Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2017
Committee Chair or Co-Chairs
Don Good
Committee Members
Don Good, T.J. Jones, Hal Knight, James Lmapley
Abstract
The purpose of this study was to investigate differences between native and community college transfer students and identify factors that predicted upper-level biology course grade-point average and final overall grade-point average at a four-year institution in biological sciences. The results of this study indicated four-year institution persistence was not significantly related to gender, high school grade-point average, or ACT composite score. Persistence was significantly related to transfer status; whether the student was a native or community college transfer student with native students persisting at a higher rate at the four-year institution than community college transfer students. Furthermore, ACT composite score, high school grade-point average, final overall grade-point average, and upper level biology course grade-point average were significantly related to transfer status. Multiple regression analyses indicated high school grade-point average and ACT composite score were significantly predictive of upper-level biology course grade-point average while high school grade-point average, ACT composite score, and Pell eligibility were significantly predictive of final overall grade-point average.
Document Type
Dissertation - unrestricted
Recommended Citation
Weber, Nathanial, "Native and Community College Transfer Students in Biological Sciences at a Four-Year Institution: A Comparative Study" (2017). Electronic Theses and Dissertations. Paper 3329. https://dc.etsu.edu/etd/3329
Copyright
Copyright by the authors.
Included in
Community College Leadership Commons, Higher Education Commons, Science and Mathematics Education Commons