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Dissertation/Thesis Abstract

Student learning in student services extended opportunity program & services
by Soltani, Parisa, Ed.D., California State University, Fullerton, 2013, 171; 3576651
Abstract (Summary)

The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of Engagement (CCSSE), items based on Marcia Baxter Magolda's model of cognitive complexity, and items based on student learning outcomes for learning in EOP&S. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. Though there were limited findings related to grades as an outcome measure, several NCQ scales were associated with the learning in EOP&S outcome measure. Qualitative and mixed methods analyses extended statistical findings highlighting the importance of positive outlook and positive self-concept. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOP&S.

Indexing (document details)
Advisor: Hoffman, John L.
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/03(E), Dissertation Abstracts International
Subjects: Community college education, Adult education
Keywords: Student affairs, Student services
Publication Number: 3576651
ISBN: 978-1-303-56807-7
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