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Record identifier : 568984
Personal Name - Primary Intelectual Responsibility : Gomez, Dawn M
Title and statement of responsibility : ACT 101 programs as learning communities: Using the construct of mattering to enhance higher education service delivery [Thesis]
Publication, Distribution,Etc. : Marywood University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Marywood University
Summary or Abstract : This study compared ACT 101 and Non-ACT 101 college students' perceptions of mattering to others in their colleges or institutions. Student persistence research has found that students who regularly interact with key agents within their institutions are more likely to remain enrolled in college. ACT 101 students received academic support through one-on-one attention, mentoring, tutoring, and academic and personal counseling, thus, potentially increasing their perceptions of being of value (mattering) to those assigned to help them.Participants numbered 131 undergraduate students at two private institutions in Northeastern Pennsylvania. The Mattering Scale Questionnaire for College Students (MSQCS) was utilized and asked students their perceptions on "mattering" with regards to their relationships with administrators, advisors, faculty, and whether they felt the institution acknowledged the multiple roles they juggled, and peer relationships.For Research Question 1, a t-test of independent samples was run to assess whether there were differences between ACT 101 and Non-ACT 101 student perceptions of mattering with regard to the five subscales (administration, advising, faculty, multiple roles, and peers). Significance was found for the Administration and Advising subscales of the MSQCS. That is, findings indicated that ACT 101 students had higher perceptions of mattering to Administration and Advisors than Non-ACT 101 students. For Research Question 2, a Chi-square statistic was utilized to determine whether there were differences between student type (ACT 101, Non-ACT 101) by student characteristics (age, gender, extracurricular activities, class standing, enrollment status, housing status, volunteerism, swirling/transfer, work status, average number of hours worked, and participation in Summer Bridge Program). Significance was found for age, class, extracurricular activities and summer bridge program. In other words, results indicated age, class, extracurricular activities, and summer bridge program differences between ACT 101 and Non-Act 101 students.Of the four significant student characteristics, post-hoc analyses using One-Way ANOVAs were run and the findings reported in Chapter 4 support the research which posits the importance of fostering young, entering students to become engaged in extracurricular activities and involved with administrators, advisors, faculty, and peers alike early in academic life; thus, engendering perceptions of mattering and feelings of loyalty to their institutions. Further, the findings of this study elucidated the evidenced need for colleges and universities to incorporate ACT 101-like comprehensive programming activities for traditional aged students regardless of student type (ACT 101, Non-ACT 101), academic, and/or financial need- to better enhance the array of higher education programming and service delivery and increase the likelihood of persistence..
Topical Name Used as Subject : School administration
Information of biblio record : TL
 
 
 
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