A Comparison of the Academic Performance of Jamaican Community College Transfer Students and Native University Students Enrolled in a Collaborative Baccalaureate Degree Program

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dc.contributor.advisor Bonnie Fusarelli, Committee Member en_US
dc.contributor.advisor Joy Gaston Gayles, Committee Member en_US
dc.contributor.advisor Duane Akroyd, Committee Co-Chair en_US
dc.contributor.advisor Leila Gonzalez-Sullivan, Committee Co-Chair en_US
dc.contributor.author Buckle, Earle Melford en_US
dc.date.accessioned 2010-04-02T18:58:50Z
dc.date.available 2010-04-02T18:58:50Z
dc.date.issued 2010-03-23 en_US
dc.identifier.other etd-03032010-202400 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/4674
dc.description.abstract There is a perception in the Jamaican postsecondary education system that students who begin baccalaureate studies at community colleges do not perform as well academically as those who begin at the public universities. Therefore, the purpose of this study was to compare the academic performance of transfer students who began their baccalaureate studies under a franchising arrangement between a community college and a university with the academic performance of native university students. Grade point average, time to degree, and baccalaureate degree attainment were used as proxies for academic performance. The study’s conceptual framework was developed from existing models of student attrition. Based on these models, it was hypothesized that institutional type and student characteristics were significant factors in determining a student’s academic success in baccalaureate degree studies. T-tests, one-way ANOVA, and logistic regression were used to analyze data from a stratified sample of transfer and “native†juniors selected from a Jamaican public university. The study compared the academic performance of the two groups as each progressed toward attaining the baccalaureate degree. The study found no significant difference between the academic performances of the two groups. It was determined that the students’ likelihood of degree attainment was not affected by the institution where they started their baccalaureate studies but, instead, by their lower division grade point average. Based on these findings, the study presented a number of recommendations for policy, practice, and future research. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Jamaica en_US
dc.subject native students en_US
dc.subject transfer shock en_US
dc.subject transfer students en_US
dc.subject community college en_US
dc.subject logistic regression en_US
dc.subject ANOVA en_US
dc.subject academic performance en_US
dc.subject baccalaureate degree attainment en_US
dc.subject time to degree en_US
dc.title A Comparison of the Academic Performance of Jamaican Community College Transfer Students and Native University Students Enrolled in a Collaborative Baccalaureate Degree Program en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Higher Education Administration en_US

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