Dwyer, Tomas (2014) Classroom Effects: Social Integration and the Persistence of Higher Education Students. In: Irish Academy of Management : University of Limerick, 2014. UNSPECIFIED.
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Abstract
Presents a mixed-methods case study examination of the effects of classroom based social integration on the intentions’ of higher education students to persist in higher education. The theoretical framework of the study is the adaptation of the social integration approach of Tinto (1993, 1975) to a classroom context (Tinto, 1997). Student-to-student and student-to-teaching staff contact, two aspects of social integration that are the focus of the present study, have received empirical support (Pascarella and Terenzini, 2005). However, the critiques of Tinto’s (1975, 1993) model have been significant including its applicability in different educational contexts (Longden, 2004) including for non-residential and commuting students. Consequently, the core research question of the study is ‘Will classroom based social integration with classmates and teaching staff influence the intention of students to persist in Higher Education?’ Qualitative and quantitative data from focus groups, interviews and a questionnaire (n=254) provided evidence that classroom based social integration influences the intentions of higher education students to persist. The research supports an amendment of Tinto’s (1993, 1975) model to include classroom based social integration as an influence on persistence.
| Item Type: | Book Section |
|---|---|
| Depositing User: | Admin SSL |
| Date Deposited: | 17 Jun 2024 23:04 |
| Last Modified: | 17 Jun 2024 23:04 |
| URI: | https://repository.wit.ie/id/eprint/7806 |
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