Student Engagement as a Factor in Academic Achievement: The Case Study of Undergraduates at Norfolk State University, Virginia
| Author: | Melius, Janella | |
| Year: | 2010 | |
| Pages: | 208 | |
| ISBN: | 0-7734-1347-2 978-0-7734-1347-4 | |
| Price: | $179.95 + shipping | |
| (Click the PayPal button to buy) | ||
This book demonstrates the value of using of data to inform our understanding of student success. In this study, the researcher proposed that undergraduate students who engaged themselves in non-cognitive activities within an institutional climate are more likely to be academically successful. Implications for student affairs professionals and future direction of research are discussed.
Reviews
“This book plainly illustrates the value of using student-level data to inform the understanding of student characteristics and academic factors that influence student success.” - Prof. Jillian Kinzie, Indiana University
“This study is timely in light of today’s challenges for the retention of students in historically black institutions.” - Prof. Sheila D. Miller, Norfolk State University
“This study is timely in light of today’s challenges for the retention of students in historically black institutions.” - Prof. Sheila D. Miller, Norfolk State University
Table of Contents
Foreword by Jillian Kinzie, Ph.D.
Acknowledgments
Chapter I – Introduction
Description of the Problem
Statement of the Problem
Significance of the Problem
Implications for Social Work
Chapter II – Literature Review and Conceptual Framework
Literature
Self Concept and Academic Success of College Students
Institutional Characteristics and Academic Success of College Students
Background Characteristics and Academic Success of College Students
Conceptual Framework
Ecological Theory
Dual Perspective
Identity Focused Ecological Perspective
Social Constructivist Theory
Chapter III – Study Methodology
Research Design
Sampling Procedures
Description of Respondents
Research Questions and Hypotheses
Class Status Engagement Trends and Academic Outcomes
Parent(s) Educational Status
Residence Status
Gender
Gains in Personal Development
Engagement in Active and Collaborative Learning
Student-Faculty Interactions
Supportive Institutional Practices
Engaged in Extracurricular Activities
Conceptualization and Operationalization of Variables
Variable Specifications
Dependent Variable-Grade
Independent Variables – Institutional and Student Characteristics
Methodology
Description of Instrument
Analytic Planning
Definition of Terms
Non-Cognitive Indicators
Cognitive Indicators
Chapter IV – Results
Methodology Review
Participants
Hypotheses Testing
T-Test Analysis
Class Status and Grade Point Average
Class Status and Collaborative Learning
Class Status and Extracurricular Activity
Class Status and Teacher-Student Engagement
Gender
Gender and Grade Point Average
Gender and Collaborative Learning
Gender and Extracurricular Activities
Gender and Teacher and Student Engagement
Residence
Residence and Grade Point Average
Residence and Collaborative Learning
Residence and Extracurricular Activities
Residence and Teacher and Student Engagement
Analysis of Variance
Parent’s Educational Level and GPA
Mother’s Education and Grade Point Average
Father’s Education and Grade Point Average
Parent’s Educational Level and Students’ Level of Engagement
Mother’s Education and Student-Teacher Interaction
Father’s Education and Student-Teacher Interaction
Mothers’ Education and Students’ Engagement in Collaborative Learning
Fathers’ Education and Students’ Engagement in Collaborative Learning
Mothers’ Education and Students’ Participation in Extracurricular Activities
Fathers’ Education and Students’ Participation in Extracurricular Activities
Bivariate Correlation Analysis
Gains in Personal Development and Grade Point Average
Engagement in Active and Collaborative Learning and Grade Point Average
Student-Faculty Interaction and Grade Point Average
Institutional Practices and Grade Point Average
Extracurricular Activities and Grade Point Average
Multiple Regression Analysis
Path Analysis
Chapter V – Discussion
Summary of Research Findings
Institutional Characteristics
Policy Implications and Recommendations
Social Work Implications and Recommendations
Limitations
Conclusion
Appendix A – National Survey of Student Engagement (NSSE) Survey
Appendix B – Raw Data, Scree Plot and Posthoc Outputs
References
Names Index
Subject Index
Acknowledgments
Chapter I – Introduction
Description of the Problem
Statement of the Problem
Significance of the Problem
Implications for Social Work
Chapter II – Literature Review and Conceptual Framework
Literature
Self Concept and Academic Success of College Students
Institutional Characteristics and Academic Success of College Students
Background Characteristics and Academic Success of College Students
Conceptual Framework
Ecological Theory
Dual Perspective
Identity Focused Ecological Perspective
Social Constructivist Theory
Chapter III – Study Methodology
Research Design
Sampling Procedures
Description of Respondents
Research Questions and Hypotheses
Class Status Engagement Trends and Academic Outcomes
Parent(s) Educational Status
Residence Status
Gender
Gains in Personal Development
Engagement in Active and Collaborative Learning
Student-Faculty Interactions
Supportive Institutional Practices
Engaged in Extracurricular Activities
Conceptualization and Operationalization of Variables
Variable Specifications
Dependent Variable-Grade
Independent Variables – Institutional and Student Characteristics
Methodology
Description of Instrument
Analytic Planning
Definition of Terms
Non-Cognitive Indicators
Cognitive Indicators
Chapter IV – Results
Methodology Review
Participants
Hypotheses Testing
T-Test Analysis
Class Status and Grade Point Average
Class Status and Collaborative Learning
Class Status and Extracurricular Activity
Class Status and Teacher-Student Engagement
Gender
Gender and Grade Point Average
Gender and Collaborative Learning
Gender and Extracurricular Activities
Gender and Teacher and Student Engagement
Residence
Residence and Grade Point Average
Residence and Collaborative Learning
Residence and Extracurricular Activities
Residence and Teacher and Student Engagement
Analysis of Variance
Parent’s Educational Level and GPA
Mother’s Education and Grade Point Average
Father’s Education and Grade Point Average
Parent’s Educational Level and Students’ Level of Engagement
Mother’s Education and Student-Teacher Interaction
Father’s Education and Student-Teacher Interaction
Mothers’ Education and Students’ Engagement in Collaborative Learning
Fathers’ Education and Students’ Engagement in Collaborative Learning
Mothers’ Education and Students’ Participation in Extracurricular Activities
Fathers’ Education and Students’ Participation in Extracurricular Activities
Bivariate Correlation Analysis
Gains in Personal Development and Grade Point Average
Engagement in Active and Collaborative Learning and Grade Point Average
Student-Faculty Interaction and Grade Point Average
Institutional Practices and Grade Point Average
Extracurricular Activities and Grade Point Average
Multiple Regression Analysis
Path Analysis
Chapter V – Discussion
Summary of Research Findings
Institutional Characteristics
Policy Implications and Recommendations
Social Work Implications and Recommendations
Limitations
Conclusion
Appendix A – National Survey of Student Engagement (NSSE) Survey
Appendix B – Raw Data, Scree Plot and Posthoc Outputs
References
Names Index
Subject Index