Dissertation/ Thesis
Addressing remediation in California community colleges through students' lived experiences in relation to academic, personal, and institutional factors
| العنوان: | Addressing remediation in California community colleges through students' lived experiences in relation to academic, personal, and institutional factors |
|---|---|
| المؤلفون: | Mostafa, Nazia |
| المساهمون: | Nevarez, Carlos, Langslet, JoLynn, McQueen, George T. |
| المصدر: | oai:alma.01CALS_USL:11232510360001671 |
| بيانات النشر: | California State University, Sacramento Graduate and Professional Studies in Education Doctorate in Educational Leadership |
| سنة النشر: | 2017 |
| مصطلحات موضوعية: | Developmental courses, Assessment, Vygotsky's social-historical theory of cognitive development, Retention theory, Under-prepared, Astin's theory of student involvement, Remedial English and math courses |
| الوصف: | The purpose of this study was to assess the experiences of remedial students who successfully completed one or two years of community college. The study aimed to offer educational leaders, administrators, and faculty valuable insights to assist them in creating and providing better programs and services to first- and second-year remedial students. Furthermore, the study aimed to gain knowledge of how institutions can improve practices and policies in relation to remediation. Specifically, this study aimed to gain knowledge of ways in which academic, personal/emotional, and institutional factors impact remedial college students through the students' lived experiences. This study is unique in its nature because existing research on remedial students who completed one or two years of community college is dismal. This study will contribute to literature since this topic needed to be developed and more work is required in this particular area of research. This mixed methods study used concurrent strategy approach. Quantitative and qualitative data were collected simultaneously. The quantitative data of this study were used to inform qualitative process. The qualitative data served to surpass the limitations of quantitative research designs. The overall qualitative findings showed that students had a positive experience of interacting with faculty, counselors, family, friends, and utilizing on-campus resources. On the other hand, participants also indicated having negative experience of interacting with faculty and counselors. They stated feeling overwhelmed and stressed due to familial obligations and financial issues. Some of them also indicated facing a dire experience of utilizing such on-campus resources as tutoring, Math Activities Center, and financial aid. The quantitative findings showed that the relationship between faculty and counselors, family and friends, and library and tutoring regarding the experiences of first- and second-year remedial college students was either medium or medium to high. This shows ... |
| نوع الوثيقة: | thesis |
| اللغة: | English |
| Relation: | http://hdl.handle.net/10211.3/190750 |
| الاتاحة: | http://hdl.handle.net/10211.3/190750 |
| رقم الانضمام: | edsbas.93C64070 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |