Artykuły w czasopismach: „Student retention”

1

Berger, Ruth. "Student Retention". Journal of Social Work Education 28, nr 1 (styczeń 1992): 85–97. http://dx.doi.org/10.1080/10437797.1992.10778760.

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Taylor, Ian. "Student Retention Conference". MSOR Connections 4, nr 1 (luty 2004): 35. http://dx.doi.org/10.11120/msor.2004.04010035.

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Martin, Malissa, i James Racchini. "Enhancing Student Retention". Athletic Therapy Today 10, nr 3 (maj 2005): 48–50. http://dx.doi.org/10.1123/att.10.3.48.

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Henderson, James C. "Minority student retention". New Directions for Community Colleges 1991, nr 74 (1991): 47–55. http://dx.doi.org/10.1002/cc.36819917409.

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Lieberman, Nancy, i Suzanne A. Vaughn. "Student Services and Retention for Welfare Students". NASPA Journal 27, nr 4 (1.04.1990): 281–86. http://dx.doi.org/10.1080/00220973.1990.11072168.

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Brookman, David M. "MASLOW'S HIERARCHY AND STUDENT RETENTION". NACADA Journal 9, nr 1 (1.03.1989): 69–74. http://dx.doi.org/10.12930/0271-9517-9.1.69.

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Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.

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Talar, Yulianti, i Jimmy Gozaly. "Student retention in Indonesian private university". International Journal of Evaluation and Research in Education (IJERE) 9, nr 3 (1.09.2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.

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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.

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Polinsky, Tracy L. "Understanding Student Retention through a Look at Student Goals, Intentions, and Behavior". Journal of College Student Retention: Research, Theory & Practice 4, nr 4 (luty 2003): 361–76. http://dx.doi.org/10.2190/h9hv-5m07-rufd-na39.

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Historically, retention, persistence, and graduation rates have been used as indicators of a college's success. While these measures may shed light on what is happening among an institution's students, they are not always as meaningful as they appear. This community college believed that these performance indicators were not accurately reflecting the success of its students. As an offshoot of the college's Retention Committee, the Student Intention Survey was created and administered to the college's credit students as a means to identify student goals, accomplishment of these goals, and how they relate to retention. The results of this study helped explain student retention in terms of student goals and intentions, and identified factors related to positive and negative attrition.

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Earl, Jennifer. "Belonging improves student retention". Science 369, nr 6501 (16.07.2020): 264.5–265. http://dx.doi.org/10.1126/science.369.6501.264-e.

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Dodd, John M., Florence M. Garcia, Cindy Meccage i J. Ron Nelson. "American Indian Student Retention". NASPA Journal 33, nr 1 (1.10.1995): 72–78. http://dx.doi.org/10.1080/00220973.1995.11072397.

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Denton, J. Michael. "Queering College Student Retention". Journal of College Student Retention: Research, Theory & Practice 21, nr 4 (8.01.2020): 544–66. http://dx.doi.org/10.1177/1521025119895515.

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Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus climate; the focus on programs, policies, and services; psychological traits; and positivistic approaches. Queering retention involves deconstructing retention binaries; problematizing the production of normative subjects through retention theory; focusing on institutional transformation; and examining retention as heteronormative domination. Queer failure and futurity are offered as possible new frames for retention. This essay seeks to raise questions, tensions, and complexities with no clear or simple solutions. Tentative and limited implications for practice and research are offered; however, they raise more questions than provide answers.

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Assiter, Alison, i Graham R. Gibbs. "student retention and motivation". European Political Science 6, nr 1 (21.02.2007): 79–93. http://dx.doi.org/10.1057/palgrave.eps.2210108.

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Isaac, Paul D. "Measuring graduate student retention". New Directions for Institutional Research 1993, nr 80 (1993): 13–25. http://dx.doi.org/10.1002/ir.37019938004.

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Chavez, Mauro, i Margarita Maestas-Flores. "Minority student retention: ENLACE". New Directions for Community Colleges 1991, nr 74 (1991): 63–67. http://dx.doi.org/10.1002/cc.36819917411.

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Tomkinson, Bland, Rosemary Warner i Alasdair Renfrew. "Developing a Strategy for Student Retention". International Journal of Electrical Engineering & Education 39, nr 3 (lipiec 2002): 210–18. http://dx.doi.org/10.7227/ijeee.39.3.4.

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Attracting and retaining high-calibre students in science and engineering is becoming more difficult. At the same time, we are urged by the UK Government to recruit from a wider pool. This has necessitated a review of how we go about recruiting and retaining our students. This paper sets out some of our underpinning ideas. Student retention needs can be focussed on a number of stages. First, school-level motivation, starting at secondary, and probably even primary school level. Second, recruitment of students of the appropriate calibre, motivation and experience. Third, student induction, including an overview of subject and programme. Fourth, ongoing student support.

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Dyk, Chad Van, i W. James Weese. "The Undeniable Role That Campus Recreation Programs Can Play in Increasing Indigenous Student Engagement and Retention". Recreational Sports Journal 43, nr 2 (październik 2019): 126–36. http://dx.doi.org/10.1177/1558866119885191.

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Leaders at Canadian universities seek to attract and graduate more Indigenous students as part of their institutions’ strategic plans. Admissions and student retention data suggest that while progress is being made, a gap remains between Indigenous and non-Indigenous students and especially in the student retention area. Research has proven that student engagement plays a large role in facilitating academic progression and student retention in our institutions of higher learning. Throughout time, many students point to their experience as campus recreation program participants and/or leaders as their most important source of engagement. Some have suggested that campus recreation programs could play a larger and more effective role in engaging Indigenous students and heightening their retention rates. In this conceptual article, the authors analyze the student engagement and retention literature bases relative to Indigenous students. They also highlight the role that campus recreation programs can play in heightening Indigenous student engagement and retention and offer professionals 12 recommendations to help advance this strategic priority.

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Kirby, Dale, i Dennis Sharpe. "Intention, Transition, Retention". International Journal of Information and Communication Technology Education 7, nr 1 (styczeń 2011): 21–32. http://dx.doi.org/10.4018/jicte.2011010103.

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Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic records. The results suggest that participation in on-line courses in high school is not a significant factor in the post-secondary education transition process while student academic achievement is consistently influential.

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Vander Schee, Brian A. "College Student Retention: Formula for Student Success". Journal of College Student Development 48, nr 3 (2007): 360–62. http://dx.doi.org/10.1353/csd.2007.0030.

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Weller, Martin, Jitse Van Ameijde i Simon Cross. "Learning Design for Student Retention". Journal of Perspectives in Applied Academic Practice 6, nr 2 (5.09.2018): 41–50. http://dx.doi.org/10.14297/jpaap.v6i2.318.

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Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University.

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Erickson, Sheri L., i Mary F. Stone. "First Year Experience Course: Insights From The First Two Years". American Journal of Business Education (AJBE) 5, nr 2 (9.02.2012): 139–48. http://dx.doi.org/10.19030/ajbe.v5i2.6816.

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Retention rates of students in a business school Freshman Year Experience (FYE) course were compared to overall University retention rates for two successive years. Slightly higher retention was experienced by the business FYE students than for the University overall. Student responses to exit survey questions were compared to retention activity to assess any potential relationships. Contrary to existing theoretical models, no significant correlations existed between measures of academic skill building and retention, and between student connectedness and retention. Significant correlation did exist between student academic expectations and intention to return.

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Furqon Aritonang, Ade Apsari, Binary Manurung i Murshid Murshid. "The Relationship between Science Literacy Ability and Scientific Attitude with Biology Learning Outcomes through Scientific Approach and Student Retention Class XII MAN Tapanuli Selatan". Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, nr 2 (20.04.2021): 718–29. http://dx.doi.org/10.33258/birle.v4i2.1835.

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This study aims to determine: The positive relationship between (1) scientific literacy skills and student learning outcomes (2) scientific attitudes and student learning outcomes (3) scientific literacy skills with student retention (4) scientific attitudes with student retention (5) scientific literacy skills and scientific attitudes with the learning outcomes of students' biology (6) scientific literacy abilities and scientific attitudes and retention of class XII students. This research was conducted at MAN Tapanuli Selatan in 2020. The research method is descriptive linear regression correlational research method with a research sample of 110 students who were determined by total sampling (total sample). The research instrument consisted of a scientific literacy ability test, a questionnaire on students' scientific attitudes, a test of student learning outcomes and retention. The instruments used had been tested for validity, reliability, difference power and degree of difficulty. The research data were analyzed using simple and multiple linear regression analysis techniques using the SPSS 21.0 for windows program. The results showed: There is a positive relationship between (1) scientific literacy skills and student learning outcomes with r2 = 48.6% (2) Scientific attitudes and student learning outcomes with r2 = 11.6% (3) Science literacy skills with student retention r2 = 58.7% (4) Scientific attitude with student retention with r2 = 13.7% (5) Scientific literacy ability and scientific attitude with student learning outcomes with R2 = 49% (6) Scientific literacy skills and attitudes scientific and student retention R2 = 59.2% in class XII MIA MAN Tapanuli Selatan.

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Nagda, Biren A., Sandra R. Gregerman, John Jonides, William von Hippel i Jennifer S. Lerner. "Undergraduate Student-Faculty Research Partnerships Affect Studen Retention". Review of Higher Education 22, nr 1 (1998): 55–72. http://dx.doi.org/10.1353/rhe.1998.0016.

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Harrison, Scott, Renato Villano, Grace Lynch i George Chen. "Microeconometric Approaches in Exploring the Relationships Between Early Alert Systems and Student Retention: A Case Study of a Regionally Based University in Australia". Journal of Learning Analytics 8, nr 3 (5.11.2021): 170–86. http://dx.doi.org/10.18608/jla.2021.7087.

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Early alert systems (EAS) are an important technological tool to help manage and improve student retention. Data spanning 16,091 students over 156 weeks was collected from a regionally based university in Australia to explore various microeconometric approaches that establish links between EAS and student retention outcomes. Controlling for numerous confounding variables, significant relationships between the EAS and student retention were identified. Capturing dynamic relationships between the explanatory variables and the hazard of discontinuing provides new insight into understanding student retention factors. We concluded that survival models are the best methods of understanding student retention when temporal data is available.

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Arifin, Syamsul, Punadji Setyosari, Cholis Sa’dijah i Dedi Kuswandi. "The effect of problem based learning by cognitive style on critical thinking skills and student retention". Journal of Technology and Science Education 10, nr 2 (8.09.2020): 271. http://dx.doi.org/10.3926/jotse.790.

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The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

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Poison, Cheryl J. "Programming for Successful Retention of Graduate Students". NACADA Journal 19, nr 2 (1.09.1999): 28–33. http://dx.doi.org/10.12930/0271-9517-19.2.28.

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Graduate students represent nearly one out of every four students attending universities or comprehensive institutions. It is an extremely heterogeneous group and provides unique challenges to higher education. This article summarizes current programming efforts to enhance graduate student experiences. Included is a focus on programs for the entering student as well as programs that support student persistence. Ideas for programming that facilitate a successful entry into careers have also been included. These programming efforts can facilitate graduate student retention through degree completion.

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Hoare, Tony, i Jon Lightfoot. "Student funding, student retention and student experiences: perspectives from Bristol". Widening Participation and Lifelong Learning 17, nr 3 (5.10.2015): 110–25. http://dx.doi.org/10.5456/wpll.17.3.110.

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Tegowati, Tegowati, Dian Palupi i Yesa Cahayaning Ramadhani. "Analysis of Educational Quality Based on Quality, ServQual and Retention of Students". Journal of Economics and Management Sciences 3, nr 2 (22.05.2020): p11. http://dx.doi.org/10.30560/jems.v3n2p11.

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This study analyzed the influence of ServQual (service quality) on satisfaction and student retention. The sample used was 175 STIESIA Surabaya students using non probability sampling called, accidental sampling. Data analysis used Structural Equation Modeling (SEM) with AMOS 21 software. Based on the discussion of the hypotheses proposed in this study, the conclusions are as follows: 1). There is a positive influence between ServQual on satisfaction. This is based on the results of the parameter coefficient output. It is known that the relationship of the ServQual construct to satisfaction is significant at 0.001 (sign p = ***) with a standardized parameter coefficient of 0.735. Thus, if ServQual is good, students will be satisfied, and vice versa if ServQual is bad, students will not be satisfied. 2) There is a positive effect of satisfaction on student retention. This is based on the results of the output coefficient parameter construct relationship satisfaction to student retention significant at 0.001 (p = 0.001) and standardized parameter coefficient of 0.513. Thus if student satisfaction is high then student retention is also high, and vice versa if satisfaction is low then student retention is also low. 3) There is no influence between ServQual on student retention indicated by the output parameter coefficient at 0.001 (p = 0.132) This proves that loyalty cannot be created through service quality, but through satisfaction first. thus, it can be said that satisfaction has a mediating effect between ServQual and Student Retention.

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Chrysikos, Alexandros, Ejaz Ahmed i Rupert Ward. "Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution". International Journal of Comparative Education and Development 19, nr 2/3 (8.05.2017): 97–121. http://dx.doi.org/10.1108/ijced-10-2016-0019.

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Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

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Coleman, Raphael D., Jason K. Wallace i Darris R. Means. "Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention". Journal of College Student Retention: Research, Theory & Practice 21, nr 4 (8.01.2020): 455–75. http://dx.doi.org/10.1177/1521025119895516.

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Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.

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Redding, Christopher. "Is Teacher–Student and Student–Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?" AERA Open 8 (styczeń 2022): 233285842110675. http://dx.doi.org/10.1177/23328584211067534.

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This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student–teacher and student–principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.

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Swail, Watson Scott. "A Different Viewpoint on Student Retention". Higher Learning Research Communications 4, nr 2 (16.06.2014): 18. http://dx.doi.org/10.18870/hlrc.v4i2.210.

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<p>Although student retention, persistence, and graduation is a high priority for institutions and policymakers, graduation rates are not improving. Nowadays, more students from first-generation and low-income backgrounds have access to traditional higher education. However, an educational system that fails to prepare many students for higher education and the growing costs of attending college are making it more and more difficult for many students to persist and graduate. Ultimately, we might need to decide, on a policy basis, who we want to go to college, who we want to succeed, and who will pay for it.</p>

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Person, Dawn R., i Monica Coen Christensen. "Understanding Black Student Culture and Black Student Retention". Journal of Student Affairs Research and Practice 34, nr 1 (wrzesień 1996): 47–56. http://dx.doi.org/10.2202/1949-6605.1008.

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Swail, Watson Scott. "College Student Retention: Formula for Student Success (review)". Review of Higher Education 29, nr 3 (2006): 419–21. http://dx.doi.org/10.1353/rhe.2006.0017.

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Kim, Sun-Young. "Factors Affecting Student Athlete Retention". Korean Society of Culture and Convergence 43, nr 3 (31.03.2021): 1045–66. http://dx.doi.org/10.33645/cnc.2021.03.43.3.1045.

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Shelton, Elisabeth N. "Faculty Support and Student Retention". Journal of Nursing Education 42, nr 2 (1.02.2003): 68–76. http://dx.doi.org/10.3928/0148-4834-20030201-07.

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Saucier, Bonnie L. "Professional Nursing Student Retention Program". Journal of Nursing Education 34, nr 4 (kwiecień 1995): 183–85. http://dx.doi.org/10.3928/0148-4834-19950401-11.

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Milbourne, Sally. "Student Retention – the Tasmanian Situation". International Journal on School Disaffection 3, nr 1 (1.01.2005): 23–29. http://dx.doi.org/10.18546/ijsd.03.1.06.

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Wilder, Stanley. "Library jobs and student retention". College & Research Libraries News 51, nr 11 (1.12.1990): 1035–38. http://dx.doi.org/10.5860/crln.51.11.1035.

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Rickinson, Barbara, i Desmond Rutherford. "Increasing undergraduate student retention rates". British Journal of Guidance and Counselling 23, nr 2 (1.06.1995): 161–72. http://dx.doi.org/10.1080/03069889500760181.

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Rickinson, Barbara, i Desmond Rutherford. "Increasing undergraduate student retention rates". British Journal of Guidance & Counselling 23, nr 2 (czerwiec 1995): 161–72. http://dx.doi.org/10.1080/03069889508253002.

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Giddan, Norman, David Levy, Ronald Estroff, John Cline, Erika Altman, Karen Isham i Steven Weiss. "College Counseling and Student Retention:". Journal of College Student Psychotherapy 1, nr 3 (24.08.1987): 5–28. http://dx.doi.org/10.1300/j035v01n03_02.

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Murray, Kenneth T., i Barbara A. Murray. "Legal Implications for Student Retention". NASSP Bulletin 85, nr 629 (grudzień 2001): 35–39. http://dx.doi.org/10.1177/019263650108562904.

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Lagowski, J. J. "Faculty Attitudes and Student Retention". Journal of Chemical Education 69, nr 3 (marzec 1992): 173. http://dx.doi.org/10.1021/ed069p173.

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Moller-Wong, Cheryl, i Arvid Eide. "An Engineering Student Retention Study". Journal of Engineering Education 86, nr 1 (styczeń 1997): 7–15. http://dx.doi.org/10.1002/j.2168-9830.1997.tb00259.x.

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Stodt, Martha Mcginty. "Intentional student development and retention". New Directions for Higher Education 1987, nr 60 (1987): 15–26. http://dx.doi.org/10.1002/he.36919876004.

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Karp, Rashelle, i Rose Logue. "Retention Initiative for Unscheduled Sophomores and Unscheduled Readmits". Journal of College Student Retention: Research, Theory & Practice 4, nr 2 (sierpień 2002): 147–72. http://dx.doi.org/10.2190/04v4-1jgw-v0ux-52v6.

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The retention initiative described in the study was performed at a comprehensive public university in northwestern Pennsylvania that offers associate, baccalaureate, and master's degrees, and enrolls approximately 6,000 students. In an attempt to increase student retention, phone calls were made to: 1) non-returning sophomores, and 2) students who had applied for readmission to the University after a hiatus. The purpose of the phone calls was to facilitate the students' registration for classes, and thus, their return to campus. This strategy proved effective as a retention device and it provided useful information regarding local reasons for non-return, as well as recommendations for changes in University procedures that could increase student retention. Cross-divisional cooperation is noted as critical to student retention.

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Yu, Hongwei. "Factors Associated With Student Academic Achievement at Community Colleges". Journal of College Student Retention: Research, Theory & Practice 19, nr 2 (26.10.2015): 224–39. http://dx.doi.org/10.1177/1521025115612484.

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Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community colleges. Drawing data from Integrated Postsecondary Education Data System (IPEDS) and Beginning Postsecondary Students (BPS: 04/09) Longitudinal Study, I utilized multilevel modeling to identify variables that explain students’ likelihood of credential completion.

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Howard, Barbara, Timothy Turner, Naomi Campbell, Barbara Graham, Solomon Garner i Ashton Hamme. "STUDENTS’ PERCEPTIONS OF ‘SUCCESS’: A BIOLOGY STUDENT RETENTION PROGRAM". Biomedical Sciences Instrumentation 57, nr 4 (15.10.2021): 392–99. http://dx.doi.org/10.34107/kszv7781.10392.

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It is no secret that the retention of students majoring in Science, Technology, Engineering, and Mathematics (STEM) has presented itself to be a challenge across the country. The National Science Foundation (NSF) allots substantial funding annually towards this effort. Jackson State University’s (JSU) Students Understanding Chemistry Concepts to Enhance STEM Skills (SUCCESS) Program is one such effort funded by the NSF. While the JSU Department of Biology had over 900 majors in 2016, data suggested that less than 23% would graduate with a bachelor’s degree within six years of entry. According to data obtained, the first four chemistry courses, General Chemistry (I & II) and Organic Chemistry (I & II), were significant barriers to the educational success of many Biology majors. A review of the literature provides many examples of initiatives to improve student retention. A reoccurring theme found that the comprehensive understanding of the students’ experiences within a particular major is essential to determining how best to impact student retention in that department. Student focus groups were implemented to evaluate the perceptions of Biology majors enrolled in Chemistry classes who utilized the SUCCESS Program. The overall impression of students in the SUCCESS Program was that it was helpful and beneficial to their classroom success, increased their confidence to learn Chemistry, and improved their understanding of Chemistry concepts. The students often identified scheduling conflicts as a hindrance to their participation. They also felt that the program was needed to help most students pass their tests.

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Tran, Quang Hai, i Thanh Minh Nguyen. "Students' retention on online learning: Establishing a predictive model at a private university in Vietnam". International Journal of TESOL & Education 2, nr 4 (24.08.2022): 149–72. http://dx.doi.org/10.54855/ijte.22249.

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Low levels of student retention have become one of the most significant issues that online learning has brought about. Through the literature review, most studies have pointed out some factors contributing to student retention in online learning environments; however, few have focused on establishing a model that minimizes student dropout rates. Hence, this paper aims to formulate a predictive model to tackle this issue. Through the quantitative survey design and the PSL-SEM approach in data analysis, the research involved 100 students. After analyzing the data, it is suggested that some factors and their relationship with student retention. These were Academic locus of control, Flow experience, Satisfaction, and Learning strategies. Also, this study indicated that to improve the students’ retention in online learning, Student satisfaction should be paid more attention rather than the others.

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Jacobson, Trudi, John Delano, Linda Krzykowski, Laurie Garafola, Meghan Nyman i Holly Barker-Flynn. "Transfer student analysis and retention: a collaborative endeavor". Reference Services Review 45, nr 3 (14.08.2017): 421–39. http://dx.doi.org/10.1108/rsr-10-2016-0069.

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Purpose This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students. Design/methodology/approach The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired. Findings This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years. Research limitations/implications The data collection and analysis, and the initiatives, are specific to one public research university. Practical implications Initiatives undertaken to address the retention of transfer students have begun to have an impact. Originality/value The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

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