Continuing and Transfer Students

Blekic, Mirela; Carpenter, Rowanna L.; Cao, Yi

doi:10.1177/1521025117726048

Cited by 13 publications

(11 citation statements)

References 40 publications

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“…Thus, these two variables are very important to be addressed (Warnecke & Lewine, 2019). These results are in line with research (Blekic et al, 2020) that students who have high engagement are able to show hard-working and diligent behavior both in class and outside of class. This attitude is indicated by the presence of positive emotions, such as being happy and always feeling curious in the learning process.…”

Section: Resultssupporting

confidence: 81%

Character, Resilience, and Critical Thinking of Biology Students after the Covid-19 Pandemic: How They are Correlated

Jamaluddin

Pratiwi

Safira

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research is a correlational study which aims to determine the relationship between character and resilience; character and critical thinking; resilience and critical thinking; and the character, resilience, and critical thinking of undergraduate biology students after the Covid-19 pandemic. The research population is all undergraduate students majoring in Biology and Science Education at Makassar State University, Makassar Muhammadiyah University and Bosowa University who are enrolled in the 2nd semester of the 2021-2022 academic year. The research sample consisted of 3 classes with a total of 120 students who were selected through cluster random sampling technique. The data of students’ character and resilience were obtained using questionnaire techniques, while data on students’ critical thinking skills were obtained by using an essay test on General Biology subject. The results of data analysis showed a correlation between character and resilience (p=0.000); character and critical thinking (p=0.000); character and critical thinking (p=0.000); student character, resilience and critical thinking (p=0.000). The finding of this study suggest that the correlation appears due to the potential of character and resilience to influence, empower, and enhance students’ critical thinking skills

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Section: Resultssupporting

confidence: 81%

Character, Resilience, and Critical Thinking of Biology Students after the Covid-19 Pandemic: How They are Correlated

Jamaluddin

Pratiwi

Safira

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Other work suggests that students who earn at least 10 credits before transfer earn bachelor's degrees at a higher rate (71%) than native 4-year students (66%) and vertical transfer students who transfer prior to earning 10 credits (38%; Adelman, 1999). The number of credits earned posttransfer is also positively associated with an increased likelihood of retention between the fall of sophomore and junior year (Blekic et al, 2020), supporting that credit accrual is an indicator of academic momentum associated with college success (Clovis & Chang, 2019).…”

Section: Protective Factors For Economically Disadvantaged Vertical T...mentioning

confidence: 84%

Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

Yazdani

McCallen

Hoyt

et al. 2021

Journal of College Student Retention: Research, Theory & Pr

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Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students—those who transfer from 2- to 4-year colleges—face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.

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“…Retention occurs due to the transfer of new information gleaned from short-term memory to long-term memory. Retention could be seen from the amount of knowledge that can be stored in long-term memory and applied again correctly at certain times or to other problems [11,12]. But the fact on the ground shows that student retention is still low.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Cognitive Retention of Different Academic Abilities Undergraduate Students Through PBLRQA Strategy

Listiana,

Bahri,

Jamaluddin

et al. 2023

Advances in Social Science, Education and Humanities Research

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The success of learning is generally measured by how far students master the concepts being taught. However, to find out the effectiveness of the learning strategy, it is necessary to analyze whether the concepts taught can be retained in students' long-term memory (retention). This research is a quasi-experimental research, which aims to increase the cognitive retention of students with different academic abilities through the PBLRQA strategy in Animal Physiology lectures. The research design used a pretest-posttest non-equivalent control group design. The sample of this study was all first-year biology students of academic year 2020/2021 with a total of 115 people spread over 4 classes. Student cognitive retention is measured by using essay questions. Research data were analyzed by using descriptive and inferential statistics with two-way covariate analysis (ANA-COVA). The results showed that the PBLRQA strategy was an effective learning strategy to increase students' cognitive retention. The percentage of improvement in students' retention from pretest to posttest through the PBLRQA strategy and traditional strategy was 4.57% and 0.57%, respectively. The Least Significance Difference (LSD) test showed differences in cognitive retention, the interaction of PBLRQA strategy -upper academic ability was significantly higher 14.70% than the PBLRQA-lower academic ability, while the traditional-upper academic ability strategy was significantly higher 5.50% than the traditional strategy -lower academic ability. Based on the results of the study, it was concluded that the PBLRQA strategy could increase the cognitive retention of students with different academic abilities.

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Continuing and Transfer Students

Cited by 13 publications

References 40 publications

Character, Resilience, and Critical Thinking of Biology Students after the Covid-19 Pandemic: How They are Correlated

Character, Resilience, and Critical Thinking of Biology Students after the Covid-19 Pandemic: How They are Correlated

Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

Enhancing Cognitive Retention of Different Academic Abilities Undergraduate Students Through PBLRQA Strategy

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