eScholarship@Morgan is an institutional repository for scholarship created by the faculty, students, and staff of Morgan State University. As part of the Maryland Shared Open Access Repository (MD-SOAR), eScholarship@Morgan provides long-term storage and public access to academic materials from the Morgan community, meeting the data management and open access requirements for grants and other funding agencies. The repository also includes historical materials relating to Morgan and the Morgan community.
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Browsing eScholarship@Morgan by Subject "Active learning"
(2015) Walsh, Roy Michael; Spaid, Robin L.; Education Administration and Supervision; Doctor of Education
The purpose of this study was to use the theory of student engagement to compare levels of active and collaborative learning using three years of Community College Survey of Student Engagement (CCSSE) data at a community college in a mid-Atlantic state. The independent variables were gender, racial identification, and levels of enrollment data for 2010, 2012, 2014. The dependent variable was the level of active and collaborative learning, as measured by CCSSE. Kuh's (2003) research in student engagement served as the theoretical framework for this study. All students surveyed for the CCSSE for years 2010, 2012, and 2014 at a community college in a mid-Atlantic state were used in this study. There was a total of 1,111, 1,291, and 1,415 students who participated in 2010, 2012, and 2014, respectively. Only the scores for one of the five CCSSE benchmarks, Active and Collaborative Learning, were used for this study for years 2010, 2012, and 2014. Three research questions were developed to assess the levels of engagement of students at the community college in a mid-Atlantic state. This researcher sought to determine if there were differences in the levels of engagement among all students participating in the CCSSE survey, among the seven racial identification categories, and between male and female students. The ex post facto data collected for the study was analyzed using the SPSS statistical package. An alpha level of .05 was used to test the null hypotheses. Inferential statistics, including t-test and ANOVA, were used to analyze the data and reach conclusions about the levels of active and collaborative learning at the community college. This study contributes to the limited body of literature that examines student engagement on the community college level. Recommendations for professional practice and further research are provided.
(2016) Saunders, Mark; Spaid, Robin L.; Higher Education Program; Doctor of Philosophy
Undergraduate retention and student engagement are two problems faced by most colleges and universities. Amid a more than adequate body of research into these phenomena, the possible relationship between student engagement and first-year retention at HBCUs appears to be an understudied phenomenon. The researcher used ex post facto data from the National Survey of Student Engagement (NSSE) to isolate three of the five NSSE benchmarks as independent variables: Level of Academic Challenge (LAC), Active and Collaborative Learning (ACL), and Student-faculty Interaction (SFI), to determine if they had any influence on the dependent variable of retention to Year Two at Mid-Atlantic State University. Kuh's Theory of Student Engagement (2001) provided the theoretical framework for the study. Data from Cohorts 2007, 2009, and 2011 (N = 474) at Mid-Atlantic University, a public HBCU, were analyzed inferentially using the binary logistic regression function in the SPSS statistical software package. The results were that statistically significant relationships existed between LAC and retention and between SFI and retention. The full statistical model of LAC, ACL, and SFI was also statistically significant in predicting retention for the 2007 cohort. This study adds to the body of literature concerning student engagement at HBCUs, with recommendations for future research and professional practice provided.