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Dissertations / Theses on the topic 'Persistence in learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Scalese, Ellen R. "A Model to Increase Persistence in Postsecondary Online Learning." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/820.

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High attrition rates are of serious administrative and public relations concerns for higher education institutions. High attrition rates could be an indication of permanently failing organizations, those whose performances, by any standard, fan short of expectations. It is imperative that colleges identify what leads distance education (DE) students to drop out so that appropriate preventative measures may be taken. There have been innumerable studies done on improving the quality of DE and on the subject of student attrition. However, two important factors remain unexplored. The development o

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2

Mella, Alessandro <1992&gt. "Non-topological persistence for data analysis and machine learning." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amsdottorato.unibo.it/9809/1/Thesis_reviewed.pdf.

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This thesis main objective is to study possible applications of the generalisation of persistence theory introduced in [1], [2]. This generalisation extends the notion of persistence to a wider categorical setting, avoiding constructing secondary structures as topological spaces. The first field analysed is graph theory. At first, we studied which classical graph theory invariants could be used as rank function. Another aspect analysed in this thesis is the extension of the study of connectivity in graphs from a persistence viewpoint started in [1] to oriented graphs. Moreover, we studied h

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Svedberg, Mary Kathryn. "Self-Directed Learning and Persistence in Online Asynchronous Undergraduate Programs." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26666.

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The retention literature concerning online education suggests a dropout crisis among most institutions offering online courses and programs. Despite the fact that online courses and programs are making it easier than ever before for students to have access to college education, students are dropping out of online classes at a much faster pace than the traditional brick and mortar or on-ground classes. It would benefit these institutions to understand why students are not finishing their courses in an effort to improve persistence and therefore retention in online education. Furthermore, to

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4

Roch, Laura K. "Self-Efficacy, Motivation, and Persistence Factors at Higher Learning Institutions." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559303816334006.

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5

Maier, Michelle Filomena. "The Differential Role of Initiative and Persistence in Early Childhood." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/154.

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This study examined the relationship of two important learning behaviors, persistence and initiative, and three- to five-year-old low-income preschool children?s school readiness outcomes. The sample consisted of 196 children from two urban Head Start Centers in a large Head Start Program in the Southeast. Initiative was measured by the Devereux Early Childhood Assessment and persistence by the Preschool Learning Behavior Scale. Academic outcomes were collected through the Language and Literacy subscale and the Early Math subscale of the Galileo System for Electronic Management of Learning.

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6

Shen, Chen. "Cross-cultural Differences in Math Persistence: Exploring the Roles of Academic Mindsets and Social Goals." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108095.

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Thesis advisor: Marina Vasilyeva<br>The ability to persist when encountering challenges is critical to math learning. However, little research has investigated cross-cultural differences in behavioral persistence during math problem-solving. Furthermore, factors and mechanisms that can help explain these potential differences are poorly investigated. The present research documented the existence of cross-cultural variability in persistence and investigated the role of two sets of motivational factors –academic mindsets and social goals - in explaining persistence. Participants were college stu

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Hunt, Jeannie. "Influence of Place-Frame and Academic Integration on Persistence at Rural Community Colleges." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7013.

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Community college leaders face challenges due to a lack of persistence data concerning 2-year colleges, especially in rural settings, prompting these leaders to turn to national data sets to drive local institutional changes. The purpose of this study was to identify variables associated with student place-frame and academic integration which are predictive of student persistence from the first to the second year in a small, residential community college in a rural frontier setting. Guided by Tinto's institutional departure theory, the theory of social representation, and Bassett's work in rur

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8

Schmocker, Mary J. "Impact of online learning on student effort and persistence in technical college students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008schmockerm.pdf.

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9

Liggett, Joshua B. "Geek As a Constructed Identity and a Crucial Component of Stem Persistence." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500004/.

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The fields of science, technology, engineering and mathematics (STEM) have long been the bastions of the white male elite. Recently, academia has begun to recognize gender and ethnic disparities. In an effort to expand the recruitment pool for these STEM fields in college, various efforts have been employed nationally at the secondary level. In California, the latest of these efforts is referred to as Linked Learning, a pedagogy that combines college preparation with career preparation. The current study is investigating the connection between what has been referred to in current scholarship a

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10

Moore, John S. III. "Self-regulated learning and ethnic/racial variables| Predicting minority first-generation college students' persistence." Thesis, University of Rhode Island, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557891.

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<p> The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent Development program and General Psychology classes from the University of Rhode Island were also included if they were first-generation college students. Preliminary analyses of group differences based on minority status revealed few significant

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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Wright, Brenda W., Donald W. Good, and Jim Lampley. "Persistence in Learning: Expectations and Experiences of African American Students in Predominately White Universities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3001.

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This study addressed the academic, cultural, and social expectations and experiences of 20 African American juniors and seniors at two predominantly White universities in the Southern Appalachian region of the United States. The participants’ described experiences revealed how institutional practices promoted or obstructed their persistence to graduation. Findings indicated a dissonance between the students’ academic, cultural, and social expectations and experiences primarily caused by unanticipated racist experiences in the classrooms, on the campuses, and in the campus communities-at-large.

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Kolb, Marcus Michael. "THE RELATIONSHIP BETWEEN STATE APPROPRIATIONS AND STUDENT RETENTION AT PUBLIC, FOUR-YEAR INSTITUTIONS OF HIGHER EDUCATION." Diss., Tucson, Ariz. : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1025%5F1%5Fm.pdf&type=application/pdf.

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Kochhann, Renata. "Processamento da memória episódica em indivíduos saudáveis : avaliação da persistência de aprendizagem intencional e incidental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72414.

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Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codi

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Nolan, Christy David. "Broadening the learning community experience| An outdoor orientation program's impact on engagement, persistence, and retention." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602586.

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<p>The Keystone Learning Community was implemented by the Department of Campus Recreation to address retention at the institution. This learning community for incoming freshmen consists of two phases. Phase I is as an outdoor orientation program that includes a three day, two night canoeing and camping experiencer lead by upperclassmen leaders. Faculty and staff from the institution complete every aspect of Phase I with the freshmen. Phase II is class time that concentrates on development of critical thinking and writing skills. </p><p> Through surveys and interviews, participants in the Key

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Campbell, Kathryn Kawai. "A study of selected characteristics and learning strategies of students related to persistence in telecourses." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2763.

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Telecourses, as a form of distance learning, are an effective, accessible educational option for college students. However, there is evidence that attrition rates are high in telecourses which may be due, in large part, to the autonomous nature of such courses. This study investigated factors related to successful persistence in telecourses and attempted to identify a profile of the successful persister in terms of selected characteristics and specific motivation and learning strategies. Five research questions and sub questions were posed to elicit demographic, motivation and learning strateg

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Milner, Michelle R. "What Factors Contribute to the Persistence of Adults with Learning Disabilities Sustaining Enrollment in College?" Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523572109516428.

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18

Lockeman, Kelly. "The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2910.

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College completion is an issue of great concern in the United States, where only 50% of students who start college as freshmen complete a bachelor's degree at that institution within six years. Researchers have studied a variety of factors to understand their relationship to student persistence. Not surprisingly, student characteristics, particularly their academic background prior to entering college, have a tremendous influence on college success. Colleges and universities have little control over student characteristics unless they screen out lesser qualified students during the admissions

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19

Gerkin, David. "The impact of a first -year learning community on student persistence: Perceptions of community college students." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/666.

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This descriptive case study explored the perceptions of former community college first year learning community participants on aspects of their learning community experience that affected their persistence in college using Astin's student involvement theory and Tinto's student persistence model as a conceptual framework. Learning communities have been shown to increase student persistence, but little is known about how they do so. A better understanding of how learning communities contribute to increased student persistence would improve learning community practice and gain administrative supp

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Messina, John A. "A Statistical Analysis of the Impact of Participation in Living-Learning Communities on Academic Performance and Persistence." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1316823755.

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Moore, Diana. "An Investigation of the Attrition of African-American Students in an Online Undergraduate Program." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/255.

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Attrition in online learning is a problem that faces many institutions of higher education that are turning to online programs as cost-effective means by which to bring about fiscal viability. There is a strong demand for online learning options by students due to the flexibility they afford to be able to work and study while also caring for a family, as well as economic benefits such as a quick and affordable degree. However, many of the reasons that students choose online learning end up being a catalyst for lack of completion, especially among underserved populations. While there is much re

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22

Park, Boon-Joo. "Syntactic Persistence Within and Across Languages in English and Korean L1 and L2 Speakers." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194276.

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During the production of language, speakers tend to use the same structural patterns from one utterance to the next if it is possible to do so. For example, if a speaker uses a passive or dative construction, he/she is relatively more likely to use the same construction again in the next utterance (e.g., Bock, 1986; Bock & Loebell, 1990; Hartsuiker & Kolk, 1998): the sentence structure "persists".The current study investigates syntactic persistence in first and second language speakers of English and Korean using within-language primes (Experiments 1A, 1B, and 2) and across-language primes (Ex

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23

Breslow, Bridgit Renee. "Exploration of experiences influencing the academic achievement of university students with learning disabilities in persistence to graduation." [Ames, Iowa : Iowa State University], 2007.

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Kutscher, Elisabeth L. "A Mixed Methods Exploration of Persistence in Postsecondary Education among Young Adults with Disabilities or Learning Differences." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981464.

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<p> This study used a transformative, convergent mixed methods design, with a crossover analysis, to investigate the K-12 and postsecondary experiences young adults with disabilities perceive as influencing their persistence in postsecondary education. </p><p> Thirteen young adults who were persisting in or had completed postsecondary education programs participated in this study. Qualitative data were collected through semi-structured interviews. Quantitative data were collected through a survey that included measures of demographics, high school experiences (based on the National Technical

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Pan, Li-Chi, and res cand@acu edu au. "No Pain, No Gain: an investigation of the concept of persistence in learning in a Taiwanese college program." Australian Catholic University. Trescowthick School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp116.25102006.

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This study aims to explore, describe and thus understand the phenomenon of two-year college program students’ persistence within the context of Taiwanese culture and tradition; and to develop and provide a framework or patterns for understanding working adult students’ persistence for educators. By using a hermeneutic phenomenology approach, the persistence in learning experiences of specific participants was explored based on semi-structured interviews in two exploratory studies linked by a comprehensive literature review. The researcher’s own experience of persistence was also included as pa

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Pan, Li-Chi. "No pain, no gain: An investigation of the concept of persistence in learning in a Taiwanese college program." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/abfa88707b94c6475c66f1b60e303cf416e1fe87bb3f35528e4a26f70c6fb264/1616588/65043_downloaded_stream_268.pdf.

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This study aims to explore, describe and thus understand the phenomenon of two-year college program students' persistence within the context of Taiwanese culture and tradition; and to develop and provide a framework or patterns for understanding working adult students' persistence for educators. By using a hermeneutic phenomenology approach, the persistence in learning experiences of specific participants was explored based on semi-structured interviews in two exploratory studies linked by a comprehensive literature review. The researcher's own experience of persistence was also included as pa

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Pacheco, Amanda Celeste. "Cooperative Education as a Predictor of Baccalaureate Degree Completion." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2110.

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Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study inves

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Haeger, Heather Anne. "At the Intersection of Class and Disability: The Impact of Forms of Capital on College Access and Success for Students with Learning Disabilities." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145292.

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This research addresses how socioeconomic status impacts the ways that students with learning disabilities and their families interact with the school system and the consequences of these interactions. This will inform policy on special education, and college level services and accommodations for students with learning disabilities. In addition to exploring general patterns of college attendance for students with learning disabilities, this research will include an analysis of what factors best predict college attendance and persistence for students with learning disabilities. Specifically

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Chester, Todd D. "Factors Affecting Employee Persistence in an Online Management Development Certificate Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5063.

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An important approach to prepare new managers for increased responsibility is participation in online management development programs; however, there is a lack of information about the factors that affect employee completion of these programs. This study addressed how chief executive officers (CEOs) can implement these programs to rapidly develop new managers who are qualified to serve in the leadership roles left behind by many retirees. This qualitative descriptive case study explored employees' perceptions about persistence in an online management development certificate program at a U.S. n

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Marshall, Lynda. "Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4388.

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A challenge faced by higher education is whether online orientation that is offered before the start of class can impact academic performance for online students. The purpose of this quantitative research study was to determine if there are significant differences in retention, academic success, and persistence between first time online students who have participated in an online orientation and those who did not participate and if there was a significant difference in retention, academic success, and persistence by gender of first-time online students. The sample for this study was extracted

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Andrews, LaMetrica. "An Exploratory Case Study: Persistence and Retention of Students in an Alternative High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4902.

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Students with emotional behavioral disorders (EBD) are at greater risk for dropping out of high school than other students, and are likely to experience fewer employment options and more societal marginalization. Alternative schools have been viewed as a last chance and best option for educating many students with EBD who have not actually been diagnosed. The purpose of this qualitative case study was to explore persistence and retention in the alternative school setting for students who may or may not have been diagnosed with EBD. Students in this study will be referred to as EBD. Although th

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Stier, Mark Martin. "The Relationship Between Living Learning Communities and Student Success on First-Year and Second-Year Students at the University of South Florida." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5133.

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The college experience for many students is an exciting and sometimes awe-inspiring journey. For the first time many students find themselves responsible for making life altering decisions that will determine the course of their adult lives for years to come. They are making the decisions to participate in specific academic majors, a variety of housing options and a multitude of extra-curricular activities. Unfortunately, without proper guidance and structure many of these students find themselves unable to cope with the new challenges of academia, faculty staff interaction, peer relationships

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Aofrate, Lisa H. "Perceptions of Community College Students and Faculty on Persistence in Developmental Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2516.

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Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional d

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Shiban, Abbey. "A Quantitative Study of Persistence Factors for First-Year Students at Urban and Residential Universities." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1390413118.

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Pitts, Lorenzo Jr. "The impact on student outcomes, attrition and persistence of integrating technology into teaching and learning: implications for administrative instructional change." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/2569.

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This study examines the integration of technology into teaching and learning mathematics for nontraditional adult-learners, in a public 2-year technical college environment. The study was based on comparing the impact on student outcomes of three teaching methodologies: traditional face-to-face, internet based on-line, and a new composite methodology combining the components of face-to-face and on-line called web-enhanced. The researcher found no significant difference on the impact of student achievement. However, a positive impact on attrition and persistence was observed. The conclusion dra

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Saito, Hidetoshi. "Persistence and dropout in foreign language learning : meta-analytic review and prediction and case study of American learners of Japanese /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488196234909855.

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Painter, Jr Donald. "An Investigation of the Relationship Between Face-to-Face Orientations, Instructor Verbal Immediacy Behaviors, and Persistence in Online Courses." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6006.

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The persistence rate in online classes remains significantly lower than in comparable face-to-face classes. There is a lack of research on strategies to help learners persist in online classes. The purpose of this study was to investigate the relationship between face-to-face orientations, instructor verbal immediacy behaviors, and persistence in online classes. It also explored the relationship between verbal immediacy and student satisfaction. Due to the disagreement in the literature, this study also investigated the relationship between student demographic variables, grade point average, a

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Barnett, Deborah R. "ACADEMIC AND SOCIAL INTEGRATION OF NONTRADITIONAL STUDENTS: THE ROLE OF ACTIVE LEARNING STRATEGIES AND SENSE OF BELONGING IN INTEGRATION AND PERSISTENCE." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/936.

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This mixed methods study, a concurrent triangulation design, explored Tinto's integration theory as it relates to nontraditional students. The study explored the relationship of academic and social integration, defined by classroom active learning strategies and sense of belonging, with persistence. The study also expanded upon the idea of socio-academic integrative moments which might occur when social and academic integration converge or overlap. Consistent with Tinto's model, factors including initial institutional commitment, initial goal commitment, and subsequent institutional commitment

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George, Rodrique E. "Peer group interaction, academic integration and persistence in a foundation programme at a university in the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7556.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>This research paper is based on an investigation of the factors that enabled final year students to persist in a four-year degree programme (Foundation Programme). This study is important given that students who generally enrol for this programme terminate their studies before completion. This is a qualitative study in which interviewing was employed to collect the data. The conceptual framework is underpinned by Tinto’s model of student persistence with specific focus on student involvement through peer group interaction in

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Trettin, Ann F. "Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492703865993093.

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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.

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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.

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DeFrancisco, Gabriela. "A Phenomenological Study on Self-Efficacy and Self-Regulated Learning Strategies and their Link to Persistence in Hispanic College English Language Learners." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3950.

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In adult education, studies have been done in the areas of persistence, self-efficacy, self-regulated learning strategies and the Hispanic population. However, this study was unique in its attempt at examining the link between the self-efficacy and self-regulated learning strategies in the persistence of Hispanic college English language learners. The purpose of this phenomenological study was to understand the experience of 1st generation Hispanic English Language learners during their first year at a Hispanic-Serving Institution. The researcher conducted 14 semi-structured interviews of thei

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Johnson, Carissa. "Understanding Doctoral Success Factors in Online Education Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1360.

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The doctoral student completion rate in the United States is approximately 57% across all disciplines. The purpose of this mixed-methods study was to investigate doctoral students' perceptions of program completion across multiple online doctoral programs at a single university. The quantitative component examined differences in 4 doctoral program completion-related factors between students in 2 capstone completion stages and 6 academic programs. The qualitative component included an analysis of student perceptions of program completion. Attribution theory was used as a framework to understand

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Nichols, Anthony Jeffrey. "An Empirical Assessment of Attitude toward Computers, Motivation, Perceived Satisfaction from the e-learning System, and Previous Academic Performance and their Contribution to Persistence of College Student Athletes Enrolled in e-Learning Courses." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/261.

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In recent years, the application of Information Technologies has fostered a tremendous growth in e-learning courses at colleges and universities in the United States. Subsequently, some colleges and universities have reported dropout rates of over 60% in e-learning courses. Therefore, the persistence of identifiable groups of students enrolled in e-learning courses has garnered increased attention and research. Information Systems researchers suggested that studies of persistence e-learning courses identify and investigate specific constructs as well as identifiable target populations. Further

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Neimeyer-Romero, Jesse Raymond. "“I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/755.

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University branch campuses play a vital role in today’s higher education field. Branch campuses help facilitate the delivery of knowledge, development, and learning opportunities to populations that may not have any other prospect in regard to pursuing their educational goals. Branch campuses have also become a new way for institutions of higher education to collaborate and work together to serve students’ interests. Yet, despite enrollment growth across thousands of higher education branch campuses that exist in the United States, the literature on branch campuses is scant. Furthermore, branc

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Ford, Robyn Lynn. "Allowing Students to Have VOICES [Voluntary Options in Chemical Education Schedules] in General Chemistry I." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404558/.

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The purpose of this investigation (a quasi-experimental design called a non-equivalent design group (NEDG)) was to determine if allowing students in a science majors general Chemistry I course the choice in establishing the due dates that their homework was due to the instructor would improve course averages. This study covered two semesters with a total of 288 students participating with n = 158 in the fall and n = 130 in the spring. The students self-selected the homework group, VOICES, that best fit his/her needs which included (1) the instructor's homework schedule, (2) a student-customi

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Hall, Jeffrey Drummond. "Self-Directed Learning Characteristics of First-Generation, First-Year College Students Participating in a Summer Bridge Program." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3140.

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The purpose of this study was to advance understanding of self-directed learning characteristics of first-year, first-generation college students participating in a summer bridge program. Understanding the experience of these students in higher education can lead to the development of programmatic and pedagogical strategies to better meet the needs of this at-risk student population. This study was conducted at the University of South Florida (USF), a large, public research university in Tampa. Participants were recruited from the Freshman Summer Institute (FSI), a summer bridge program for fi

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Gordon, William A. Meece Judith L. "The relationship between extracurricular lessons and general achievement, self-perception of ability, and persistence of elementary and middle school students with learning disabilities across SES groups." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2079.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.

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Zavarella, Carol A. "Computer-Based Instruction And Remedial Mathematics: A Study Of Student Retention At A Florida Community College." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002348.

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Lucey, Kevin. "The Effect of Motivation on Student Persistence in Online Higher Education| A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750789.

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<p> The purpose of this study was to investigate the role of motivation in the persistence of adults enrolled in online higher education. Since the 1990’s, online courses and programs have proliferated across higher education, with adults (ages 25 and over) currently making up the largest portion of online enrollments. Online courses, however, suffer from a higher rate of student attrition than their hybrid and face-to-face counterparts. Although it is difficult to attribute the high rate of attrition in online education to any one factor, research has identified a lack of motivation as

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