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dc.contributor.advisorDonaldson, Joseph Fetzereng
dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorMiller, Ernestine V., 1949-eng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 27, 2009)eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThis study's purpose was to explore the relationship between the perceived quality of student effort and the perceived gains in skills and knowledge of adult undergraduate students. The student population of Metropolitan Community College in Kansas City, Missouri was represented by student data collected using (CCSEQ), Community College Student Experiences Questionnaire. The CCSEQ instrument was administered fall 2004 semester to MCC students completing 45 credit hours and enrolled in either Day or Evening College courses. Adult learners aged 28 years and older were the sample for this study. Three research questions were posed for this study: (1) The reported quality of effort of adult undergraduate students; (2) Outcomes gains as reported by adult undergraduate students; and (3) The relationship between adult students' reported quality of effort and gains reported in college activities. Descriptive statistics were used to analyze student responses. Frequency, mean, and standard deviation were calculated for student responses to questions one and two. To answer question three, Pearson Correlation Coefficients were calculated between the nine reported quality of effort scales and the six reported gains scales. Results found in the present study show that correlations exist between adult student's quality of effort in their interactions with faculty, college courses, and college activities. Results found in the study also show that students' reported most gains in four of the six stated gains. Findings also show that meaningful correlations exist between eight of the stated quality of effort scales, and six of the stated outcome gains.eng
dc.identifier.merlinb70587681eng
dc.identifier.oclc428110024eng
dc.identifier.urihttps://hdl.handle.net/10355/5522
dc.identifier.urihttps://doi.org/10.32469/10355/5522eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subjectCommunity College Student Experiences Questionnaire.eng
dc.subjectCommunity College Student Experiences Questionnaireeng
dc.subject.lcshAdult studentseng
dc.subject.lcshUndergraduateseng
dc.subject.lcshCommunity college students -- Services foreng
dc.titlePerceived relation of adult community college students between quality of effort and outcome gains: adult students at one community collegeeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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