COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

The influence of classroom engagement on community college student learning: A quantitative analysis of effective faculty practices
by Lancaster, James R., Ed.D., California State University, Fullerton, 2014, 155; 3581490
Abstract (Summary)

The purpose of this study was to explore links to student engagement from classroom activities and from faculty practice that lead to student success in a community college setting. It also sought to identify faculty groups whose classroom and course activities align better with community college student engagement and to provide a guide for local practice and future faculty development. Using 2012 CCSSE data collected by the research site, ordinary least squares (OLS) regression analysis was performed to determine if there were significant student or faculty-contingent variables that predicted career learning, academic learning, or personal development gains. Of the 30 variables analyzed, 16 significantly predicted learning gains in at least one learning domain. The lowest adjusted R2 value of the three regression analyses was 0.333, indicating the models explained a third or more of the variance in each of the three scales. Of the 16 significant predictors, seven predicted learning in two or more domains or had regression coefficients greater than 0.100. These seven variables then served as dependent variables for additional data analysis using 2012 institutional CCFSSE data to determine if there were significant differences in student engagement activity, perception, and practice between faculty characteristics of employment status, academic degree, course repetition, teaching experience, and teaching area.

To summarize the findings, full-time faculty, faculty having more course experience, faculty in CTE programs, or faculty possessing lower levels of academic degrees practiced faculty-contingent engagement practices more than their counterparts. Additionally, faculty who taught only college-level coursework perceived better quality relationships with their students than faculty who taught only developmental coursework.

Indexing (document details)
Advisor: Lundberg, Carol
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/12(E), Dissertation Abstracts International
Subjects: Community college education, Higher education
Keywords: Classroom Engagement, Engagement, Faculty Perceptions, Student Engagement
Publication Number: 3581490
ISBN: 978-1-321-24965-1
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy