Survive and Thrive in College (study initiated in August 2007)

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					Personal Factors of Deaf Students that
Influence Their First-Year Experience
       Ronald R. Kelly and John A. Albertini
    Department of Research and Teacher Education
                Mary Karol Matchett
      Counseling & Academic Advising Services
With the assistance and support of

             Christie Ong
           Amardeep Sekhri
The goal of this longitudinal study is to identify
personal factors that contribute to deaf students’
first-year success in college, in addition to
academic factors.
Retention and success in college is
a complex dynamic
 NTID retention to graduation rates for 2- & 4-year degree
  students are comparatively high (49% for two-year programs and
  70% for four-year programs) but the years required to complete
  these degrees and the cost per student are also high.
 Many types of factors lead to a successful first-year college
  experience and graduation
 Academic Factors
 Academic factors don’t tell the whole story (Cuculick & Kelly,
  2003)
 Social Integration (Stinson, Scherer, & Walter, 1987)
 Non academic factors
 Our Focus — Selected non-academic factors
Deaf participants in the entering SVP classes to NTID in
2007 and 2008 appear to be representative of all entering
deaf students to NTID/RIT in Fall 2007 and Fall 2008

2007 Ss            2007 non-Ss         2008 Ss            2008 non-Ss
n = 132            n = 122             n = 166            n = 129
F = 66 M = 66      F = 56 M = 66       F = 80    M = 86   F = 50    M =79
   No Stat Diff        No Stat Diff       No Stat Diff        No Stat Diff
Calif Read GrLev   Calif Read GrLev    Calif Read GrLev   Calif Read GrLev
NTID Write Test    NTID Writing Test   NTID Write Test    NTID Writing Test
NTID Math Test     NTID Math Test      NTID Math Test     NTID Math Test
ACT Comp Eng       ACT Comp Eng        ACT Comp Eng       ACT Comp Eng
Read, Math, Sci    Read, Math, Sci     Read, Math, Sci    Read, Math, Sci
Deaf participants in the entering SVP classes to NTID in
2007 and 2008 appear to be representative of all entering
deaf students to NTID/RIT in Fall 2007 and Fall 2008
2007 Ss               2007 non-Ss       2008 Ss               2008 non-Ss
Av. PTAL = 94.5       Av. PTAL = 97.2   Av. PTAL = 99.7       Av. PTAL = 98.4
Av. PTAR = 95.9       Av. PTAR = 98.5   Av. PTAR = 99.4       Av. PTAR = 96.1


Black = 17            = 11              Black = 22            = 16
Caucasian = 76        = 80              Caucasian = 96        = 77
Native Am = 2         =0                Native Am = 1         =1
Asian/Pacif Is = 14   =6                Asian/Pacif Is = 13   =9

Hispanic = 12         = 16              Hispanic = 18         = 13

Other = 5             =3                Other = 5             =5
Unknown = 5           =5                Unknown = 9           =8

HIGH SCH Type         HIGH SCH Type     HIGH SCH Type         HIGH SCH Type
MS = 73 RS = 47       MS = 78 RS = 41   MS = 83 RS = 74       MS = 84 RS = 43
Participants were administered 4
instruments
 Two Personal surveys:
   Learning and Strategies Inventory (LASSI), 2nd Edition
   College Student Inventory Form B (Noel-Levitz)
 Two Visual (Non-verbal) Reasoning
  assessments
   Nonverbal Reasoning (by Corsini)
   Culture Fair Intelligence Test (by Cattell & Cattell,
    IPAT)
The methodology of this study involves relating the students’
scores on the various inventories to their academic performance
through their college years to graduation

 LASSI Subscales                 GPA
      Will Component (3)
                                  Early alerts
      Skill component (3)
      Self-Regulation (4)        Entry data
 Noel-Levitz Subscales                ACT scores
      Academic Motivation (3)         English placement
      Motivational Assess (6)         Mathematics placement
      General Coping (4)              Writing scores
 Non-verbal visual                    Vocabulary
  reasoning tests (2)             Persistence in programs
    Corsini                       and NTID/RIT
    Cattell & Cattell            Other?
LASSI Will Component
LASSI Skill Component
LASSI Self-Regulation
Noel-Levitz Academic Motivation
Noel-Levitz Motivational Assessment
Noel-Levitz General Coping
Nonverbal Reasoning by Corsini
Nonverbal Culture Fair Intelligence
(g) Test by Cattell & Cattell
Summary results of the 4 instruments
administered to SVP 2007 and SVP 2008
entering students
Executive Summary of Students’
Academic Performance— continued
 Learning and
  Strategies Inventory
  (LASSI)
     Attitude and Interest 2007         Students scoring high on these
     Motivation, diligence, self-        LASSI subtests*
      discipline, willingness to work           earned GPA in 3.1-3.4 range
      2007 2008
     Time Management 2007 2008
     Use of Support Techniques          Students scoring low*
      2008                                      earned GPA in 2.5-2.7 range
     Anxiety 2008
         Low = higher GPA (=2.8+)
         High = lower GPA (<1.9)
                                        * Statistically significant differences
Executive Summary of Students’
Academic Performance— continued
 Noel-Levitz
      Drop-out prone 2007, 2008              Low scores in 3.1 - 3.5 GPA range
      Predicted academic difficulty**        High scores in 2.3 - 2.5 GPA range
       2007, 2008
      Predicted educ stress 2007
      Desire to Finish Coll 2008
                                              Good = 3.5 GPA
      Study habits** 2007, 2008
                                              Poor = 2.4 GPA


       Attitude toward educators 2007  Positive = 3.3 GPA
                                        Negative = 2.4 GPA
   ** Significant Early Alerts
                                        * All statistically significant differences
Predicted Academic Difficulty on Noel-Levitz and
Average # of Early Alerts Received During Initial Fall
Qtr of First-Year Experience
Predicted Study Habits on Noel-Levitz and Average #
of Early Alerts Received During Initial Fall Qtr of First-
Year Experience.
Academic Probation students’ performance
profiles on the LASSI measures in this study
LASSI Sub-scales = needs improvement or                             2007     2008
weakness                                                           n = 25   n = 35
Attitude & Interest                                                100%     100%
Concentration, attention to academic tasks                         100%     91%
Selecting main ideas, recognizing important information            100%     80%
Time management techniques                                         100%     80%
Test strategies and preparing for tests                            100%     86%
Anxiety and worry about school performance                         92%      66%
Motivation, diligence, self-discipline, willingness to work hard   92%      89%
Using support materials and techniques                             76%      57%
Information processing and acquiring knowledge, reasoning          72%      52%
Self-testing, reviewing, preparing for class                       72%      63%
Academic Probation students’ performance
profiles on the Noel-Levitz measures in this study
Noel-Levitz Subscal                                   2007     2008
                                                     n = 25   n = 35
High Predicted dropout prone                         68%      94%
High Predicted academic difficulty                   60%      86%
High Predicted educational stress                    96%      97%
Desire to finish college in 1st & 2nd quartiles      66%      97%
Study habits in 1st & 2nd quartiles (below 50th %)   64%      63%
Verbal confidence in 1st & 2nd quartiles             72%      63%
Intellectual interests in 1st & 2nd quartiles        68%      55%
Math & Science confidence in 1st & 2nd quartiles     53%      69%
Attitude toward educators in 1st & 2nd quartiles     73%      66%
Sociability in 1st & 2nd quartiles                   60%      72%
Opinion tolerance of others in 1st & 2nd quartiles   88%      66%
Family emotional support in 1st & 2nd quartiles      72%      69%
NTID College-wide Retention Committee

   Mary Karol Matchett, Chair
   David Baughman
   Wesley Blue
   Linda Bryant
   Jessica Cuculick
   Denise Hampton
   Denise Kavin
   John Macko
   Bill Moore
   Adrienne Morgan
   Elissa Olsen
Current Issues
 Study/Time Management Skills
 Organization Skills
 Transition/Adjustment issues (Older, Transfer,
  AALANA students)
 Interpersonal skills (roommates, peer relationships,
  and faculty/student relationships)
 Coping skills
 Decision-making skills
Intervention Strategies
   Big Brothers/Sisters Program
   Back on Track Program
   Coaching Program
   Mentoring Program for AALANA students
   Academic Excellence
Business Studies: Big Brother, Big
Sister Program
Background Demographics         2006 Control   2007 Interv   2008 Interv
Gender                          F=17 M=10      F=24 M=17     F=24 M=23
High School Type                M=18 R=4       M=26 R=13     M=26 R=20
Pure Tone Average better ear         97             94           97
Reading grade level average          8.3           9.0           8.5
Reading Score % Correct             55.9           62.3         58.3
Vocabulary Score % Correct          51.9           57.8          52
Reading for English Placement       107.8          120          110.3
Mathematics Placement Test          22.7           25.7         22.4
Writing Test                        51.1           54.1         52.4
ACT English                         11.9           11.6         12.0
ACT Reading                         13.3           14.0         13.9
ACT Mathematics                     14.4           13.6         14.5
ACT Comprehensive                   13.7           13.8         14.1
Big Brother, Big Sister Ethnicity
Ethnic Groups            2006 con   2007 Interv   2008 Interv
Black                       5           8             7
Caucasian                  18           19            26
Native American             0           1             0
Asian/Pacific Islander      1           6             6
Hispanic                    1           3             5
Other                       0           3             1
Unknown                     1           1             1
Results of Big Brother, Big Sister
Program
Outcomes Fall Qtr                    2006 Con   2007 Interv   2008 Interv
GPA                                    2.5*        3.0*           2.5
Early Alerts Received                   2.2         1.9           2.7
Number of Classes for Early Alerts      1.6         1.3           1.9
* p < .05
Follow-up Survey: Student Responses to Which Skills
would improve your ability to study and learn?

Survey Items                                               2007    2008
                                                           n=62   n = 120
Reading/preparing for class                                70%     63%
Taking notes/identifying important information             58%     51%
Studying for tests                                         76%     63%
Managing your time                                         76%     73%
Developing relationships with students and faculty/staff   47%     38%
Other                                                      5%      7%
Did not answer                                             3%      1%
Follow-up Survey: Which activities would help you
succeed in your courses?

Survey Items                               2007      2008
                                          n = 62    n = 120
Meeting with your professor                70%       57%
Using a tutor                              54%       55%
Joining a study group                      53%       48%
Taking a study skills workshop             32%       24%
Taking a writing workshop                  27%       23%
Taking a reading workshop                  25%       17%
Other                                      5%         4%
Did not answer                             5%         4%
Contact Information
   Ron Kelly       ronald.kelly@rit.edu
   John Albertini jaancr@rit.edu
   Mary Karol Matchett mkmnca@rit.edu

              URL link for power point:
            www.rit.edu/ntid/drate/link.php
          Personal Factors of Deaf Students

				
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posted:9/15/2012
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