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Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students./
Author:	Capstick, Madeline Kyle.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355920949

Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students.
Capstick, Madeline Kyle.

Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students. - 1 online resource (147 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2018.

Includes bibliographical references

The purpose of this study was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students over the course of five academic semesters from Spring 2015 to Spring 2017. The study utilized archival data from 1,440 undergraduate students using a cohort-based, nonequivalent groups post-tests design. The students were on "academic warning", meaning they had fallen below a 2.00 GPA in the previous academic semester and were within their first 59 credit hours of college. Results from the study found that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, completed 76-100% of course credit hours, and were more likely to be retained at the university the following semester. Significant findings draw attention to non-Federal Pell Grant recipients and full-time non-traditional age (at least 25 years old) students' academic success and persistence, as these students were found to have higher GPAs and complete more course credits compared to their Federal Pell Grant and traditional full-time student (under 25 years old) counterparts. The number of sessions that students attended was also significant for students' academic performance, persistence in course completion, and retention. Implications are discussed for higher education staff and administration working with academically vulnerable populations and for the counseling community. Considerations for future research and limitations are also provided.

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

Mode of access: World Wide Web

ISBN: 9780355920949Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students.
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245 1 0 $a Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students.
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300 $a 1 online resource (147 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Steven L. West.
502 $a Thesis (Ed.D.)--The University of Memphis, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students over the course of five academic semesters from Spring 2015 to Spring 2017. The study utilized archival data from 1,440 undergraduate students using a cohort-based, nonequivalent groups post-tests design. The students were on "academic warning", meaning they had fallen below a 2.00 GPA in the previous academic semester and were within their first 59 credit hours of college. Results from the study found that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, completed 76-100% of course credit hours, and were more likely to be retained at the university the following semester. Significant findings draw attention to non-Federal Pell Grant recipients and full-time non-traditional age (at least 25 years old) students' academic success and persistence, as these students were found to have higher GPAs and complete more course credits compared to their Federal Pell Grant and traditional full-time student (under 25 years old) counterparts. The number of sessions that students attended was also significant for students' academic performance, persistence in course completion, and retention. Implications are discussed for higher education staff and administration working with academically vulnerable populations and for the counseling community. Considerations for future research and limitations are also provided.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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690 $a 0745
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710 2 $a The University of Memphis. $b Counseling. $3 1190165
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