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A STUDY OF REACTIONS OF OLDER AND YOUNGER STUDENTS FULL-TIME AND PART-TIME: TO THEIR ENROLLMENT IN AN URBAN COMMUNITY COLLEGE
Abstract
The purpose of this study was to compare the college environment of four selected groups of students at the Metropolitan Technical Community College in Omaha, Nebraska. These four groups were older, younger, full-time and part-time students. The Student Reactions to College questionnaire was used to gather data for this study. The six hypotheses presented in this study were tested by use of t-tests. Significant differences were found between the reactions of older, part-time students and older, full-time students. There were also significant differences between reactions of all part-time students and all full-time students. No significant differences were found between older students and younger students in their reactions to their enrollment. The test of the difference between the proportions of two large samples was used to determine any significant differences between group responses to each of the nineteen categories of the Student Reactions to College questionnaire--significant differences were found in reactions to Programming, Rules and Regulations, and Financial and Related Problems It was recommended that the college facilitate more social activities; however, a comprehensive evaluation should be made before this is undertaken. It was further recommended that the college make its counseling services more effectively known to older and part-time students and to continue to assist students in finding part-time jobs. This study should be replicated on other campuses which may use the Student Reactions to College questionnaire. This would help determine whether the findings from this study can be generalized or if Metro Tech presents a set of unique circumstances.
Subject Area
Community colleges
Recommended Citation
GARNER, EDWARD LEE, "A STUDY OF REACTIONS OF OLDER AND YOUNGER STUDENTS FULL-TIME AND PART-TIME: TO THEIR ENROLLMENT IN AN URBAN COMMUNITY COLLEGE" (1980). ETD collection for University of Nebraska-Lincoln. AAI8100425.
https://digitalcommons.unl.edu/dissertations/AAI8100425