PROFILE OF A COMMUNITY COLLEGE STUDENT: Assessing their Barriers (and Ladders) to Success

Frank Yunker

Fulton-Montgomery Community College

Johnstown, New York, USA

Participating Courses

3 sections of Microcomputer Applications (taken as a non-major general purpose course)

4 sections of advanced Computer Science courses (taken by Computer Science majors)

6 sections of Economics courses (taken by Business majors)

Where they live

Dorms: 12%On Their Own: 26%With Children: 16%With parents: 45%

How old are they:

Adult over 30: 20% In Twenties (above college age):

14% College Age: 63% High School Age: 2%

How certain are they about completing the course?

Certain: 85% Probably: 15%

Average Grade by Format (of those who passed)

Traditional Face-to-Face: 86%

Blended (Hybrid): 85% Web: 84%

Alarming Statistics

• 33% of the students surveyed received a Failing Grade

• 45% of the students surveyed received below a “C” (the threshold for transferring the college credit)

Regression Analysis utilized the following factors:High School Grade Point AverageCourse load (full or part time)Work (full or part time)Age (High school, college, mid-twenties, over

30)Gender (male or female)Course Format (traditional, blended or web-

based)Plan to Complete (certain, probably, maybe)How Well (above, average, below)

Building a projected grade

Each 10% increase in High School grade resulted in 5% increase in course grade

Dorm living was not academically helpful.

Living on your own increased grade by 3 points.

Living with children increased grade by 6 points

Living with parents increased grade by 9 points.

Building a Projected Grade

Non-workers did the best

Work Full Time: Subtract 7 points

Work Part Time: Subtract 3.5 points

Web Courses are most difficult

Take Course in a Blended Format: Add 2 points

Take Course in a Traditional Format: Add 4 points

The “Chance” of Failure

Dorms: 38% On Own or with Children: 28% Living at Home with parents:

23%

The “Chance” of Failure

Online Course: 38% Blended/Hybrid Course: 31% Traditional Face-to-Face Course: 23%

The “Chance” of Failure

Self described “D” students: 78%

Self described “C” students: 32%

Self described “B” students: 23%

Self described “A” students: 13%

Self described “Reformed” students: 6%

Working while attending school (Full/Part/None)

No difference in grade if student lives with parents or children

Failure rate increases (23 to 36%) only if student lives “on their own” and works “full time.”

If the student described themselves as:

“Probably” going to complete the course: 59% below C level

“Average” grade in the course: 53% below C level

Comments from those who excelled

Overall I feel that my state of mind is what helped me to excel. I knew I normally would not do well, so I worked harder to ensure that this would not be the case.

I didn't really know much (or anything) about economics before taking this class. I thus believe that that lack of knowledge forced me in a way to put extra effort into learning, and the constant tests and essays online helped me greatly.

I believe that I began to learn the skills that we practiced in class and then used them in order to help myself succeed.

Comments from those who excelled

I love to aim low that way I rarely disappoint myself and others! Also, I am use to your teaching style and know exactly what is expected to excel in class.

I sat down and powered through any work that was given to me. It wasn't always easy but I figured if I was going to take a course I might as well give it as much effort as all of my other classes.

I had a strong set of notes ready before I went into every quiz. The readings were very helpful on giving me insight in a practical sense, but I honestly think if it weren't for me copying down everything you said/wrote on the videos my grades would not be close to as good.

Comments from those who struggled

There were a series of unfortunate life events this semester that were unexpected and caused me to veer away from my studies.

This semester I had a greater challenge with vehicle trouble, family problems dealing with being …Hoping for when I move out of my dad's house that the outside stressers will be relieved, and I can focus on education again at 100%.

I did much worse because I needed to take on a full time job to help with bills, which I had not anticipated and I failed to prioritize my time.

Comments from those who struggled

Family issues

i don't own a laptop that has microsoft. i would have done better if i was able to practice at home.

Nope, not exactly. Last semester was cake and thought well so will next semester. Between that and me getting lazy I dug rough hole.

I believe my work got affected from impacts outside of class. I wasn't very happy it happened but things happen, I tried to catch up but i lost time to do so

I know that I have slacked more than I should have in this class and yes other factors took place… and onto of all of that and college I work 50 hours a week.