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Vol.4 , No. 3, Publication Date: Sep. 3, 2018, Page: 104-111
 and non-FTIC community college students differed in their student engagement was addressed. Survey questions from the Community College Survey of Student Engagement were analyzed for three student engagement areas: student effort, student engagement, and academic challenge. Inferential statistics yielded a statistically significant difference in only one of three engagement components (i.e., student effort benchmark) for all students. With respect to the responses of male FTIC students, a statistically significant difference was present in their student effort and academic challenge, but not in their student engagement responses. No statistically significant differences were present for female FTIC students. Implications of these results and recommendations for future research were discussed.&picture=http://www.aascit.org/aascit/decorators/img/journal/929.jpg)
| [1] | Ericka Landry, Faculty Development, Lone Star College–North Harris, Houston, USA. |
| [2] | John Ray Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [3] | George Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [4] | Frederick Lunenburg, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [5] | Wally Barnes, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
In this investigation, the degree to which First-Time in College (FTIC) and non-FTIC community college students differed in their student engagement was addressed. Survey questions from the Community College Survey of Student Engagement were analyzed for three student engagement areas: student effort, student engagement, and academic challenge. Inferential statistics yielded a statistically significant difference in only one of three engagement components (i.e., student effort benchmark) for all students. With respect to the responses of male FTIC students, a statistically significant difference was present in their student effort and academic challenge, but not in their student engagement responses. No statistically significant differences were present for female FTIC students. Implications of these results and recommendations for future research were discussed.
Keywords
First-Time in College, First Year Student, Student Motivation, Student Effort, Student Engagement, Academic Challenge, Gender, CCSSE
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