Success and retention of first-year students are ongoing challenges for community colleges. The purpose of this study was to measure the relationship of locus of control (LOC), brain research-compatible (BRC) instruction in a First-Year Experience (FYE) seminar, and the connection to student success and retention. Extrapolated from neuroscience, brain research-compatible methods incorporate existing knowledge, the environment, emotions, experiential learning, and the embedding of information in memory. Studies show a relationship between internal locus of control and academic success. This researcher used a quantitative methodology to compare results of initial and end Adult Nowicki-Strickland Internal-External Locus of Control scales administered in a First-Year Experience course. An Instructional Strategies Survey was used to measure frequency of brain research-compatible instructional strategies, and students completed a Course Practices Survey that mirrored a number of the questions on the instructor survey. This researcher examined relationships that existed among the following variables: locus of control, student success and retention, and instructional strategies. This researcher found a relationship between student perception of brain research-compatible instructional strategies used and course success; student perceptions differed from instructor perceptions. There also were differences in the variables related to age and race/ethnicity. Results can be used to inform pedagogy.
|Advisor:||Hobbs, Robin B.|
|Commitee:||Connor, Bridget, Erahimi, Nassim|
|School:||College of Notre Dame of Maryland|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 72/09, Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership|
|Keywords:||Brain research, Community college students, First-year experience, Instructional strategies, Locus of control, Student success|
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