Learning Communities and Student Success in Jamaica's Institutions of Higher Education
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| Title: | Learning Communities and Student Success in Jamaica's Institutions of Higher Education |
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| 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 |
| 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.] |
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| ISBN: | 979-88-02-74934-0 |
