (2) locus
of control. They have been investigated both as independent factors and as part of a cluster of
factors, but the relationship between these two variables has not yet been explored within the
technikon context.
In terms of students' approaches to studying there are two important schools of thought. One
model (Entwistle & Ramsden, 1983) focuses on qualitative differences between the different
categories ofapproaches to studying. In terms ofthis model students are classified as either using a
reproducing/surface, a meaningldeep or an achieving/strategic approach.
The 'Qualitative Individual Differences' model (Meyer, Parsons & Dunne, 1990a; 1990b),
emphasises the qualitative individual differences in terms ofstudents' approaches to studying. This
model defines the concept ofstudy orchestration as the contextualised study approach individual or
groups of students adopt. The term orchestration captures the unique nature of individual approaches to studying viewed as a qualitative responsive approach to a qualitatively perceived
educational context.
The first model therefore views approaches to studying mainly from the point ofview of categorical
differences, whereas the second focuses on qualitative individual (across and within categories)
differences. In this study students' approaches to studying were measured by the Extended
Approaches to Studying Inventory (EASI), a variation on the original Approaches to Studying
Inventory (ASI) developed by Entwistle & Ramsden (1983)
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Linscott, Paula A. "Building Bridges: A Qualitative Analysis of Undergraduate Orientation Leaders’ Experiences." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1585911063727778.
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Rintamaki, Lance S. "Adaptation to college and Ball State first year students of color : analysis of possible effects on adjustment resulting from the Multicultural Advisor Pilot Program." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115765.
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The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program.<br>Department of Secondary, Higher, and Foundations of Education
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Fan, Jinyan. "A new orientation program for Asian international graduate students a field experiment /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092153299.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 256 p. : ill. Advisor: John P. Wanous, Department of Psychology. Includes bibliographical references (p. 187-199).
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DeAngelo, Angela. "Orientation Instructors and Undecided Students' Perceptions of Course Objectives." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083072363.
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Thesis (M.E.)--University of Toledo, 2004.<br>Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Higher Eduction." Includes bibliographical references (leaves 65-69).
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Mulberry, Stella L. "Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28457/.
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This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.
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Loiacono, Cynthia Mansfield. "Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.
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Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
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This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
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Cooper, Tara L. "Intercultural competency development in student success courses." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.
Full textAbstract:
Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.
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Norton, Michael A. "The impact of the summer seminar program on midshipman performance : does summer seminar participation influence success at the Naval Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FNorton.pdf.
Full textAbstract:
Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.<br>Thesis advisor(s): Armando Estrada, Linda Mallory. Includes bibliographical references (p. 75-79). Also available online.
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Thompson, Brandon L. "The impact of a first year seminar on the college success of African American males at Eastern Illinois University /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524874.pdf.
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Stewart, Matthew Douglas. "The Experiences of Gay, Lesbian, Bisexual, and Transgender Students at the University of South Florida, Tampa Campus Using Aspects of the College Student Experiences Questionnaire." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5777.
Full textAbstract:
This quantitative research study examined the college experiences of gay, lesbian, bisexual, and transgender students at the University of South Florida, Tampa campus. Students were surveyed, via the web, using select questions from the College Student Experiences Questionnaire during the Fall 2014 semester. The data were analyzed using appropriate statistical methods and the results reported for each scale and question. Recommendations for practice and areas for future research were identified.
There are four research questions that guide this study:
• Question 1: What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire?
• Question 2: How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students?
• Question 3: How do the campus experiences of gay men and lesbian students differ from bisexual students?
• Question 4: How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students?
The sample was composed of undergraduate and graduate students from a variety of ethnic and racial backgrounds at the University of South Florida, Tampa campus. The sample was primarily composed of Caucasian individuals (66%) under the age of 29 (82%). There was a sizable number of individuals who identified as gay, lesbian, bisexual or other (N = 268). Most of the students were female and there were only a few individuals who identified as being transgender (N =10). Approximately seventy percent of those in the sample were undergraduate students. There were only a few notable differences between those who identified as gay, lesbian, bisexual, other, or transgender and those who identified as heterosexual/straight for their sexual orientation.
A review of the demographics revealed only a few differences between the groups. Those differences included:
• Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to live in campus housing than those who identified their sexual orientation as heterosexual/straight.
• Those who identified their sexual orientation as lesbian, gay, bisexual or other or their gender as transgender were more likely to be enrolled in fewer course hours than those who identified their sexual orientation as heterosexual/straight.
• Those who identified their sexual orientation as lesbian, gay, bisexual or other, or their gender as transgender, were more likely to use loans to pay for college and less likely to have parental support in meeting those same expenses than those who identified their sexual orientation as heterosexual/straight.
Analysis of the first research question, “What are the collegiate experiences of gay men, lesbian, bisexual and transgender students as measured using aspects of the College Student Experiences Questionnaire?” was conducted with descriptive statistics for each of the CSEQ questions. A review of the individual research questions, with their respective means and frequencies, revealed a few key findings:
• Students do not often develop a role-play of case study for class, with this question receiving the lowest mean in the Quality of Effort Course Learning scale.
• Higher level learning items, summarizing, explaining, and seeing how ideas fit together, within the Quality of Effort Course Learning scale all received high mean scores.
• Students are not very likely to engage with faculty outside of class time, as revealed in analysis of items with the Quality of Effort: Experiences with Faculty scale.
• Within the Quality of Effort: Campus Facilities scale students reported the highest frequency for meeting another student on campus for a discussion. All other items in the scale showed a lower frequency level.
• The Quality of Effort: Clubs and Organizations scale reinforced that students are not likely to engage a faculty member outside of class, with the question about meeting a faculty member or advisor receiving the lowest mean score in the scale.
• Students were more likely to become acquainted with a variety of students, rather than have a serious discussion with a variety of students, as revealed in a review of the questions in the Quality of Effort: Student Acquaintances scale.
• Students reported more frequently discussing social issues than discussing the views of writers, philosophers and historians, as revealed in a review of the questions in the Quality of Effort: Topics of Conversation scale.
• Within the College Environment: Scholarly and Intellectual scale, students thought that the greatest emphasis was placed on developing academic, scholarly and intellectual qualities.
• Within the College Environment: Vocational and practical scale, students thought that the greatest emphasis was placed on developing an understanding and appreciation of human diversity.
• Students reported, with the College Environment: Personal Relationships scale, having the best relationships with other students, followed by faculty, and then administrative personnel.
For Question Two, “How do the campus experiences of gay men and bisexual male students differ from lesbian and bisexual female students?”, Question Three, “How do the campus experiences of gay men and lesbian students differ from bisexual students?” and Question Four, “How do the campus experiences of gay men, lesbian, bisexual and transgender (GLBT) students differ from non-GLBT students?” a 2 (male, female) x 3 (gay/lesbian, bisexual, straight/heterosexual) factorial between subjects ANOVA was performed, along with post hoc analysis. If an ANOVA was not able to be performed because of unequal variances, a one-way ANOVA was performed for differences between the three sexual orientations, answering questions thee and four. Overall, results showed that students do not differ greatly based on gender or sexual orientation. However, there were a few statistically significant differences.
On the Quality of Effort: Campus Facilities scale, a significant interaction effect between gender and sexual orientation (F(2,1189) = 3.55, p = .02) was found in performing the ANOVA. Post hoc pairwise testing revealed that female gay/lesbian had a significantly (p = .03) higher mean (M = 2.069, SD = .416) than male gay/lesbian (M = 1.78, SD = .50), making them more likely to utilize campus facilities on a more frequent basis. Additionally, male heterosexual/straight had a significantly (p = .03) higher mean (M = 1.92, SD = .57) than female heterosexual/straight (M = 1.84, SD = .55), making them more likely to utilize campus facilities on a more frequent basis.
On the Quality of Effort: Topics of Conversation scale, a significant difference between gay/lesbian, bisexual, and heterosexual/straight was found (F(2,1225) = 7.86, p = < .001) when performing a factorial ANOVA. Post hoc pairwise testing revealed a significant difference (p = .02) between those who identified as gay/lesbian and those who identified as heterosexual or straight. Additionally, there a significant difference (p = .006) between those who identified as bisexual and those who identified as heterosexual or straight. Those who identified as gay/lesbian (M = 2.61, SD = .59) as well as bisexual (M = 2.60, SD = .64) indicated a greater frequency of participating in a variety of conversation, when compared to those who identified as heterosexual or straight (M = 2.39, SD = .66).
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Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.
Full textAbstract:
Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes.
From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed.
Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average.
A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes.<br>Ph. D.
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Gay, Carla Jean. "Student ambassador program: Meeting a need in higher education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1685.
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Pessoa, Soraya Moreira. "AssistÃncia ao estudante na Universidade Federal do CearÃ: ContribuiÃÃes TeÃricas e PrÃticas." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8725.
Full textAbstract:
Este trabalho resulta de pesquisa de natureza exploratÃria, envolvendo levantamento bibliogrÃfico e documental, em que foi procedida à anÃlise de conteÃdo de depoimentos redigidos por estudantes bolsistas vinculados, em 2011.1, ao Programa Aprendizagem Cooperativa em CÃlulas Estudantis (PACCE), da Coordenadoria de FormaÃÃo e Aprendizagem Cooperativa (COFAC), da PrÃ-Reitoria de GraduaÃÃo (PROGRAD) da Universidade Federal do Cearà (UFC). Os conteÃdos abordados envolvem a assistÃncia ao estudanteâ praticada nas instituiÃÃes federais de ensino superior brasileiras (IFES), ditada pelo panorama socioeconÃmico mundial â e o trabalho realizado com e pelos bolsistas do PACCE, que utiliza preceitos da aprendizagem cooperativa, observando-se o caso da UFC. Buscou-se investigar a potencialidade do programa, como forma de assistÃncia, com o suporte na percepÃÃo desse estudante bolsista, materializada em expressÃo escrita sobre sua experiÃncia apÃs um semestre de atividades. NÃo pretendendo generalizar os resultados, os dados da pesquisa revelam que o referido programa possui vÃrios fatores que o tornam uma forma de assistÃncia em potencial e mais abrangente, pois trabalha nÃo sà conteÃdos acadÃmicos mas tambÃm a formaÃÃo geral que habilita o estudante universitÃrio, pessoal e profissionalmente.<br>This work results from an exploratory study involving bibliographic and documental data collection, which was proceeded through analysis of statements written by scholar students linked to the Student Cells in Cooperative Learning Program (PACCE), from the Training and Learning Cooperative Coordinating Body (COFAC), the Dean of Graduate Studies (PROGRAD), of the Federal University of Ceara (UFC), in 2011.1. The content addressed involve assistance to the students - performed in federal educational institutions in Brazil (IFES), dictated by socioeconomic worldwide panorama - and the work done by scholars of PACCE, which use principles of cooperative learning, observing the UFC instance . We aimed to investigate the potential of the program as a way of assistance, starting with the support in the perception of that scholarship student, embodied in written expression on his experience after a semester of activities. Not wishing to generalize the findings, the survey data show that the program has several factors that make it a potential form of assistance and more comprehensive because it works not only academic content but also general training that enables the college student in personal and professional ways.
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Garland, Azurdee M. "Assessing the Relationship between Student Involvement and Academic Performance in Higher Education." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.
Full textAbstract:
The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.
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Martinez, Carmella Marie. "Extended opportunity program and service, and cooperative agencies resources for education for welfare students in pursuit of a post-secondary education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2280.
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The purpose of this study was to evaluate the effectiveness of the relationship between participation in one community college EOPS & CARE program and participant sense of preparedness for self-sufficiency.
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Roux, Charl J. (Charl Jacobus). "The effect of selected cultural and initiative activities on the attitude of first year students towards ethnicity in a multicultural institution." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51970.
Full textAbstract:
Thesis (MA)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium
institution, changed to a multicultural institution with Afrikaans and English as medium of
instruction. The author, other lecturers and teachers of all races have not been
educated to teach from a multicultural perspective and due to stereotyping and
prejudices which were still dormant, a great need arose to address the cultural diversity
of the college. This diversity lead to differences in culture, which lead to conflicts and
may even have been responsible for poor academic achievements.
As a lecturer at the Durban College of Education, the author became interested in
whether selected initiative and cultural activities could foster a positive self-concept and
a positive attitude towards other students of the same ethnic group, as well as towards
students of other ethnic groups. The author agreed with De Klerk and Labuschagne
(1995) that cultural differences have a great impact on the life, personal development
and academic achievements of the students at a multicultural institution of higher
education. The author also believes that students should be guided (Wasserman, 1997)
in how to perceive themselves and other students of all ethnic groups. This will assist
them. to achieve a successful academic career (Greyling, 1997) without wrong
perceptions, stereotyping and prejudices (Van der Walt, 1991).
The subjects for this study (N=127) were all first year students at the Durban College of
Education. The group was comprised of black students (n=24); white English speaking
students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11)
(see table 3 page 43).
A pre-test was administered to determine the initial status of the subjects. An
intervention programme followed and a post-test was administered directly after the
intervention programme (see chapter 4). A follow-up test was administered three
months later to determine the influence of the daily college routine on the self-concept
and attitude towards ethnicity of the subjects. A control group (N=30) also completed
the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude
scale, was administered. The ethnic attitude scale was based on the ethnic attitude
scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was
adapted to adhere to the needs of this study. The data were computerised; at-test
statistic and a Duncan's multiple range test were applied to determine if there were
significant differences.
By comparing the results of the experimental group with that of the control group, it was
evident that after the intervention programme, there was a significant positive change
(p<O.01) not only in the self-concept of the first year students, but also in the attitude of
these students towards students of the same ethnic group, as well as towards students
of other ethnic groups. The same results were evident after the three-month period in
which no special treatment had been administered. To ensure similar positive effects in
the future, a follow-up programme, similar to the intervention programme, would be
necessary.
The intervention programme accordingly served its purpose as part of the orientation
programme well. There are, however, many changes to be made to suit the needs and
requirements of other institutions that would wish to use similar programmes. The
dynamic interaction of energetic facilitators is essential. If possible, the facilitators
should come from the student body to create more interaction within the student
community.<br>AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende
blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en
Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is
tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot
behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek
aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het.
As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of
uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding
van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese
groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met
De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe,
persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat
studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente
van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde
persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak
akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991).
'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal.
Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n
intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om
die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande
na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde
houding van die proefpersone was. Die - proefpersone (N=127) was almal
eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart
studente (n=24), blanke (Engelssprekende) studente (n=58), blanke
(Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep
(N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie.
Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van
Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die
vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is
spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die
data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is
aangewend om enige beduidende verskille te bepaal.
Deur die resultate van die eksperimentele met die resultate van die kontrole groep te
vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering
in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die
eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk
na die intervensieprogram nog steeds sigbaar.
Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van
die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege
gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die
program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie
inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes
te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke
aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die
studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te
versterk.
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Alavi, Seyyed Babak Education Faculty of Arts & Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities." Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.
Full textAbstract:
The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.
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Woods, Christopher Michael. "Exploring the Meaning-Making Process of Lesbian, Gay, Bisexual, and Questioning Students of Color and Faith." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366479914.
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