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Persistence of EAP students in associate degree and college credit certificate programs

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Date Issued:
2009
Summary:
The purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and first semester GPA), social integration variables (faculty interaction, college facilities and grounds, sense of community, college services, and student life), and environmental variables (family responsibilities, employment status, outside encouragement, and financial aid) and the dependent variable, EAP student persistence. The variables were extrapolated both from student academic transcripts and from an adapted version of the State University of New York (SUNY) Student Opinion Survey-Form A (ACT, 2006). T test and chi square analyses were performed. No relationship was found between any of the independent variables and the dependent variable. The thirteen respondents had high first semester GPA, favorable environmental support, and were socially integrated into the institution.
Title: Persistence of EAP students in associate degree and college credit certificate programs.
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Name(s): Frank, Pradel R.
College of Education
Department of Educational Leadership and Research Methodology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Issued: 2009
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: xi, 101 p. : ill.
Language(s): English
Summary: The purpose of this study was to examine the persistence of English for Academic Purposes (EAP) students at a large multi-campus community college/baccalaureate degree-granting institution in South Florida. The study aimed to determine whether there was a relationship among a specific set of independent variables, background and defining variables (age, enrollment status, prior college education, gender, race, ethnicity, and marital status), academic integration variables (academic goal and first semester GPA), social integration variables (faculty interaction, college facilities and grounds, sense of community, college services, and student life), and environmental variables (family responsibilities, employment status, outside encouragement, and financial aid) and the dependent variable, EAP student persistence. The variables were extrapolated both from student academic transcripts and from an adapted version of the State University of New York (SUNY) Student Opinion Survey-Form A (ACT, 2006). T test and chi square analyses were performed. No relationship was found between any of the independent variables and the dependent variable. The thirteen respondents had high first semester GPA, favorable environmental support, and were socially integrated into the institution.
Identifier: 462039955 (oclc), 246047 (digitool), FADT246047 (IID), fau:3477 (fedora)
Note(s): by Pradel R. Frank.
Thesis (Ed.D.)--Florida Atlantic University, 2009.
Includes bibliography.
Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
Subject(s): English language -- Study and teaching (Higher) -- Foreign speakers
English language -- Rhetoric -- Study and teaching (Higher)
Second language aquisition
Classroom environment -- United States -- Florida
Persistent Link to This Record: http://purl.flvc.org/FAU/246047
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU