Dissertations / Theses on the topic 'First-Year Undergraduate'
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Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.
Full textDixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.
Full textSobel, Karen D. "Promotion of Library Reference Services to First-Year Undergraduate Students." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/441.
Full textLin, Hsing-Yin Cynthia. "L2 Undergraduate Writers' Experiences in a First Year Writing Course." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150314311403158.
Full textVan, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.
Full textLuan, Yun. "Understanding first year undergraduate achievement in a post-1992 university science department." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/118248.
Full textCampos, Mary Grace T. "Quality of Life Differences Between First-Year Undergraduate Financial Aid and Non-Aid Recipients." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32688.
Full textFor purposes of this study, quality of life was defined by four dimensions culled from the literature: (a) material possessions; (b) housing; (c) use of time; and (d) support mechanisms. Financial aid was defined as any need-based grant, loan, or work-study money awarded to a student.
Data were collected using the Quality of Life survey developed specifically for this study. The survey consisted of 59 items that were designed to measure the four dimensions of studentsâ quality of life. The target sample for this study consisted of 600 first year undergraduate students: 300 financial aid recipients and 300 non-aid recipients.
The findings revealed significant differences in three of the four areas: material possessions, use of time, and support mechanisms. These findings suggest that those who administer financial aid programs and those responsible for creating financial aid policies may wish to consider the role financial aid plays in the quality of life of students.
Master of Arts
Taylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.
Full textRaab, Marianne Fisher. "DO FIRST-YEAR COMPOSITION COURSES BENEFIT BUSINESS STUDENTS?" University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1295625271.
Full textFurby, Victoria J. "Process and Product: The sight singing backgrounds and behaviors of first year undergraduate students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211160063.
Full textGrant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.
Full textMwanza, Gabriel. "Social networks : encouraging collaboration among first year undergraduate students at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11495.
Full textWilliams, Lindsey N. "Grit and Academic Performance of First- and Second-Year Students Majoring in Education." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7109.
Full textDe, Wet J. C. "Instating the study of human communication in a first-year higher education teaching programme." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/576.
Full textThe article revisits the concept and phenomenon of human communication to show that it deserves to be part of a first-year undergraduate core curriculum which aims to further knowledge and advance learning. Conceptual analysis and critical and rational argumentation are employed. Teaching students about what human communication really is and, concomitantly, what it entails existentially as well as adopting the appropriate spirit, stance and method for authentic intercultural communication, could go a long way in equipping them to be critical thinkers, competent citizens, and compassionate human beings in the worlds in which they live.
Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Full textBarus, Irma Rasita Gloria, and n/a. "Towards an ESP reading syllabus for the first year undergraduate students at Bogar Agricultural University (IPB)." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060607.170018.
Full textLe, Play Deborah Claire. "Rethinking 'the rules of the game' : first year undergraduate transitional experiences viewed through a Bourdieusian lens." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577629.
Full textLloyd-Jones, Gaynor. "A multiple case study of the first year student perspective in a medical undergraduate PBL curriculum." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250479.
Full textGonyea, Robert Michael. "The relationship between student engagement and selected desirable undergraduate outcomes in the first year of college." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3173528.
Full textTitle from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1292. Chair: George D. Kuh.
James, Cindy Lou. "Exploring the connection between emotional intelligence and first year experiences of undergraduate students at one Canadian university." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45956.
Full textPadgett, Ryan David. "The effects of the first year of college on undergraduates' development of altruistic and socially responsible behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1052.
Full textAndrew, Tahnee J. "What Nursing Students Believe Impacts Academic Success in the First Year of a Baccalaureate Nursing Program." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596124692955453.
Full textZaher, Christine Anne. "The development and implementation of a first year undergraduate E.F.L. writing programme for English departments of Egyptian universities." Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427800.
Full textTyacke, Vicki-Lee. "The preparedness of New Zealand secondary school students for first year undergraduate studies in a digital learning environment." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88381.
Full textHeaton, Christy E. "Examining the Lived Experiences of Undergraduate Transgender Students at Four Year Institutions in the South." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2409.
Full textHicks, Allan. "An examination of the influences on choice of first post among a population of final year undergraduate student nurses." Thesis, King's College London (University of London), 2009. https://kclpure.kcl.ac.uk/portal/en/theses/an-examination-of-the-influences-on-choice-of-first-post-among-a-population-of-final-year-undergraduate-student-nurses(476ae92d-81e4-45ac-880e-75a70e3a7183).html.
Full textStirling, Eve. "Why waste your time on Facebook? : a temporal analysis of first-year undergraduate students and transition in UK Higher Education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6377/.
Full textRippel, Zilma Iára Bandeira. "An analysis of segmental features of pronunciation among first year undergraduate students of English at the Federal University of Paraná." reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24352.
Full textStory, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.
Full textLitchfield, Bradley C. "Undergraduate student retention in context: An examination of first-year risk prediction and advising practices within a college of education." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216594.
Full textPh.D.
This study examined the use of an institutionally-specific risk prediction model in the university's College of Education. Set in a large, urban, public university, the risk model predicted incoming students' first-semester GPAs, which, in turn, predicted the students' risk of attrition. Additionally, the study investigated advising practices within the College of Education via semi-structured interviews with the College's advising staff and a document analysis of students' advising notes in an attempt to find thematic links between undergraduate retention and usage of an advising center. Data were analyzed to determine the accuracy of the risk model in the College of Education. The results of this study are used to inform the College of Education's administration, faculty, and staff about the implications of risk prediction and to suggest potential treatments to increase retention rates. Furthermore, recommendations for future research are discussed for this study's institution and for the field of education.
Temple University--Theses
Rygg, Matthew J. "The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404298009.
Full textAl, Qahtani Ali Falah A. "Relationships between intercultural contact and L2 motivation for a group of undergraduate Saudi students during their first year in the UK." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/8279/.
Full textFilies, Gerard C. "Attitudes and perceptions of first year students towards interprofessional education in the Faculty of Community and Health Sciences at the University of the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/79314.
Full textAFRIKAANSE OPSOMMING: Die studie het plaasgevind by die Universiteit van die Wes-Kaap, in die Fakulteit van Gemeenskap en Gesondheidswetenskappe, met eerste jaar voorgraadse studente wat die verpligte interprofessionele program doen. Studente sluit in die volgende dissiplines: Arbeidsterapie; Fisioterapie, Sielkunde, Maatskaplike Werk, Natuurlike Medisyne, Dieetkunde, Menslike Ekologie, Sport en Verpleegkunde. Die doelwitte van hierdie studie was om die houdings en persepsies van die eerste jaar studente wat deelgeneem het in 'n voorgraadse interprofessionele program te meet. Houdings en persepsies was gemeet met betrekking tot die ouderdom geslag, ras,agtergrond sowel dissipline van spesifieke studente. Daar was ook gekyk of die betrokke dosente ń invloed het op studente se houdings en persepsies teenoor die program. Die studie was hoofsaaklik kwantitatiewe met n kwalitatiewe komponent. Vraelyse was uitgereik aan 657 studente om hul houdings en persepsies teenoor interprofessionele onderwys te bepaal. 'n Steekproefgrootte van 264 studente het in 95% vertrouensintervalle met 'n maksimum akkuraatheid van 5%. Die vraelys is aangepas, met toestemming, van Cameron, Rennie; DiProspero Langlois & Wagner (2009). MS Excel was gebruik om die data op te vang en Statistica weergawe 9 [StatSoft Inc (2009) STATISTICA (data-analise sagteware stelsel), www.statsoft.com] is gebruik om die data van die vraelyste te analiseer. Beskrywende statistiek is gebruik om te beskryf die belangrikste kenmerke van die steekproef van hierdie studie. Opsommingstatistiek is verder gebruik om op te som die bevindinge van hierdie studie met die doel om die grootste deel van die inligting so eenvoudig as moontlik te kommunikeer. Twee oop vrae is ingesluit aan die einde van die vraelys en dit is gebruik om die data te trianguleer. Die Kruskal-Wallace-toets is gebruik om die resultate, waar 'n p-waarde van <0,05 aangedui word statistiese betekenisvolheid te meet. Van al die faktore wat gebruik was om die houdings en persepsies van studente te meet, was die volgende drie beduidende: geslag, ras en dissipline. Geen ander faktore impakteer op die houdings en persepsies van studente in interprofessionele onderwys. Studente se houdings en persepsies teenoor interprofessionele onderwys was beduidend positief. Die studie het bevind dat daar ń algemene gebrek aan begrip is vir die relevansie van die program. Dit sluit in hoekom die verskillende dissiplines aan die program deelneem as ook wat hulle spesifieke rolle in die gesondheidsorg span is. Die aanbeveling is dus dat die koördinerings eenheid van die program die kursus meer duidelik sal moet definieer om so doende die studente se kennis in terme van relevansie van die interprofessionele program uit te brei met spesifiek verwysing na die Sport studente.
Reetseng, Mmakgoshi Prescilla. "An assessment of the attitudes of undergraduate students towards information literacy training : Sefako Makgatho Health Sciences University (SMU) Library as case study." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58606.
Full textMini Dissertation (MIT)--University of Pretoria, 2016.
Sefako Makgatho Health Sciences University
Carnegie Corporation of New York
Information Science
MIT
Unrestricted
Dennison, Taryn. "Attachment style and the transfer of attachment functions from parents to peers in relation to the subjective wellbeing of first-year undergraduate students." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599577.
Full textSheahan, Linda. "An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploratory-trial-exploring-the-use-of-a-multiple-intelligences-teaching-approach-mita-for-teaching-clinical-skills-to-first-year-undergraduate-nursing-students(5f6ad285-07f0-4431-b168-dc21df073ab9).html.
Full textDalpiaz, Anthony. "Social Media Use, Media Literacy, and Anxiety in First-Year College Students." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597137716516134.
Full textTsai, Shiao-Chen. "Academic Listening and Note-Taking: A Multiple-Case Study of First-Year International Undergraduate Students’ Experiences in Different Instructional Contexts at an American University." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498740906480853.
Full textFouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Full textDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
Smith, Marian Ford. "The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700089/.
Full textNaidoo, Saloshana. "Exploring the undergraduate Information Technology experience of an extended four-year programme." Thesis, University of Pretoria, 2005. http://hdl.handle.net/2263/66229.
Full textThesis (PhD)--University of Pretoria, 2017.
Informatics
PhD
Unrestricted
Wilson, Kristen A. "The Impact of an Informational and Motivational Email Intervention on Physical Activity and Depression in First Year College Students." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396718221.
Full textBissessar, Clarence B. "Do first year male undergraduates from poorer families suffer more mental health difficulties due to increased financial strain?" Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/813101/.
Full textDugan, Molly Shannon. "Ethical decision-making among undergraduates at a Jesuit university: a comparative study of first year students and graduating seniors." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier154333445700639.
Full textNumi, Deograties Makoye. "Reading and problem solving strategies : an investigation of the strategic behaviour of first year undergraduates reading Swahili and English texts." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332045.
Full textRedding, Peter Marion. "The development of academic skills : an investigation into the mechanisms of integration within, and external to, the curriculum of first-year undergraduates." Thesis, Cardiff Metropolitan University, 2011. http://hdl.handle.net/10369/2742.
Full textSkira, Aaron M. "Examining the Relationship Between Financial Aid and Three Aspects of Students' First-Year Experience: Grade Point Averages, Persistence, and Housing Decisions." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1302367389.
Full textTswane, Silvesta Sisonke. "An analysis of how university management and administration staff deal with the social, cultural, economic and political differences that exist between urban and rural first year male students: an NMMU case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020898.
Full textMak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
Full textNel, Celeste. "Die oorgang van skool na universiteit : 'n teoretiese raamwerk vir 'n pre-universitêre intervensie." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/3175.
Full text352 leaves, preliminary pages xxiii and numbered pages 1-329. Includes bibliography and a list of figures.
ENGLISH ABSTRACT: The South African school system is increasingly producing students who do not make the grade in higher education. Universities are concerned about the quality of the students who register as first-years at higher education institutions. The findings of various studies have clearly shown that more and more students are inadequately prepared and therefore not ready for higher education. In South Africa the problems resulting from the gap between school and university have been exacerbated by the inequalities that exist in the secondary school system, and which are still part of the legacy of apartheid. Within the context of learners’increasing unpreparedness for university studies, their difficult transition from school to university and the concomitant high drop-out figures in higher education, this study investigated the extent to which universities – with Stellenbosch University as a case in point – can contribute towards preparing students for university studies from as early as school level, and thus facilitate their transition from school to university. Taking this research question into account, the researcher investigated the extent to which specific variables played a part both in the pre-university phase and after admission. In addition, the study also focused on the extent to which students’ school background (previously disadvantaged privileged school) influences students’ preparedness, and to what extent academic standards (amongst others final examination results)are related to success in the first year at university. The research design was a case study of black newcomer first-year students who participated in a Stellenbosch University bursary project (the Merit Bursary project) in their Grade 12 year. The data generation consisted of two phases, namely a quantitative approach in the pre-university phase and a qualitative approach, after admission, in the transitional phase. The research findings have revealed that the inequalities in the South African schooling system influence the transition from school to university. The classification of schools (previously disadvantaged or privileged school) plays a crucial role in students’ preparedness and how they handle the transition from school to university. There are various academic, social, emotional, cultural and financial factors that impact on this transition. However, the factors are interdependent – no one factor can be regarded as being more important than another. Universities must adopt a holistic approach to the transition that newcomer students are required to make. It was concluded in the study that universities have a responsibility to ensure that the diminishing pool of potential students in higher education be expanded. Universities should also ontribute towards preparing prospective students more effectively so that the transition process will be less challenging. It is believed that this will also improve the throughput rate. In this regard the study proposes a theoretical framework for a pre university intervention.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skoolstelsel lewer toenemend studente wat nie die mas in hoër onderwys opkom nie en universiteite is bekommerd oor die kwaliteit van die studente wat as eerstejaars aan hoëronderwysinstellings registreer. Uit die bevindinge van verskeie studies het dit geblyk dat studente toenemend nie voldoende voorbereid en gereed is vir hoër onderwys nie. In die Suid-Afrikaanse konteks word die gaping tussen skool en universiteit vergroot deur ongelykhede in die sekondêre skoolstelsel as gevolg van die land se apartheidsgeskiedenis. In die konteks van leerders se toenemende onvoorbereidheid vir universiteitstudie, die moeilike oorgang van skool na universiteit en die gepaardgaande hoe uitvalsyfers in hoër onderwys, het hierdie studie ondersoek ingestel na die mate waarin universiteite - met die Universiteit Stellenbosch as spesifieke geval - reeds op skoolvlak ’n rol kan speel om voornemende studente beter vir universiteitstudie voor te berei en sodoende die oorgang van skool na universiteit te vergemaklik. Met die navorsingsingsvraag in ag genome, het die navorser die mate waarin spesifieke veranderlikes ’n rol speel in die pre-universitêre fase asook die fase na toetrede tot universiteit, ondersoek. In samehang hiermee, het die studie ook gefokus op die invloed van skoolagtergrond (voorheen benadeelde of bevoorregte skole) op die voorbereidheid van studente en die mate waarin akademiese maatstawwe op skool (onder meer eindeksamenresultate) verband hou met sukses in die eerste universiteitsjaar. Die navorsingsontwerp was ’n gevallestudie van swart nuwelingeerstejaarstudente wat in hulle graad 12-jaar aan ’n beursprojek (die Verdienstelikheidsbeursprojek) van die Universiteit Stellenbosch deelgeneem het. Die data-generering het uit twee fases bestaan, naamlik ’n kwantitatiewe benadering in die pre-universitêre fase en ’n kwalitatiewe benadering na toetrede in die oorgangsfase. Die ondersoek het gevind dat die ongelykhede in die Suid-Afrikaanse skoolstelsel die oorgang van skool na universiteit beinvloed. Skoolklassifikasie (voorheen benadeelde of bevoorregte skole) speel ’n bepalende rol in die voorbereidheid van studente en ook in die wyse waarop studente die oorgang hanteer. Daar is ’n verskeidenheid akademiese, sosiale, emosionele, kulturele en finansiële faktore wat ’n rol speel in die oorgang van skool na universiteit. Die faktore is egter interafhanklik van aard – geen een kan uitgesonder word as belangriker as die ander nie. Universiteite moet die oorgang van nuwelingstudente holisties benader. Hierdie ondersoek kom verder tot die slotsom dat dit ook die verantwoordelikheid van universiteite is om te sorg dat die krimpende poel potensiele studente vir hoër onderwys vergroot en beter voorbereide studente toegelaat word om sodoende die oorgangsproses te vergemaklik en deurvloeikoerse te verhoog. In die lig hiervan stel die studie ’n teoretiese raamwerk vir ’n pre-universitêre intervensie voor.