Evaluating Learning Support Used by At-Risk Student-Athletes: A Quantitative Correlational Predictive Study

Autor/in	Henderson, Tiffany Michelle
Titel	Evaluating Learning Support Used by At-Risk Student-Athletes: A Quantitative Correlational Predictive Study
Quelle	(2023), (139 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9260-4
Schlagwörter	Hochschulschrift; Dissertation; Academic Support Services; Program Evaluation; At Risk Students; Student Athletes; Grade Prediction; Time on Task; Grade Point Average; Regression (Statistics); Income; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Zeitaufwand; Regression; Regressionsanalyse; Einkommen; Collegestudent
Abstract	The purpose of this quantitative correlational predictive study aimed to assess to what extent the number of actual study table hours predicted change of Grade Point Average (GPA) for at-risk student-athletes participating in revenue and non-revenue sports. Data was collected from 108 participants total, fifty-three participants in revenue-generating sports and fifty-five non-revenue-generating sports to determine to what extent the actual number of study table hours predicted change of GPA for at-risk student athletes. This study utilized Astin Student Involvement Theory as a theoretical framework. The guiding research questions to what extent, if any, do the actual number study table hours predict a change of Grade Point Average (GPA) for revenue-generating at-risk student-athletes? The next questions guiding the research was to what extent, if any, do the actual number study table hours predict a change of Grade Point Average (GPA) for non-revenue-generating at-risk student-athletes? These questions were analyzed by descriptive statistics. Results of research question one found the regression model was significant, F(1, 52) = 58.481, p < 0.001, R[superscript 2] = 0.534. A one-unit increase in table study hours corresponds to an increase in the difference in GPA on average by 0.012. Research question two the results are significant, F(1, 54) = 83.194, p < 0.001, R[superscript 2] = 0.611. A one-unit increase in table study hours corresponds to an increase in the difference in GPA on average by 0.012. This research will be significant for student-athletes and realizing their academic GPA and the benefit of study tables on their academic achievement. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01