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The Relationship Between Adult Student Course Evaluations of Faculty and Persistence.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Adult Student Course Evaluations of Faculty and Persistence./
作者:	Smith, Christopher A.
面頁冊數:	1 online resource (75 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355338805

The Relationship Between Adult Student Course Evaluations of Faculty and Persistence.
Smith, Christopher A.

The Relationship Between Adult Student Course Evaluations of Faculty and Persistence. - 1 online resource (75 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Includes bibliographical references

There are a number of contributing factors on how the relationship between a student's response to an end-of-course review of faculty impacts persistence of an adult, nontraditional, Bachelor of Science student returning to a selected institution the following semester. This study examined those factors to explore the antecedents of adult student trends and the role educational leaders' play in the process. The researcher used a quantitative nonexperimental correlational design. A cohort of 537 adult students were the target of the study. The population of the study consisted of adult, nontraditional, Bachelor of Science students enrolled in their first three semesters. The survey response data were provided by a private university with multiple campuses across the United States from approximately 97 classes with a 100% completion rate for the end-of-course survey. The researcher determined the percentage of students who enrolled and persisted to their next class. The researcher analyzed the end-of-course survey measuring the relationship between students' end-of-course review of faculty and persistence of an adult, nontraditional, Bachelor of Science student. Persistence was defined by all students who registered for classes the next session. There was no statistically significant relationship between a student's end-of-course review of faculty and persistence of an adult, nontraditional student returning to a selected institution the following semester.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355338805Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Adult Student Course Evaluations of Faculty and Persistence.
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245 1 4 $a The Relationship Between Adult Student Course Evaluations of Faculty and Persistence.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Eric Wellington.
502 $a Thesis (Ph.D.)--Capella University, 2017.
504 $a Includes bibliographical references
520 $a There are a number of contributing factors on how the relationship between a student's response to an end-of-course review of faculty impacts persistence of an adult, nontraditional, Bachelor of Science student returning to a selected institution the following semester. This study examined those factors to explore the antecedents of adult student trends and the role educational leaders' play in the process. The researcher used a quantitative nonexperimental correlational design. A cohort of 537 adult students were the target of the study. The population of the study consisted of adult, nontraditional, Bachelor of Science students enrolled in their first three semesters. The survey response data were provided by a private university with multiple campuses across the United States from approximately 97 classes with a 100% completion rate for the end-of-course survey. The researcher determined the percentage of students who enrolled and persisted to their next class. The researcher analyzed the end-of-course survey measuring the relationship between students' end-of-course review of faculty and persistence of an adult, nontraditional, Bachelor of Science student. Persistence was defined by all students who registered for classes the next session. There was no statistically significant relationship between a student's end-of-course review of faculty and persistence of an adult, nontraditional student returning to a selected institution the following semester.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education administration. $3 1148709
650 4 $a Health education. $3 585977
650 4 $a Adult education. $3 555548
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710 2 $a Capella University. $b Education. $3 1148690
773 0 $t Dissertation Abstracts International $g 79-02A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634646 $z click for full text (PQDT)