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Predicting adult learner academic persistence: Strength of relationship between age, gender, ethnicity, financial aid, transfer credits, and delivery methods

Wiggam, Marilyn K.

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
To assist adult learners to overcome the time constraint and other barriers and enroll in higher education, a number of degree granting traditional institutions have developed flexible programs for adult learners such as programs using the accelerated delivery method. As adult learners participate in these courses and programs using the accelerated delivery method, little is yet known about academic persistence patterns and trends in courses and programs using the accelerated delivery method. The purpose of the study was to determine the strength of the relationship between age, gender, ethnicity, financial aid, transfer credits and delivery methods (traditional and accelerated) with adult learner academic persistence. Using associational research, student records reflecting adult learner academic persistence rates based on these variables during the first three semesters of enrollment in course work in a computer technology bachelor degree program offered at one location of a university were analyzed. Logistic regression, including descriptive statistics, was used. In addition, an analysis was undertaken to determine how well this relationship predicted patterns of adult learner academic persistence. Varying relationships were found between the independent variables and the dependent variable, academic persistence, among adult learners, defined as being at least 21 or 24 years of age at the time of first enrollment. However, the relationships between many of these independent variables and the dependent variable, academic persistence, were weak. The strongest relationship was found between the independent variable, transfer credits, and academic persistence. The findings in this study suggest that enrolling in a program using the accelerated delivery method did not increase or decrease an adult learner’s likelihood of persisting.
David Stein (Advisor)
126 p.

Recommended Citations

Citations

  • Wiggam, M. K. (2004). Predicting adult learner academic persistence: Strength of relationship between age, gender, ethnicity, financial aid, transfer credits, and delivery methods [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092748628

    APA Style (7th edition)

  • Wiggam, Marilyn. Predicting adult learner academic persistence: Strength of relationship between age, gender, ethnicity, financial aid, transfer credits, and delivery methods. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1092748628.

    MLA Style (8th edition)

  • Wiggam, Marilyn. "Predicting adult learner academic persistence: Strength of relationship between age, gender, ethnicity, financial aid, transfer credits, and delivery methods." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092748628

    Chicago Manual of Style (17th edition)