Title:
The relationship between locus of control and brain research-compatible instructional strategies: helping first-year community college students successfully transition
Author:
Margaret Haskell Garroway
Thesis Advisor:
Robin Hobbs
Committee Member:
Bridget Connor
Committee Member:
Nassim Ebrahimi
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2011
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
reformatted digital
Abstract:
Success and retention of first-year students are ongoing challenges for community colleges. The purpose of this study was to measure the relationship of locus of control (LOC), brain research-compatible (BRC) instruction in a First-Year Experience (FYE) seminar, and the connection to student success and retention. Extrapolated from neuroscience, brain research- compatible methods incorporate existing knowledge, the environment, emotions, experiential learning, and the embedding of information in memory. Studies show a relationship between internal locus of control and academic success. This researcher used a quantitative methodology to compare results of initial and end Adult Nowicki-Strickland Internal-External Locus of Control scales administered in a First-Year Experience course. An Instructional Strategies Survey was used to measure frequency of brain research-compatible instructional strategies, and students completed a Course Practices Survey that mirrored a number of the questions on the instructor survey. This researcher examined relationships that existed among the following variables: locus of control, student success and retention, and instructional strategies. This researcher found a relationship between student perception of brain research-compatible instructional strategies used and course success; student perceptions differed from instructor perceptions. There also were differences in the variables related to age and race/ethnicity. Results can be used to inform pedagogy.
Subject:
Academic achievement--United States
Subject:
Brain
Subject:
College attendance--United States
Subject:
College freshmen--United States
Subject:
College student orientation--United States
Subject:
Community colleges--United States
Subject:
Locus of control
Subject:
Adult Nowicki-Strickland Internal-External Locus of Control Scale
Subject:
Course Practices Survey
Subject:
Instructional Strategies Survey
Subject:
Electronic books
Subject:
Electronic dissertations
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
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Identifier:
GarrowayMH-11