I conducted a study on how students at Concordia College New York like their college experience and what factors go into liking their college experience. My main focus was what makes students enjoy their experiences at college. Also what kind of things contribute to their college experience. Participants were all over 18 years old and understood their rights to refuse participation in the survey at any time. There was a variety of questions asked in the survey. There were closed open questions, multiple choice, demographics, and a rate scale. There was significant effect of level of satisfaction with current school and whether if given the opportunity to start over you would choose this school again. There was also a significant positive correlation …show more content…
The larger population was students from Concordia College. The sample included males and females from the ages 19-24. There was a mix of freshmen- seniors. Participants of this survey were mostly female, of the 50 respondents, 26 were female.
There was a variety of closed ended questions and rate scale questions. In the survey there was 14 closed ended questions and 6 rate scale questions.
The participants were instructed to fill out an informed consent form. There was also an IRRB approval submitted.
This study was conducted to determine how students at Concordia College liked their college experience. Participants were all over 18 years of age and understood their rights to refuse participation in the survey at any time.
Both male & females participated in this survey. There were more female than males who participated in this survey (See Figure 1).
The age of participants ranged from 18 to 24, the mode for the respondent’s age was 20 years old, however there was a wide distribution of ages (See Figure 2).
The single highest reported class was seniors with 18 respondents, the least reported class was sophomores (See Figure
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Most students were the first to attend college and had the support from their parents. Students indicated if they were worried about how they were going to pay for school. There was no correlation between student’s socioeconomic status and their parent’s education completion level. In Walpole‘s article it discussed how parental expectations and definitions of success vary with social status and student aspirations. In the study I conducted I found that student’s success did not vary with parent’s expectation. The reason I didn’t have similar results with the study was because many low SES students wanted to do better than their parents, so they can further support them and their motivation was different than the students in the study. Concordia College students’ motivation was themselves rather than their support from their
There are a few improvements that can be done to address the limitations of the study. First, the sample needs to be improved. The sample should be more diverse. This sample should include freshman, sophomore, junior, and senior students. By being more diverse, the sample becomes a better representation of college students as a whole.
Most campuses try to enhance students’ lives, by wanting them to experience a College experience; however not all college experiences are the same. Some students have felt
With the growing importance of higher education, more people than ever are attending college. According to a middle-class parent, “[Higher education] seen as a means of developing a career and getting secure employment.” (30, Higher Education, social class and social mobility) Moreover, “parents believe that their children need a university education to get on in life… over the past decades (parents) fearful that without a degree their children will be in danger of downward social mobility. (32, Higher
Today in society the determination for a college degree lies beyond education towards future financial security. While college debt seems to be ever increasing, students from low-income families are less likely to attend college due to the financial hardship. The social class that a student’s family falls into shows correlation on whether that student will or not attend college (Peske & Haycock, 2006). However, looking at this issue from my own prospective it seems as though no matter the social class students are attending college. What more so seems to have an affect on outcomes for individuals is how there family’s social economic status effects how well a student performs in college. For a student from a low-income family nothing can seem more daunting than the overwhelming amount of debt we have to pay after college.
Society has put so much emphasis on attending college after high school, making it a social norm. During the last two years of high school guidance consolers, teachers, parents and their children begin meeting and have discussions on whats next after high school. Many parents such as the ones in the study conducted by Holmstrom, Lynda Lytle plan to send their children to college after high school. One parent stated “ what kind of economic future do they have if they are not educated.” Participating parents were from different socioeconomic backgrounds, and those who’ve attending college and some that did not were in agreement that the benefits were everlasting. When asked what they received from attending college parents gave responses such as “ I was well served, it was a tremendously exciting place, along with gaining new prospective on the world, boosting self confidences and broadening and opening their minds. Other parents expressed the ability to obtain a job they were about to provide for their families along with gaining personal benefits like health care. The parents in this study were faced with the truths of having to pay for their children’s higher education and overall they were willing to go the extra mile so their children were able to go to college and not be struggling to make ends meet in the years
A college campus is a place suggested by our third president of the United States, Thomas Jefferson, to be an academical village. Some may then wonder, well, what does that mean? It means that a college campus should not just be a place youths go from morning till noon to learn and then go on their merry way like they have become accustom to in their previous academic years. Rather, it means a campus should be their home. It should be their shelter and their playpen. A place where they can do everything they desire from when they open their eyes in the morning to when they close them at night.
Knowledge is power and a college campus is the gathering place for those who understand this rule. Properly collecting large amounts of data in the form of opinions and thoughts of those who go to a college is important to evoke conversations and provide answers to various topics. The following literature review will take a look at four surveys that were taken place on college campuses to see how proper survey creation and distribution is needed to collect quality data.
“Kids who are the first in their families to brave the world of higher education come on campus with little academic know-how and are much more likely than their peers to drop out before graduation” (1). Many people believe that school isn’t for everyone, and whoever goes is privileged for doing so. Countless people in the world today do not attend college, and this is mainly due to an influence of those in their family. Perhaps they are unsupportive of higher education, their parents and family members may view their entry into college as a break in the family system rather than a continuation of their schooling and higher learning. Most of the first-generation students decide to apply to colleges, because they aspire to jobs which require degrees. However, unlike some students whose parents have earned a degree, they often seek out college to bring honor to their families, and to ensure they make a decent amount of money for their future.
Thus, investigating what caused minority students to persist in college beyond their freshmen year provided answers as to how the selected universities
Students from all over the United States are told all through their life that they need to attend college if they ever want to be successful, however, this is far from the truth. Often schools are culprits for driving students to attend money driven colleges, in other cases it is family. While schools all too often make the push on students to continue their schooling, parents can cause the same situation, as they may not have a degree and be working a low-paying factory job. Now kids already don’t want to be like their parents when they get older, so seeing them suffer in poverty or barely above the poverty line can cause some dissatisfaction, further seeking a degree to live a life that they never got. What many
The article “Motivating Firs-Generation Students For Academic Success and College Completion” by Tanjula Petty describes the additional challenges first generation students have to overcome while attending college. A well-heeled diversity and world of opportunities are a few of the positive outcomes of attending college. According to Tanjula Petty (2014), “Yet, the most cited and widely used definition for first- generation students is someone whose parents has not completed a college degree”. Students whose parents did not acquire a college degree, have a lack of support at home. Their family members are not equipped to provide information required for college difficulties students may have. They lack knowledge and resources that students that students with college-educated parents have. The article states that these students are less psychologically prepared for college. Many low-income families do not understand the benefits of graduating from college. First generation students spend more time working and less time studying unlike their classmates. (Petty 2014) Coming from low-income families, many of these students have to divide their time between college and working. Leading students to prioritize money before school. Many work full time while going to school. Working more hours than studying can potentially harm students ' success.
Information such as gender, ethnic identity, college standing, and age are collected. More than 50% of the sample are having
In this study, the control variables are the gender of the student and the school that they attend. Throughout the study, students are compared on these two variables to understand whether there were differences based on these.
A total of 30 students from Northside Christian college were surveyed in 2016 separated into female and male. All of the students were categorised into ages; 12-13, 14-15, 16-17 to allow an unbiased investigation. This particular survey consisted of a series of 14 questions relevant and valid such as:
The data was made up of a random sample of 150 Faber College day students. The data recorded was each student’s gender they identified with, ethnicity, class level, high school GPA,