Browsing Educational Leadership, Administration, and Foundations by Subject "Performance."
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“A Great Opportunity”: Persistence and Performance of Hoosier Link StudentsNationally, students who begin at two-year institutions who desire a bachelor’s degree struggle with the realization of their goal. Indiana is striving to make higher education more accessible, seamless, and cost effective. The partnership transfer program between Indiana University Bloomington (IUB) and Ivy Tech Community College Bloomington called Hoosier Link is a unique program that began in 2006 to enhance transfer student success through co-enrollment of a select group of students. This research study determined whether or not the Hoosier Link program had a positive impact on transfer student persistence and performance. Results found that while dependent variables did not show significance for persistence and performance, there was a correlation between students’ pre-transfer GPA and post-transfer GPA. Additionally, an astounding 72% of the Hoosier Link students saw their first term post-transfer GPA dip. This is classified as “transfer shock” (Hills, 1965, p. 1). These students did recover from their shock and actually one of the Hoosier Link cohorts persisted better than other IUB transfer students. Astin’s (1993) I-E-O theory was utilized in this study. The environmental aspect of this theory proved critical to Hoosier Link student success. Recommendations include: Hoosier Link peer and faculty mentors, living/learning residential community, and positive promotion of the program. Further study opportunities include: academic major evaluation, graduation longitudinal study, qualitative study of Hoosier Link students, other Hoosier Link cohorts, and a review of non-IUB transfer students from the Hoosier Link program.
Effects of Monetary Incentives on Academic Performance of Fourth-Grade Students from Low Socioeconomic StatusScientific investigations of monetary incentives on students‘ academic achievement have not explored effects on performance of students from low socioeconomic status (SES), nor has there been exploration of teachers‘ perceptions of how monetary incentives impact academic performance of students from low socioeconomic status. The present study explored how low SES students perceive their academic performances being impacted by extrinsic monetary incentives. The study also explored the fourth-grade teachers‘ beliefs about the impact of monetary incentive on students‘ academic performance. The study found that students believe monetary incentives will increase academic performance, depending on the size of the cash incentive. The results were mixed for teachers. The findings from this study suggest that there is a need to delve deeper into the concept of cash for grades because of unanswered questions: What amount of money is sufficient, and why are teachers‘ beliefs incongruent with their students‘ beliefs?