Student Participation in Dual Enrollment and College Success

The study investigated the impact of dual enrollment participation on the academic preparation of first-year full-time college students at a large comprehensive community college and a large research university. The research design was causal-comparative and utilized descriptive and inferential stat...

Full description

Saved in:
Bibliographic Details
Published in:Community college journal of research and practice 2014-01, Vol.38 (1), p.24-37
Main Author: Jones, Stephanie J.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
College students
Community Colleges
Comparative Analysis
Correlation
Dual Enrollment
Enrollments
Full Time Students
Gender Differences
Grade Point Average
Multivariate Analysis
Reliability
Research Universities
Statistical Analysis
Statistical Significance
Student Characteristics
Student participation
Tukeys Test
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The study investigated the impact of dual enrollment participation on the academic preparation of first-year full-time college students at a large comprehensive community college and a large research university. The research design was causal-comparative and utilized descriptive and inferential statistics. Multivariate analysis of variances were used to address the specific research question of whether dual enrollment participation and course completion impacts the cumulative college grade point average and first completed year persistence rates of first-year full-time college students. The results of the study revealed that dual enrollment participation does have a statistically significant role in higher cumulative college GPA for first-year full-time college students at both institutions studied. Students that attended the community college did not have statistically significant better persistence rates, but students at the research university who had prior dual enrollment credits did have statistically significant higher persistence rates than those students who did not. The results of the study add to the literature on the academic benefits of dual enrollment participation, as well as provide college and high school administrators a better understanding of how dual enrollment participation prepares students for academic success as they transition to full-time college enrollments.
ISSN:1066-8926
1521-0413
DOI:10.1080/10668926.2010.532449