Date

8-29-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Michelle Barthlow

Keywords

Persistence, Community College, Students, First-Generation

Disciplines

Education

Abstract

The purpose of this quantitative, causal-comparative study is to determine if there are persistence score differences among students who have taken EDUC 1300 – Learning Frameworks, those who have not taken the course, and if there are any generational status differences. There is a need to better understand persistence in students, especially within community colleges given the increased enrollment rates, and low retention and completion rates these schools are experiencing. This study provided an examination of the persistence scores of 194 students attending a multi-campus community college in the south utilizing the College Persistence Questionnaire. A two-way ANOVA was used to determine if there were differences in persistence scores, with a significant difference in persistence scores of first-generation students who had taken EDUC 1300 – Learning Frameworks, and those who had not. The study confirms that there is a relationship between student success courses and persistence, though there is more research needed to fully understand community college student persistence, specifically with low-income and non-traditional students.

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