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| Main Authors: | , , , , , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1311569 |
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| _version_ | 1867181636670455808 |
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| author | Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. |
| author_facet | Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. |
| collection | Education Resources Information Center |
| contents | Factors That Contribute to Student Success and Satisfaction at Brandman University Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. College Students Success Student Satisfaction Coaching (Performance) Laboratories Writing (Composition) Mathematics Library Role Tutoring Academic Support Services Correlation Student Attitudes Methods: The Brandman University Strut Learning platform offers a set of analytics that can be utilized by Academic Coaches, Tutorial Faculty, and Administrators as student performance metrics. Reports summarizing that data have indicators for student progress in the program, competency, and learning activity level, as well as topics and subtopics with which the students may need additional support. We began this investigation by assuming that our dependent variable, student success, should be measured by the length of time required for completing the competency (Note: some of the concluding remarks pertain directly to this decision, and points to future directions for the investigation). Our intention was to evaluate the relationship that our dependent variable might have statistically with seventeen independent variables all related to student satisfaction, including: Academic Coaching, Online Writing and Math Center, Library Support, and Tutorial Faculty Support. Findings: It was speculated that satisfaction about the individual services involved might be related to overall satisfaction with the program. The Student Services that showed the greatest correlation between satisfaction in individual services and overall satisfaction. Conclusion: We found strong statistical association between students' beliefs about the importance of a student service and their satisfaction in that same service. We also found strong statistical association between students' satisfaction in individual student services and their satisfaction overall in the program. However, we found a weak association in the most critical area -- whether the satisfaction in the student services is related to our definition of student success. |
| format | Recurso educativo Open Access |
| id | eric_EJ1311569 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Factors That Contribute to Student Success and Satisfaction at Brandman University Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. College Students Success Student Satisfaction Coaching (Performance) Laboratories Writing (Composition) Mathematics Library Role Tutoring Academic Support Services Correlation Student Attitudes Factors That Contribute to Student Success and Satisfaction at Brandman University Echols, Diana Gilmer Shukla-Belmontes, Monica P. Lege, Gerald F. Zipnick, Deborah J. Perez, Ben Kalinski, Felix Edwards, Paula L. Moodian, Margaret M. College Students Success Student Satisfaction Coaching (Performance) Laboratories Writing (Composition) Mathematics Library Role Tutoring Academic Support Services Correlation Student Attitudes Methods: The Brandman University Strut Learning platform offers a set of analytics that can be utilized by Academic Coaches, Tutorial Faculty, and Administrators as student performance metrics. Reports summarizing that data have indicators for student progress in the program, competency, and learning activity level, as well as topics and subtopics with which the students may need additional support. We began this investigation by assuming that our dependent variable, student success, should be measured by the length of time required for completing the competency (Note: some of the concluding remarks pertain directly to this decision, and points to future directions for the investigation). Our intention was to evaluate the relationship that our dependent variable might have statistically with seventeen independent variables all related to student satisfaction, including: Academic Coaching, Online Writing and Math Center, Library Support, and Tutorial Faculty Support. Findings: It was speculated that satisfaction about the individual services involved might be related to overall satisfaction with the program. The Student Services that showed the greatest correlation between satisfaction in individual services and overall satisfaction. Conclusion: We found strong statistical association between students' beliefs about the importance of a student service and their satisfaction in that same service. We also found strong statistical association between students' satisfaction in individual student services and their satisfaction overall in the program. However, we found a weak association in the most critical area -- whether the satisfaction in the student services is related to our definition of student success. |
| title | Factors That Contribute to Student Success and Satisfaction at Brandman University |
| topic | College Students Success Student Satisfaction Coaching (Performance) Laboratories Writing (Composition) Mathematics Library Role Tutoring Academic Support Services Correlation Student Attitudes |
| url | https://eric.ed.gov/?id=EJ1311569 |