The Effects of Student Engagement of African American Males at Community Colleges: Focusing on Active and Collaborative Learning, Student and Faculty Interaction, and Support for Learners

Autor/in	Smith, Lennie
Titel	The Effects of Student Engagement of African American Males at Community Colleges: Focusing on Active and Collaborative Learning, Student and Faculty Interaction, and Support for Learners
Quelle	(2021), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6129-7
Schlagwörter	Hochschulschrift; Dissertation; Active Learning; Cooperative Learning; Interaction; Teacher Student Relationship; Student Needs; African American Students; Males; Two Year College Students; Community Colleges; Student Characteristics; Gender Differences; Learner Engagement; Racial Differences; Community College Survey of Student Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktives Lernen; Kooperatives Lernen; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Community college; Community College; Geschlechterkonflikt; Rassenunterschied
Abstract	The purpose of this study was to use Kuh's theory of student engagement to compare levels of active and collaborative learning, student and faculty interaction, and support for learners for African American males in community college using the Community College Survey of Student Engagement (CCSSE) data. The independent variables were the levels of active and collaborative learning, student and faculty interaction, and support for learners (demographic characteristics and gender). The dependent variable was the level of student engagement as measured by CCSSE. Kuh's (2003) research in student engagement served as the theoretical framework for this study. For this study, two datasets from the Community College Survey of Student Engagement (CCSSE) were compared. This researcher sought to determine if there were differences in the levels of engagement among all African American male students participating in the CCSSE survey, among White and African American male students, general population, and between African American male and African American female students. The ex post facto data collected for the study were analyzed using the SPSS statistical package. An alpha level of .05 was used to test the null hypotheses. Descriptive statistics were used to classify and summarize student characteristics. Inferential statistics, including independent sample t-tests, were used to analyze the data and reach conclusions about the levels of active and collaborative learning, student and faculty interaction, and support for learners at the community college. This study adds to the minimal body of literature that examines the impact of the frequency student faculty interactions, support for learners and active and collaborative learning on academic achievement for African American males on community college level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01