They are also given a fair idea of the academic and co-curricular outcomes that are expected from them to make them progress to the next level, which is the university level. However, most often than not, students at the college are not able to meet their ascribed pass marks. A new trend of modern research has suggested that one key condition that determines the rate of success that could possibly be achieved by a student at the college is the generational factor of enrolment (Goodman, 1986). What this means is that as to whether a student is a first generation college student or non-first generation college student is an important factor in determining the rate of success that will be achieved. With this, it has been argued recently that first generation college student face the worse chances of failure in their college prospects (Finn, Nybell and Shook, 2009). It is for this reason that it is important that first generation college students be given all needed attention and guidance that is aimed at minimizing their risk of possible failure at the college level. Indeed, even though improved college enrolment is a positive sign of a well equipped and functioning educational system in a country (Eurelings-Bontekoe, Diekstra and Verschuur, 2005), it is important to note that student aspiration do not end with college admissions and that most students enter college with bigger hopes and dreams than merely being called college students. Ultimately, the student would want to pass college and continue to the highest point of education but for this to be possible, there must be effective support systems put in place. Considering the motivational support system in most colleges as a very vital and instrumental scheme to assisting in the quest to minimizing the risk of possible failure associated with the first generation college student, the researcher seeks to undertake the present study with the purpose of evaluating the effectiveness of these motivational support systems in various colleges. Indeed, this is a generalized purpose that will be expanded through a number of research areas. These research areas shall be referred to specific objectives as they define the present task that the researcher ought to achieve in order to achieve the larger and collective purpose that has been spelt out. Among the specific objectives of the study are the following: 1. To identify the factors that cause academic output differences between first generation college students and non-first generation college students. 2. To examine the components of first generation college motivational support systems used in various colleges across the country. 3. To critically assess the role of motivation to the academic success rate of First Generation College students. 4. To analyze factors that account for academic failures among First Generation College students. 5. To devise a model of First Generation College motivational support system that can be used effectively across colleges to bring about improved rates of academic success for first generation college students. Research Question The following research questions are set to serve two major purposes in the proposed study. In the first place, the research questions are going to be the basis on which secondary data are going to be collected for the study. It would be noted that the collection of secondary data shall be made
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FIRST GENERATION COLLEGE MOTIVATIONAL SUPPORT SYSTEMS CHAPTER 1 INTRODUCTION Purpose Enrolment at the university could be said to be the ultimate goal for which students go through college education. However, it is not always the case that students who graduate from colleges would find admission to various universities…
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39 pages (9750 words)Dissertation
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