A look at engagement strategies that promote persistence and retention of entering students at the Community College of Qatar


A look at engagement strategies that promote persistence and retention of entering students at the Community College of Qatar

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dc.contributor.advisor Cantú, Norma V., 1954-
dc.creator Tamimi, Abdulnassir
dc.date.accessioned 2011-11-03T21:35:07Z
dc.date.available 2011-11-03T21:35:07Z
dc.date.created 2011-08
dc.date.issued 2011-11-03
dc.date.submitted August 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-08-3890
dc.description.abstract According to Tinto (2000a), institutions have fewer retention and persistence problems when their students are not only academically prepared, but are also engaged on campus as well as satisfied with the resources and support provided by the college. A student that has a positive first semester experience is more likely to achieve academic success and re-enroll the following term. The purpose of this study was to explore the differences in experiences, perceptions, expectations, and engagement levels of entering male versus female students and returning male versus returning female students at the gender-segregated Community College of Qatar during the first three to six weeks at the college. The study also attempted to determine if any student support services such as advising, tutoring, counseling, new student orientation program, and participation in student activities were useful and had any influence in promoting student engagement. Data were analyzed using descriptive statistics. For entering male and female students survey responses were classified using questions from five Survey of Entering Student Engagement (SENSE) benchmarks: (1) Engaged Learning (2) Early Connections (3) Clear Academic Plan and Pathway (4) Academic and Social Support Network and (5) Effective Track to College Readiness. While questions from four Community College Survey of Student Engagement (CCSSE) benchmarks: (1) Active and Collaborative Learning (2) Student Effort (3) Support for Learners (4) Student-Faculty Interaction were used for returning male and female students. One-Sample t-tests were run to determine if significant differences in engagement levels existed between the four independent groups for each of the benchmark categories. Cohen’s d calculations were used to measure the effect size and the standardized differences between the means of the variables. For the purpose of this study, Cohen’s d effect size of 0.35 or higher was used as the criteria for interpreting statistically significance. The results of this study revealed entering and returning female students reported statistically higher engagement levels than entering and returning male students in most of the variables indicating that they are more likely to utilize student support services at higher frequencies and have a more positive first semester experience than their counterparts.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Retention
dc.subject Student success
dc.subject Student persistence
dc.subject Engagement levels
dc.subject Social integration
dc.subject Academic integration
dc.subject Qatar
dc.subject CCSSE
dc.subject Community College Survey of Student Engagement
dc.subject SENSE
dc.subject Survey of Entering Student Engagement
dc.subject Community College of Qatar
dc.subject Community colleges
dc.subject College students
dc.subject College student retention
dc.title A look at engagement strategies that promote persistence and retention of entering students at the Community College of Qatar
dc.date.updated 2011-11-03T21:35:17Z
dc.identifier.slug 2152/ETD-UT-2011-08-3890
dc.contributor.committeeMember Bumphus, Walter G.
dc.contributor.committeeMember Roueche, John E.
dc.contributor.committeeMember Tyler, Arthur Q.
dc.contributor.committeeMember Silva, Rito
dc.description.department Educational Administration
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Administration
thesis.degree.discipline Educational Administration
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Education

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