Journeying from academically under-prepared to prepared : exploring developmental community college students’ perceptions of developmental advising at a Caribbean-based community college
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This study explored how developmental students enrolled at the TTIOO community college experienced the resident developmental advising service. Emphasis was placed on ascertaining how these students perceived the role of developmental advising in enabling them to develop self-regulated behaviors inclusive of goal-setting skills and academic self-efficacy. The study also explored the extent to which this service promoted increased levels of persistence. A qualitative phenomenological case study guided the research process. The data collection methods included phenomenological interviews that were conducted with six student participants; semi-structured interviews that were conducted with two developmental advisors employed at the TTIOO; and documentary analysis. The study's major limitations include: the majority of the data analysis revolved around the phenomenological interviews; the interviews were facilitated virtually; and the participant selection process did not yield to intentionally recruiting students demonstrating varied levels of academic performance, and both male and female genders. The last limitation is that only one developmental advisor was employed at the time of the study. The findings revealed that the major challenges the participants encountered was the shame and embarrassment of being labelled a developmental student, a sense of being burdensome, difficulty managing course requirements, and personal and financial factors. Secondly, lecturers had a more pronounced effect on the participants' goal setting-competencies and levels of academic self-efficacy. Although the participants were appreciative of the guidance and support provided by their developmental advisor, they believed that the intervention had a minimal impact on their persistence levels.
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Ph. D.