...During my first years of high school, I believed all the marvelous opportunities that were presented to me were because I was in the right place at the right time. It was not until I was solely responsible for my future that I realized that I create the greatest and most successful opportunities for myself. During my sophomore year of high school, it seemed as though everything was going right. I was one of the top students at my private school, an athlete on three varsity teams, a dedicated member of our theater and choir programs, and I was very involved in my high school community through joining clubs.Yet, when I decided to switch from the school I had attended since the 7th grade to an online alternative, I had feelings of great trepidation...
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...FACTORS AFFECTING ACADEMIC PERFORMANCE OF FIRST YEAR COLLEGE STUDENTS OF THE DIVINE WORD COLLEGE OF BANGUED FIRST SEMESTER 2010-2011 Mary B. Gallardo,MST-Math, Alfreinell S. Castillo, BSC, Jessie T. Sibayan, AB, Marianito T. Taeza, AB, and G. Regil D.Valera, BSCE Registrar’s Office, Divine Word College of Bangued June 1, 2011. The objective of this study was to examine factors such as age, gender, high school graduated from, and Grade Point Average (GPA) in fourth year and to identify whether these factors could distinguish differences among students based on academic performance. A survey was made from the available data at the Registrar’s Office. The researchers looked into the records of the first year students of the degree programs namely: Bachelor of Elementary Education (N= 37), Bachelor of Secondary Education (N= 20), Bachelor in Business Administration (N= 53), Bachelor of Science in Nursing (N= 30), and Bachelor of Science in Accountancy (N= 35) a total of 175 subjects. In this particular research, age, school graduated from and gender did not affect academic performance in college among the first year BEEd, BSEd, BSBA, BSAc and BSN students of the Divine Word College of Bangued during the first semester 2010-2011. Academic performance was significantly associated with the grade point average in high school. Introduction. Learning is a lifetime process. Continues learning equips an individual as a student with a larger tapestry of knowledge, a...
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...ACADEMIC DIFFICULTY DETERMINANTS OF BEED-II AND BTTE-II STUDENTS, CATANDUANES STATE COLLEGES – PANGANIBAN CAMPUS, FIRST SEMESTER, SCHOOL YEAR 2012-2013 by: JAYMUND M. FLORANZA, MPA ABSTRACT The study attempted to find out academic difficulty determinants among tertiary students. It involved forty-eight second year students taking Bachelor of Elementary Education (BEED-II) and twenty-four students taking Bachelor of Technical Teacher Education (BTTE-II) in the Catanduanes State Colleges, Panganiban Campus (CSC-PC), first semester of SY 2012-2013. It identified five factors of academic difficulty determinants such as: (a) student factor, (b) family factor, (c) faculty factor, (d) social factor, and (e) school factor. It further asks the significant difference in the academic difficulty determinants of BEED-II and BTTE-II Students. The descriptive type of research utilized self-made checklist questionnaire as the main instrument to gather the data. The findings of the present study demonstrated that academic difficulty determinants showed that student-respondents find difficulty in studying/understanding their lessons, have family financial problem, find difficulty in the tests given by teachers, have a house/boarding house that is very noisy and classmates that is very judgmental, and a school premises/classrooms that are very noisy. And lastly, the present study found out that the there is a difference in the academic difficulty determinants of BEED-II and BTTE-II...
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... Why Did They Enroll? The Factors Influencing College Choice An analysis of traditional-aged students What matters to students when deciding where to enroll? There are a variety of factors that influence a student’s decision to enroll. Factors such as cost and the availability of financial aid are universally important at all types of institutions. However, other factors can vary widely by institution type, demographics, class level, and whether the student enrolled at his or her top choice. Every year, hundreds of campuses administer the Noel-Levitz Student Satisfaction Inventory™ (SSI) to their students. In addition to more than 70 items rated for importance and satisfaction on the general student experience, the SSI includes nine items that address factors in a student’s decision to enroll. During the fall of 2011, more than 55,000 students from more than 100 public and private fouryear and two-year institutions completed the SSI. These students rated the factors to enroll items on a scale of one (meaning not important at all) to seven (very important). This report details the responses from the nationwide pool of data. In particular, this report has a special emphasis on the nearly 22,000 first-year students who responded in order to see which items scored higher with ratings of important or very important (a ranking of six or seven on the answer scale). Comparisons with upperclass students and between students at their first-choice institution versus those attending their...
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...how students’ process of decision making with respect to selecting college majors and careers relates to their persistence in college, and (b) to tease-out practical implications of this research for improving the academic advisement, long-range planning, and retention of first-year students. The majority of new students entering higher education leave their initial college of choice without completing a degree (Tinto, 1993), and national attrition rates have been increasing since the early 1980s at two-year and four-year institutions, both public and private (Postsecondary Education Opportunity, 2002). At all types of higher education institutions, including highly selective colleges and universities, the most critical period or stage of vulnerability for student attrition continues to be the first year of college (“Learning Slope,” 1991). More than half of all students who withdraw from college do so during their first year (Consortium for Student Retention Data Exchange, 1999), resulting in a first-year attrition rate of more than 25% at four-year institutions, and approximately 50% at two-year institutions (ACT, 2003). Retention research suggests that student commitment to educational and career goals is perhaps the strongest factor associated with persistence to degree completion (Wyckoff, 1999). Given the increasing trend of new students to report that their number-one goal for attending college is “preparing for an occupation” (Astin, Parrot, Korn, & Sax, 1997)...
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...First-generation college students are defined as students who are from a family where no parent or guardian has earned a baccalaureate degree, a common definition used in most studies (Soria & Steepleton 2012; Choy 2001). Roughly, one third or 32% of undergraduate students are first-generation college students (National Postsecondary Student Aid Study [NPSAS] 2012). It is important we understand the needs of first-generation college students as the number of students entering college increases (National Center for Education Statistics [NCES], 2009) and colleges push to increase retention and graduation rates (U.S. Department of Education, 2009). This essay will argue that retention rates of first-generation college students are much lower compared...
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...PARSING THE FIRST YEAR OF COLLEGE: A CONCEPTUAL FRAMEWORK FOR STUDYING COLLEGE IMPACTS Patrick T. Terenzini Distinguished Professor and Senior Scientist Center for the Study of Higher Education 400 Rackley Building Pennsylvania State University University Park, PA 16802-3203 Voice: (814) 865-9755 Fax: (814) 865-3638 E-mail: Terenzini@psu.edu and Robert D. Reason Assistant Professor and Research Associate Center for the Study of Higher Education Pennsylvania State University Voice: (814) 863-3766 Fax: (814) 865-3638 E-mail: Rreason@psu.edu Paper presented at the meeting of the Association for the Study of Higher Education, November 19, 2005, Philadelphia, PA. PARSING THE FIRST YEAR OF COLLEGE: A CONCEPTUAL FRAMEWORK FOR STUDYING COLLEGE IMPACT Introduction For many college-bound students and their families, the first year of college is a make-orbreak period for learning, for decisions about continued college enrollment, and for discovering whether they made a good decision about which college to attend. Abundant evidence links students’ first-year academic performance to both persistence and degree completion (Pascarella & Terenzini, 1991, 2005). In addition, about two-thirds (perhaps as much as 90 percent for cognitive skills) of the gains college students make in reading, math, science, the social sciences, and cognitive skill development will occur in the first two years (Pascarella & Terenzini, 2005). Many students, however, are not in college long enough to realize those...
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...Examining the Needs of First-Generation College Students Hank R. Austin Arkansas Tech University Examining the Needs of First-Generation College Students Choosing first-generation college students as my sub-population to focus on was an easy decision. I was a first-generation college student. My father never attended high school and my mother never attended school beyond graduation from high school. Considering some of my own personal struggles and experiences, my research, introduced here, will serve to assist me further in reaching out to those students with similar backgrounds. First-generation students are defined as students whose parents have not completed a bachelor’s or an associate degree (Glenn, 2008). Roughly 30% of entering freshmen in the USA are first-generation college students, and 24% (4.5 million) are both first-gens and low income. Nationally, 89% of low-income first-gens leave college within six years without a degree. More than a quarter leave after their first year; four times the dropout rate of higher-income second-generation students (Ramsey & Peale, 2010). Much research has been conducted in the last decade on the issues facing first-generation students. I found that the major issues which have prompted this research are retention and graduation rates. Among students who enrolled in four-year colleges, for example, the first-generation students had a graduation rate of 44.9%, while the rate for non-first-generation students was 59%. Among...
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... from the University of Southern California, M.F.A. from Brandeis University (MA) and B.A. from Western Washington University (WA) after first attending Linfield College (OR). | SUMMER 2007 JOURNAL OF COLLEGE ADMISSION W W W. N A C ACNET.ORG Beyond Admission: Understanding Pre-College Variables and the Success of At-Risk Students Abstract This study examined pre-college variables from an admission-office perspective and the ability of these variables to predict college grade point average (GPA) for students specially admitted into an academic support program for at-risk students. The research was conducted at a private, highly-selective, research university in the southwest United States. The primary determining factors for this special admission program are lowerthan-average high school GPA and/or standardized test scores. Pre-college variables that most significantly predicted college GPA were high school GPA, gender of student, and leadership experience prior to applying. Scholastic Aptitude Test (SAT) scores failed to predict success as measured by college GPA. Beyond Admission Seventy-five percent of students who drop out of college do so during their first two years, and 57 percent of students leave their first college without graduating (Tinto, 1993). First semester grades (McGrath & Braunstein, 1997) and first year grades (Gifford, Briceño-Perriott, & Mianzo, 2006; Reason, 2003) are significantly linked with retention. Because these grades act as a quantifiable...
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...The Concern of College Dropout rates in The United States RES/351 October 31, 2013 Dr. Albert Smothers The Concern of College Dropout rates in The United States The United States is known for spending a great deal of funds on higher education. However in recent years statistics have revealed a high rate of college students fail to obtain their bachelor’s degrees. Currently 42% of college enrolled students fail to complete their education for bachelor’s degrees. Both educators and economists see this as an issue that can impact the country economically and the overall quality of life (Dunn, W. 2013). Purpose of the Research The purpose of our organizations study is to determine the correlation between a student’s level of preparation for higher education and the national dropout rate of colleges in the United States. Specifically, this study will focus on students that attended four year universities with intentions of obtaining their bachelor’s degree, however, they ended up leaving school without this degree. Many people pursue college degrees to obtain specific disciplines and higher education in order to become successful and contributing members of society. However, many of these students are exposed for the first time to environments or challenges that college may present with no preparation or ability to adapt and complete their degree programs. Dropping out of college could potentially impact ones future income earnings and quality of life (Dunn, W. 2013). The...
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...You have two choices when it comes to college, four years or two. Most people decide on four, more than likely because that is what they talk to students about in high school. Community colleges and two-year colleges seem to get overlooked. Two-year colleges are just as good, if not better than, four-year colleges. In “Two Years are Better than Four,” Liz Addison argues that community colleges matter just as much as a four-year college. Addison proclaims, “The community college system is America’s hidden public service gem.” (Par. 6) Unlike Rick Perlstein, who thinks four-year colleges are the better option. Addison also talks about how at a community college; everyone has equal opportunities to succeed. Some people that go to community college might be the first person in their family to go to college. Due to community college being cheaper than a four-year college it makes it easier for those people to attend college. Most people will pick a four-year college. They think that is what they’re supposed to do due to that’s all high schools talk to you about. Community colleges and two-year colleges are not a bad option. They are more affordable, everyone has an equal opportunity to succeed, and are a springboard for more education. Students can benefit from a two-year...
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...Before they even head off to college, first time college students will have heard about the dreaded Freshman 15. The Freshman 15 is the idea that by the end of their first year of college, first time college freshman will have gained 15 pounds. However, research has found that the average increase of weight for the freshman population ranges between 2.4 to 4.6 pounds (Smith-Jackson and Reel 14). Nevertheless, this is still a significant amount of weight gain for anyone and it could foreshadow a pattern of unhealthy eating patterns down the road that will have effects on college students’ heath, such as obesity and diabetes. The Freshman 15 is not something that unexpectedly happens overnight, remote and immediate causes contribute to the weight...
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...Community Colleges: Their Importance and Growth Throughout the Years Community colleges attract the interest of many students for their easy access, made by their general admission, but also for their schedule flexibility when it comes to classes, and much lower tuition costs when compared to four-year-colleges. Those reasons make community colleges a smart choice for students of all ages. There is still prejudice when talking about community colleges, even nowadays. Some educators might feel disappointed to hear their students will be attending community colleges and earning an Associate Degree, before earning their Bachelor Degree in a four-year-university. Yet, there are many positive points for a student to opt to attend a community college prior to attending a four-year-university or college. In an economic factor, tuition and fees of a community college are - on average - $3,150 a year, versus $8,893 of a four-year public colleges or universities (for in-state students). This would help the students to attain an economic advantage over those who cursed a four-year-university right out of high school. Like a four-year-university student, community college students are also eligible...
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...Teddy Dinker Feasibility Study: CollegeCloseUp The Virtual College Visit CollegeCloseUp offers prospective college students a visually intriguing look into a University’s student life outside of academics. The service provides a unique perspective into the lives of a diversity of students from every campus. This practical tool also incorporates user-generated information for the bulk of its production. Through the generation of this information, prospective students gain an unprecedented look into student activities that go beyond the typical college tour. Team The team consists of Carey Hite and Edward Dinker. Carey is currently a sophomore at the College of Charleston studying Accounting along with Hospitality and Tourism Management. Edward is a junior at the College of Charleston. He is pursuing a major in Business Administration and in History. Paula Hite, Carey’s mother, was a school board member for 13 years and also held the position of chairperson for 3 years. She will be serving as the head of our Board of Advisers. Arnold Hite will also be a member of this board. He was an Economics professor and served as Dean of the Charleston Southern School of Business. The Service Unique Features (Benefits): The CollegeCloseUp application has many distinct advantages over the competition. It is the first user-generated application offering in-depth college perspectives for prospective college students. Rather than being overly informational and monotonous...
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...Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors Vol. 4, Iss. 2, September 2009 THE EFFECTS OF FRATERNITY/SORORITY MEMBERSHIP ON COLLEGE EXPERIENCES AND OUTCOMES: A PORTRAIT OF COMPLEXITY Ashley M. Asel, Tricia A. Seifert, and Ernest T. Pascarella This study estimated the effects of fraternity/sorority membership on a wide range of college experiences and outcomes for first-year and senior college students at a large, public, Midwestern university. The findings suggest a complex portrait of the relationships between affiliation, engagement, and learning outcomes. Fraternity/sorority membership appeared to facilitate social involvement during college but may have limited the diversity of relationships. It was associated with higher levels of community service, but also increased the odds of excessive alcohol use. In the presence of controls for important, confounding influences, being a fraternity/sorority member had little consistent influence on grades or perceived impact of college. There was little support for gender differences in the impact of affiliation. Finally, implications for student affairs professionals in their work with undergraduate fraternity/sorority leaders and members were considered. Most institutions of higher education hold student learning and success as parts of their primary missions (Kuh, Kinzie, Schuh, Whitt, & Associates, 2005; Kuh, Schuh, Whitt, & Associates, 1991). Faculty members, staff members, and administrators...
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