Remedial Education and Student Attrition

Abstract

Data from entering student surveys for the fall 1993, 1994, and 1995 freshmen cohorts at Utah Valley State College and 1998 outcomes data from the college's student information system were analyzed to determine student attrition rates and their relationship to variables defined in the literature about retention models, at-risk populations, and evaluating retention programs. Based on logistic regression analysis, the author discusses demographic, goal commitment, academic, and financial support variables as predictors of student retention.

Going the Distance with Distance Learning: An analysis of Motivational Factors that Influence E-Learning Course Completion Rates

“…Lower levels of self-motivation and career aspiration, combined with uncertain goals, inadequate work habits, and immature attitudes and perceptions, were associated with an increased likeliness to drop out of school (Hoyt, 1999;Morrison, 1999;Spanard, 1990;Waxman & Huang, 1996). The research also suggests that the lower the amount of environmental support (e.g., family, instructor, job, social), the more likely the student will drop out of school (Hoyt, 1999;Waxman & Huang, 1996).…”

Conceptualisation of learning satisfaction experienced by non-traditional learners in Singapore

“…And learner persistence is synonymous with learning attrition. Non-traditional learners' learning persistence is generally lower than traditional learners' (Hoyt, 1999;Naretto, 1995). Although research had shown that non-traditional learners' learning persistence can be affected by their satisfaction in the learning environment, little is known about the areas that they are satisfied about in terms of their university experiences (Keith, 2007).…”

“…Although research had shown that non-traditional learners' learning persistence can be affected by their satisfaction in the learning environment, little is known about the areas that they are satisfied about in terms of their university experiences (Keith, 2007). Thus, it is more important to research on this group of learners to find out what types of learning satisfaction they are looking for as a starting point so as to address their lower learning persistence as compared to traditional learners (Hoyt, 1999;Naretto, 1995). However, there is no research that that investigated on the types of learning satisfaction experienced non-traditional learners in the context of Singapore.…”

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

“…Grosset (1991) and Kinser and Deitchman (2007) found dependents increased persistence. Hoyt (1999) and Baird (1991) found dependents decreased persistence. Maack (2002) was the only traditional community college study that found dependents to have no effect.…”

“…Likewise, because the majority of developmental education occurs within community colleges and community colleges have been neglected in research; developmental education students have been neglected. Muse (2003) Campbell & Blakey, 1996;Cantone, 2001;Clagett, 1996;Feldman, 1993;Fike & Fike, 2008;Fox, 1986;Grimes, 1997;Hoyt, 1999;Kielbaso, Dirkx, Min, & Allen, 1998;Nora, Attinasi, & Matonak, 1990;Smith, O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001Zhao, 1999). The majority of these studies, which were concluded in the 1990s, included students in reading, English and math, but four of them specifically addressed developmental math students (Cantone, 2001;O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001).…”