Learning Communities and Student Success in Jamaica's Institutions of Higher Education
Saved in:
| Title: | Learning Communities and Student Success in Jamaica's Institutions of Higher Education |
|---|---|
| Language: | English |
| Authors: | Oliver M. Falloon-Reid |
| Source: | ProQuest LLC. 2022Ed.D. Dissertation, St. Thomas University. |
| Availability: | 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 |
| Peer Reviewed: | N |
| Page Count: | 160 |
| Publication Date: | 2022 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Communities of Practice, Success, Foreign Countries, Higher Education, Outcomes of Education, Student Participation, Grade Point Average, Academic Persistence, Academic Achievement, College Students, Living Learning Centers, Dropouts |
| Geographic Terms: | Jamaica |
| ISBN: | 979-88-02-74934-0 |
| Abstract: | Annually, approximately one million students drop out of college or university. About 43% of first-time, full-time students at public universities graduate within six years. This is a completion crisis according to some education leaders. Student support initiatives like learning communities are promising. This quantitative study investigated the relationship between student participation in learning communities and their success measured by GPA and persistence. The link between GPA, persistence and attainment is inextricable. Using a survey instrument, the researcher collect data from 413 college students enrolled in 20 postsecondary institutions in Jamaica to answer two research questions: What is the relationship between learning communities and the success (GPA) of students in Jamaica's postsecondary institutions? What is the relationship between participation in learning communities and student persistence in Jamaica's postsecondary institutions? Fitting a factorial ANCOVA model to the 413 data records results indicated that a direct and statistically significant relationship exists between student participation in learning communities and GPA. The results indicated that students who participated in learning communities are likely to realize up to a 4.1% GPA improvement. Specifically, students who participated in: (1) student housing learning communities; and (2) professional forums learning communities, realized greater impacts to their GPA than students who participated in other types of learning communities. A research model on student success (GPA) that includes learning community as a predictor variable, might explain about 20% variability in GPA 95 out of 100 times. Gender is not a significant predictor as a main effect or as an interaction variable with learning community participation. When students enroll in consecutive semesters (Persistence), their GPA improved. Conversely, extended number of college years (non-consecutive enrollments) were inversely related to student success--GPA. Number of homework hours is directly related to GPA, and when students have a positive perception about learning communities and participate therein, GPA improves. Learning communities exist in Jamaica's colleges and universities, however, systemization is required for effectiveness, including a plan to study and implement the most effective types. Further, a pilot program studying optimal deployment of student housing and professional forum learning communities is recommended. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28967956 |
| Accession Number: | ED643162 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED643162 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Learning Communities and Student Success in Jamaica's Institutions of Higher Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Oliver+M%2E+Falloon-Reid%22">Oliver M. Falloon-Reid</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2022Ed.D. Dissertation, St. Thomas University. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 160 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Living+Learning+Centers%22">Living Learning Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Dropouts%22">Dropouts</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Jamaica%22">Jamaica</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-88-02-74934-0 – Name: Abstract Label: Abstract Group: Ab Data: Annually, approximately one million students drop out of college or university. About 43% of first-time, full-time students at public universities graduate within six years. This is a completion crisis according to some education leaders. Student support initiatives like learning communities are promising. This quantitative study investigated the relationship between student participation in learning communities and their success measured by GPA and persistence. The link between GPA, persistence and attainment is inextricable. Using a survey instrument, the researcher collect data from 413 college students enrolled in 20 postsecondary institutions in Jamaica to answer two research questions: What is the relationship between learning communities and the success (GPA) of students in Jamaica's postsecondary institutions? What is the relationship between participation in learning communities and student persistence in Jamaica's postsecondary institutions? Fitting a factorial ANCOVA model to the 413 data records results indicated that a direct and statistically significant relationship exists between student participation in learning communities and GPA. The results indicated that students who participated in learning communities are likely to realize up to a 4.1% GPA improvement. Specifically, students who participated in: (1) student housing learning communities; and (2) professional forums learning communities, realized greater impacts to their GPA than students who participated in other types of learning communities. A research model on student success (GPA) that includes learning community as a predictor variable, might explain about 20% variability in GPA 95 out of 100 times. Gender is not a significant predictor as a main effect or as an interaction variable with learning community participation. When students enroll in consecutive semesters (Persistence), their GPA improved. Conversely, extended number of college years (non-consecutive enrollments) were inversely related to student success--GPA. Number of homework hours is directly related to GPA, and when students have a positive perception about learning communities and participate therein, GPA improves. Learning communities exist in Jamaica's colleges and universities, however, systemization is required for effectiveness, including a plan to study and implement the most effective types. Further, a pilot program studying optimal deployment of student housing and professional forum learning communities is recommended. [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.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28967956" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28967956</link> – Name: AN Label: Accession Number Group: ID Data: ED643162 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED643162 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 160 Subjects: – SubjectFull: Communities of Practice Type: general – SubjectFull: Success Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Student Participation Type: general – SubjectFull: Grade Point Average Type: general – SubjectFull: Academic Persistence Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: College Students Type: general – SubjectFull: Living Learning Centers Type: general – SubjectFull: Dropouts Type: general – SubjectFull: Jamaica Type: general Titles: – TitleFull: Learning Communities and Student Success in Jamaica's Institutions of Higher Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Oliver M. Falloon-Reid IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: isbn-print Value: 979-88-02-74934-0 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
