M.A. in Higher Education Administration
Educational Services and Leadership
College of Education
Academic achievement--New Jersey; College students--New Jersey--Attitudes
Higher Education Administration
The purpose of this study was to investigate the attitudes of selected African-American male college students and the impact of financing, role-modeling, high school preparation, college/community acceptance, and family support on academic achievement at Rowan University. The study sought to determine if any of these factors had a significant relationship with academic achievement.
Academic achievement was measured by a self-reported GPA of 2.76 or higher, which was higher than Rowan University's minimum requirement (2.5) for graduation, and honors achievements (awards, certificates, honor societies). Responses were measured using a Likert scale of 1-Strongly Agree to 5-Strongly Disagree.
Respondents reported that financial aid (69%), college/community acceptance (63%), role-modeling (78%), family support (92%), and high school preparation (51%) influenced them most. Respondents who reported a GPA of 2.76 or higher also reported that financial aid (63%), college/community acceptance (63%), role-modeling (61%), family support (60%), and high school preparation (59%) influenced most. According to the mean response rate, respondents who reported a GPA of 2.76 or higher recognize the influence of family support (60%) and role-modeling (61%) as having the greatest impact on academic achievement. There was a significant relationship between the statement "I feel well prepared to take college courses" and academic achievement.
Bennett, Marquis L., "A study of selected student attitudes toward factors that influence academic achievement" (2007). Theses and Dissertations. 801.