Employing Student Retention Strategies for an Introductory GPU Programming Course

2018 ◽  
Author(s):  
Julian Gutierrez ◽  
Fritz Previlon ◽  
David Kaeli
Keyword(s):  
Student Retention ◽  
Gpu Programming ◽  
Retention Strategies

scholarly journals The impact of student retention strategies: an empirical study

2013 ◽  
Vol 7 (1/2) ◽  
pp. 22 ◽  
Author(s):  
Elke Leeds ◽  
Stacy Campbell ◽  
Hope Baker ◽  
Radwan Ali ◽  
Dorothy Brawley ◽  
...  
Keyword(s):  
Empirical Study ◽  
Student Retention ◽  
Retention Strategies ◽  
The Impact

scholarly journals Student Retention Strategies Gender Clustering

2020 ◽  
Author(s):  
Michael H. Gregg ◽  
Dr. Deidre Hirschfeld ◽  
Dr. Bevlee Watford
Keyword(s):  
Student Retention ◽  
Retention Strategies

scholarly journals INFLUENCE OF STUDENT RETENTION STRATEGIES ON PERFORMANCE OF TVETs IN NAIROBI COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Christopher Kimeli Magut ◽  
Dr. Allan Kihara
Keyword(s):  
Student Retention ◽  
Student Involvement ◽  
Student Support ◽  
Management Program ◽  
Support Programs ◽  
Integration Theory ◽  
Teaching Staff ◽  
Retention Strategies ◽  
Student Orientation ◽  
Induction Strategy

Purpose: The study sought to evaluate the power of student retention strategies on performance of TVET institutes in Kenya: a case study of Nairobi City County. In order to capture the required information, the study is guided by four objectives; to assess the influence of student orientation and induction strategy, student support programs strategy, customer relation management, and student involvement and participation on performance of TVET institutes in Kenya. This study is anchored on drive reduction theory, tinto’s learner’s integration theory, the cognitive dissonance theory and structural strain theory. Methodology: The study used a descriptive survey design utilizing primary quantitative and qualitative data. The study employed stratified and simple sampling techniques on the population. Targeted study population was 182 TVET institutes in Nairobi region with teaching staff and dean of students being unit of observation. 70 institutions were targeted as a sample size by the study. Data was collected through the administration of questionnaires to TVET institutions lecturers and deans of students being the respondents. A pilot study was conducted on 10 randomly selected TVET institutes in Nairobi region equivalent to 6% of the overall population. Reliability of the research instrument was established through Cronbach’s Alpha (α) scale of 0.7 (internal consistency measure) thresholds. Content validity of the instrument was conducted. Descriptive and inferential statistics was used for the purpose of data analysis using Microsoft Excel software and SPSS version 22.0.Results: The outcomes of the research showed that majority of the sampled staff had attained graduate level of learning, the institution had Student orientation and induction as indicated by 55.75% of respondents. The institution had in place student support programs as indicated by 40% of respondents. About 31% of the sampled population revealed that TVET institutions in Nairobi County had Customer relationship management program and 27% of the respondents agreed that students were involved to participate on decision making.Contributions: the study makes contribution to policy in regard to student orientation and induction strategy, student support program strategy, customer relation strategy and student involvement and participation

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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