The impact of a cohort-based learning model on student success in vocational technical certificates at a community college

This study examined the effectiveness of an online orientation program on participation and student success for a defined cohort of students at a mid-size community college in the mid-Atlantic region. Specifically, a quantitative analysis focused on differences in grade point average (GPA) and retention as success factors among students who completed the online orientation versus students who only started but did not finish and students who did not attempt the program at all. The findings indicate a statistically significant difference in fall to spring retention and cumulative GPA earned after the first semester for students who complete the online orientation module over students who access but do not complete and students who do not access the program. Further, follow-up survey data indicate students felt more prepared to attend the college and utilize programs and services after completing the program. The study contributes to the research and literature on online orientation programs, specifically in the community college setting, and the researchers offers a discussion of results and recommendations for policy, practice, and future research.

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The Impact of a First Year Development Course on Student Success in a Community College: An Empirical Investigation

American Journal of Educational Research ◽

10.12691/education-2-6-13 ◽

2014 ◽

Vol 2 (6) ◽

pp. 402-419 ◽

Cited By ~ 2

Author(s):

Edgar Garza ◽

Randall Bowden

Keyword(s):

Community College ◽

Student Success ◽

Empirical Investigation ◽

First Year ◽

The Impact ◽

Development Course

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Research-inspired peer-mentoring program may be a formula form community college student success

PsycEXTRA Dataset ◽

10.1037/e630752011-005 ◽

2011 ◽

Author(s):

Melody C. Brown ◽

Kristin K. Gundersen ◽

Luke Klein

Keyword(s):

Community College ◽

College Student ◽

Student Success ◽

Peer Mentoring ◽

Community College Student ◽

Mentoring Program ◽

College Student Success

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The impact of distance learning on student success for electrical engineering professional courses

2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) ◽

10.23919/mipro48935.2020.9245315 ◽

2020 ◽

Author(s):

Mladen Sokele ◽

Trpimir Alajbeg ◽

Frane Brkic

Keyword(s):

Distance Learning ◽

Student Success ◽

Electrical Engineering ◽

The Impact

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.118 ◽

2019 ◽

Vol 2 ◽

Author(s):

Lita Amalia ◽

Alda Dwiyana Putri ◽

Alfajri Mairizki Nurfansyah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Strategy ◽

Student Learning Outcomes ◽

Learning Model ◽

Problem Posing ◽

Reasoning Skills ◽

The Impact ◽

Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

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