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Title:An Investigation of Factors Associated With the Academic Success, Persistence, and Satisfaction of Community College Students With Learning Disabilities
Author(s):Rattin, Sue Ellen
Doctoral Committee Chair(s):Janis Chadsey
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Community College
Abstract:This study investigated the perceptions of community college students with LD about those factors thought to improve their academic success, persistence, and satisfaction. The purpose of the study was to compare information from students with LD who were in degree transfer programs or in vocational preparation programs to see if there were differences between the groups in the help they needed to be successful and what they thought was important. Of the students who responded to the survey (n = 147), 71% were in degree transfer programs, and 29% were in vocational preparation programs. Students were asked to indicate the extent of help they needed and the importance of items in three categories (e.g., transition activities, personal learning characteristics, and academic supports) to their academic success. Statistical analyses showed that there were so significant differences between the groups on any of the dependent variables. Descriptive analyses revealed that degree transfer students needed the most help in the academic supports category, but they thought that developing personal learning characteristics was most important. In contrast, the vocational preparation students needed the most help in the personal learning characteristics category, and, similar to the degree transfer students, they thought this category was most important. Correlation analyses showed statistically significant relationships between the extent of help students needed and what they rated as being important in all categories although the strengths of the correlations were weak. Both groups of students were more than somewhat satisfied with the academic supports they received. Findings from this study have implications for postsecondary education support programs.
Issue Date:2001
Type:Text
Language:English
Description:161 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
URI:http://hdl.handle.net/2142/79601
Other Identifier(s):(MiAaPQ)AAI3017191
Date Available in IDEALS:2015-09-25
Date Deposited:2001


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