Literaturnachweis - Detailanzeige
| Autor/in | Smith, Tamara Camille |
|---|---|
| Titel | No Course Left Behind: Dual Credit Students' Perceptions of Inadequate Academic Progress and Financial Aid Eligibility |
| Quelle | (2023), (178 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-8892-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Dual Enrollment; Student Attitudes; Academic Achievement; Student Financial Aid; Eligibility; College Freshmen; Academic Probation; College Bound Students; Guidance |
| Abstract | The problem addressed in this study was that poor performance in dual credit programs negatively impacts first-year community college student's academic progress, placing them at risk for unsatisfactory academic progress and jeopardizing their financial aid eligibility. The purpose was to understand the experiences of first-year college students enrolled in dual-credit programs in the context of academic probation and financial aid ineligibility. An interpretative, qualitative phenomenological design was guided by the cooling out theory. Eligibility requirements were 18 years of age and completing a minimum of 12 credit hours during dual credit participation and on academic and financial aid probation standing in their first semester of college. Qualitative data were collected from participant interviews. NVivo analysis was used to code and group the data to form categories. A thematic analysis strategy was used to examine the data and resulted in the findings for RQ1 as misunderstanding of the connection to satisfactory academic progress between dual enrollment and college, being unprepared for the transfer process, uncertainty in shared information, and minimal access to support. RQ2 revealed that participants' value of the information was basic, and limitations created opportunities for achievement. Lastly, RQ3 revealed that the first-semester transition was difficult and forced readjustment to alternative options to continue present. The challenges students admitted included lacking information about academic progress and financial aid eligibility, difficulty accessing resources, and feeling overwhelmed with the process. The value of the information received from participants was described as rudimentary, and there was a need for increased advising on transfer. Many students found it difficult to appreciate the value of the information before transfer because the details of the impact of their performance were not shared until they reached college, creating a challenge for them, as it surprised many. Despite their lackluster performance, many participants were confident they could improve their situation by adapting to the college's new environment and course introduction. Students in dual credit high schools need proper guidance and education beyond college rigor to transition seamlessly into college. Colleges should develop protocols to evaluate and help low performers succeed in their college transition. Future researchers should explore high school counselors' perspectives on the guidance and resources offered and college advisors' challenges in managing this population. Another recommendation is to review the number of advising appointments for high school students participating in dual credit. Future researchers might explore other dual credit or early college program cost models that allow participants to earn their college degree or obtain credit hours before graduating high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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