By Shalom Michael Akili
Net-Generation pupil Motivation to wait group College explores the standards that impact scholar retention premiums in group collage through proposing net-generation (or millennial) scholars with the chance to inform their tales and provides perception into why they selected and accomplished their respective neighborhood collage courses. the writer perspectives group schools in the course of the lens of second-chance corporations, the place motivation performs a vital function in picking no matter if those scholars will decide upon and, extra importantly, entire a two-year software at those associations. Embedded in theories of intrinsic motivation (Identity improvement Theory), the establishment of schooling (Choice Theory), and school pupil patience (the concept of Self-Efficacy), this booklet makes use of a combined technique method of deal with the original demanding situations confronted through neighborhood faculties in holding net-generation scholars. The examine additionally offers a conceptual framework deemed the “Akili model,” which emphasizes relationships, own development, and aid platforms to empower academic associations with instruments to maintain scholars in college.
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Once a pool of applicants was obtained, I contacted the chosen participants to organize a day, time, and location for the focus group. This was based on the assertion made by Krueger and Casey (2000) and Patton (2002) that focus groups need to be properly planned. The location of the focus group was an on-campus conference room at San Diego City College, because as a faculty member at the institution, I had access to these facilities. Additionally, an on-campus location for the focus groups helped to protect participants and to ensure confidentiality: a locked classroom on campus provided a very secure location.
130). Computers were used to analyze the data for the following reason: “QDA [qualitative data analysis] programs improve our work by removing drudgery in managing qualitative data. Copying, highlighting, cross-referencing, cutting and pasting transcripts and field notes” (Patton, 2002, p. 442). This use of QDA was crucial, because analyzing community college students’ responses through the language used by students identified themes, commonalities, and patterns among college students. 0 formed the basis for the quantitative portion of the proposed study, which was the statistical analysis.
The data was quantified to create a web-based survey, and a separate group of students participated for the quantitative segment of the study. The survey used a Likert scale format to allow data collection. Data from the survey was kept confidential by assigning fictitious names to each participant. The data from the webbased survey will be correlated with the data from the focus group students. Once the survey was completed, the participants’ role with the quantitative portion of the proposed study was considered to have ended.