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Female First-Generation College Students ’ ( FGCS ) Engagement in Effective Educational Practices : Understanding Their Unique Needs
| Content Provider | Semantic Scholar |
|---|---|
| Author | Tessema, Mussie T. Dhumal, Parag Bjorke, Joell Tsegai, Samuel Kifle Mehreteab, Amanuel |
| Copyright Year | 2017 |
| Abstract | The main objective of the current study is to assess if there are significant differences in background (ACT scores, family income, age, enrolment status, & residency), engagement in the effective educational practices (level of academic challenge, active and collaborative learning, student-faculty interactions, enriching educational experiences, and supportive campus environment) and desired college students’ outcomes (GPA, satisfaction, & gain in general education) between female FGCS and female non-FGCS. The findings of this study show that, although female FGCS and female non-FGCS statistically differ in their background, they did not statistically differ in their engagement in four of the five effective educational practices and the proposed three desired student outcomes. The paper further provides some theoretical and practical implications of the study as well as indicates a possible future research direction. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ijessnet.com/wp-content/uploads/2017/11/2.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
