A study of prior learning assessment in degree completion

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Permanent URL for this page: http://hdl.voced.edu.au/10707/294979.


Author: Chappell, Jean Marie

Abstract:

The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011. A comparison group was comprised of 321 MCTC graduates from the same time period, who did not apply PLA toward degree completion. Descriptive statistics and logistic regression analysis found statistically significant relationships between time to degree completion and the application of PLA from military credits and institutional or state credit evaluations, but did not find statistically significant relationships between time to degree completion and standardized examination.

Too few participants were identified from graduates applying PLA from portfolio and [adult and community education] ACE evaluated corporate training for accurate analysis. In addition, statistically significant relationships were found between application of PLA credits and age at admission and the application of PLA and biological sex, but no significant relationship was found between the application of PLA and race/ethnicity. This study generated a profile of the categories of PLA most frequently used at MCTC, as well as the student characteristics that correlated with successful degree completion through the application of PLA. Results may be used to develop new administrative policies and procedures that guide advisors, faculty and staff in recruiting and retaining adult students.

Published abstract.

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The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011. A comparison group was comprised of 321 MCTC graduates from the same time period, who did not apply PLA toward degree completion. Descriptive statistics and logistic regression analysis found statistically significant relationships between time ...  [+] Show more

Subjects: Higher education; Pathways; Students; Providers of education and training; Adult and community education; Participation; Demographics

Keywords: Recognition of prior learning; Nontraditional students; Community college; Adult education; Credit transfer; Completion; Student retention

Geographic subjects: United States; North America

Published: Huntington, West Virginia: Marshall University, 2012

Physical description: x, 110 p.

Access item:
http://mds.marshall.edu/cgi/viewcontent.cgi?article=1410&context=etd

Notes:
On cover: Dissertation submitted to the Graduate College of Marshall University in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction

Resource type: Thesis

Call Number:
TD/TNC 115.1003



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