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Academic performance and persistence among international students with and without participation in an Intensive English as a Second Language program
This quantitative study compared international students who began their academic level studies at Green River Community College (GRCC) already proficient in English, with students who transitioned into academic studies after participating in the on-campus Intensive English as a Second Language (IESL) program. The intent of the research was to identify differences between the two groups in terms of scholastic performance and persistence. ^ The population for this study included all current and former academic level international students at GRCC (N = 623) who entered with English language proficiency or transitioned from the IESL program between summer, 2000, and summer, 2003 (12 quarters). To determine if there was a difference in academic performance between Non IESL and Former IESL students, transcripts of all students in the study were reviewed. Data were collected from the transcripts and the International Program's database to identify: (1) GPA in the student's first full academic quarter (12 credits or more); (2) Cumulative GPA; (3) Number of developmental classes taken; (4) Number of classes withdrawn; (5) Number of classes repeated. ^ Transcripts also were reviewed to determine if there was a difference in persistence between Non IESL and Former IESL students. Data were analyzed to establish if students from one group completed more academic credits or quarters before leaving than students from the other group. No differences were found in academic success or duration of attendance at the college. ^ Demographical information revealed differences in academic performance and persistence related to the independent variables of age group, country of citizenship/region, gender, and for the Former IESL group, the number of quarters spent in the IESL program. ^
Education, Community College|Education, Bilingual and Multicultural
Chao, Maureen, "Academic performance and persistence among international students with and without participation in an Intensive English as a Second Language program" (2004). ETD collection for University of Nebraska - Lincoln. AAI3131538.