Model
Digital Document
Publisher
Florida Atlantic University
Description
This dissertation has been an attempt to measure the
relative effectiveness of professional academic advisement
to full-time degree seeking students of Miami-Dade Community
College, North Campus. The independent variables were treatment
(advisement or self-advisement), sex (male or female),
and age (under 26 years or 26 years and older). The criterion
variables were grade point average, withdrawal rate
(within term), retention rate (term to term), graduation
rate, number of course drops, and frequency of schedule
changes. To summarize the major conclusions drawn by this
researcher:
1. Advised students, regardless of sex or age, drop
fewer courses than do self-advised students.
2. There is no difference between advised and self-advised
students in terms of the frequency of class schedule
changes.
3. Differences in sex or age do not interact
significantly with the academic advisement treatment in terms
of the student success criteria of grade point average,
withdrawal rate, retention rate, graduation rate, frequency of
course drops, or frequency of schedule changes.
4. The relationships between the academic advisement
treatment and the student success criteria of grade point
average, withdrawal rate, retention rate, and graduation rate
are inconclusive and merit further research.
relative effectiveness of professional academic advisement
to full-time degree seeking students of Miami-Dade Community
College, North Campus. The independent variables were treatment
(advisement or self-advisement), sex (male or female),
and age (under 26 years or 26 years and older). The criterion
variables were grade point average, withdrawal rate
(within term), retention rate (term to term), graduation
rate, number of course drops, and frequency of schedule
changes. To summarize the major conclusions drawn by this
researcher:
1. Advised students, regardless of sex or age, drop
fewer courses than do self-advised students.
2. There is no difference between advised and self-advised
students in terms of the frequency of class schedule
changes.
3. Differences in sex or age do not interact
significantly with the academic advisement treatment in terms
of the student success criteria of grade point average,
withdrawal rate, retention rate, graduation rate, frequency of
course drops, or frequency of schedule changes.
4. The relationships between the academic advisement
treatment and the student success criteria of grade point
average, withdrawal rate, retention rate, and graduation rate
are inconclusive and merit further research.
Member of