Actually, most community colleges rely on mature students with most of them learning part-time and staying outside the school. In the recent past, the mode of enrollment for most students has undergone a transformation with majority of them preferring to commute to and back from colleges (Bean and Metzner 485). The rise in the number of mature students was occasioned by massive dropouts of traditional students thus forcing college administrators to come up with a model that could take in mature students to replace those who were dropping out. Despite the high number of adult students joining colleges, trends also show that such students have an unlikely possibility of completing their studies. Majority of the non-traditional students live outside the school setting and this aspect alone sets them apart from the traditional students. Majority of these non-traditional are also part-timers since most of them are either working or taking care of families. Due to lack of adequate contact with the student’s faculty, non-traditional students are less likely to complete their study program (Bean and Metzner 485). Q.2 Commuter can come from any part of the country. Given the nature of these students, they are unable to reside within the schools and they therefore have to commute hence earning themselves the name commuter students. On their part, traditional students are classified as 18-24 years and they attend college full-time. By virtue of being mature, the commuter students have already developed self-control and values that usually come with being mature. This makes them less susceptible to socialization unlike their traditional counterparts (Garni 465). In many instances, traditional students are registered for degree programs than any other. While on the other hand, commuter students might be registered for a degree or any other programs. The commuter student is not mostly likely to be affected by what the college has to offer and most of them do not continue with the program after they are assured that they have attained the qualification that they were looking for. Most commuter students are usually in a certain location for some time and if for example one is transferred from their place of work, then they have to discontinue the program. This means that commuter students are less likely to continue with their academic programs as compared to their residence counterparts (Garni 466). Q.3 It is evident; there is a clear connection between a student’s high school GPA and their college performance. Students who demonstrate a low academic performance are most likely to drop out compared to their counterparts who perform well. Research has also shown that a student’s college GPA is strongly linked to their past academic performances. Although a student’s high school grades may not be directly linked to the rate of dropout, there is a clear link between high school grades and college grades and low grades are a key factor in the rate of drop-outs (Bontrager 9). Ideally, the academic outcome has a direct link with the psychological outcome. Students who attain good grades are more likely to stay in school compared to those who perform poorly. Research shows that most commuter students had a low GPA in high school and this translates to low GPA in their college education. In reality, even if a student has a low academic outcome but get adequate psychological support,
Adult Learners Postsecondary Academic Persistence Q.1 It is evident that the last three decades has witnessed an increase in registration or enrollment of mature students. At the present, there are over 12 million students in U.S…
This study elaborates on the relationship between academic persistence in accelerated learning programs for adults and age, gender and ethnicity. Many women are enrolling for various courses in their adulthood for the purposes of advancing their careers and knowledge. The men have started relinquishing some senior positions of authority to the women who have attained higher education.
The aim of the study is to reveal the shortcomings experienced in the adult learning system syllabi that is implemented by prisons departments, especially in the United Kingdom. The specific objectives/purposes of this paper are twofold: 1). to determine the repetitive assessment problems; 2). to determine plausible solutions to the education systems.
The inability by adults not completing or dropping out of these schools shows that they lack the academic persistence required to complete their chosen education levels (Ziegler, Bain, Bell & Brian, 2003). The retaining of adult learners has become a great challenge for programs and institutions dealing with adult education.
It provides a brief background on the issue along with a problem statement on the issue. This paper provides the hypothesis that will be tested in the research while identifying the dependent and independent variables that will be considered in the research.
The academic persistence of students will be studied by focusing on students who have successfully completed their undergraduate degrees in Christian ministry, business administration, elementary education or psychology. All the degree programs put into consideration are offered in an accelerated format and will lead the students to an accredited Bachelor of Arts degree.
In addition to appreciatory, informational, evaluative and understanding listening, modern scholars have added creative listening in order to bring the listening behavior to higher thinking teaching-and-learning levels. The latest trend corrects misconceptions that all listening behavior is alike.
Utility, comfort and suitability are the main drivers that guided the selection process of the academic conference venue. Central London is relatively well equipped with conference facilities with hundreds of hotels and guest houses fitted with ample and spacious rooms that can hold thousands of guests in moderate, high and luxurious environments (Getz, 2007).
Technology, user need, and regulatory accommodation have all propelled the growth of distance education. What used to be confined to adult education and conducted through postal mail correspondence has transitioned to the World Wide Web platform. Useful students, online education is now available at basic education levels.
Introduction The results of my study show that Iraqi respondents differ in various aspects compared with the Australian and the Vietnamese respondents. There were 35 respondents for this research. We will focus on whether the respondents use direct strategies, conventionally indirect strategies or the non-conventionally indirect strategies.
Hasan (2000) establishes that many EFL learners experience difficulties in comprehending natural spoken English that is delivered at normal speed in a study that reports listening problems experienced by learners in the EFL classroom in the ESP Centre that is located at Damascus University.
10 pages (2500 words)Dissertation
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