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dc.contributor.advisorCantú, Norma V., 1954-en
dc.creatorTamimi, Abdulnassiren
dc.date.accessioned2011-11-03T21:35:07Zen
dc.date.available2011-11-03T21:35:07Zen
dc.date.created2011-08en
dc.date.issued2011-11-03en
dc.date.submittedAugust 2011en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-08-3890en
dc.descriptiontexten
dc.description.abstractAccording 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.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectRetentionen
dc.subjectStudent successen
dc.subjectStudent persistenceen
dc.subjectEngagement levelsen
dc.subjectSocial integrationen
dc.subjectAcademic integrationen
dc.subjectQataren
dc.subjectCCSSEen
dc.subjectCommunity College Survey of Student Engagementen
dc.subjectSENSEen
dc.subjectSurvey of Entering Student Engagementen
dc.subjectCommunity College of Qataren
dc.subjectCommunity collegesen
dc.subjectCollege studentsen
dc.subjectCollege student retentionen
dc.titleA look at engagement strategies that promote persistence and retention of entering students at the Community College of Qataren
dc.date.updated2011-11-03T21:35:17Zen
dc.identifier.slug2152/ETD-UT-2011-08-3890en
dc.contributor.committeeMemberBumphus, Walter G.en
dc.contributor.committeeMemberRoueche, John E.en
dc.contributor.committeeMemberTyler, Arthur Q.en
dc.contributor.committeeMemberSilva, Ritoen
dc.description.departmentEducational Administrationen
dc.type.genrethesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Educationen


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