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This is to certify that the

dissertation entitled

An Investigation of Characteristics and
Differences Between Three Unique Groups
of Nontraditional Students at the Community

C O 1 1 e ge presented by

Susan J. Meeuwenberg

has been accepted towards fulfillment
of the requirements for

Ph.D. degreein Educational Administration

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chairwoman-9.1

 

 

 

AN INVESTIGATION OF CHARACTERISTICS AND
DIFFERENCES BETWEEN THREE UNIQUE GROUPS
OF NONTRADITIONAL STUDENTS AT THE COMMUNITY COLLEGE

BY

Susan J. Meeuwenberg

A DISSERTATION
Submitted to .
Michigan State Univer51ty.
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1991

ABSTRACT
AN INVESTIGATION OF CHARACTERISTICS AND

DIFFERENCES BETWEEN THREE UNIQUE GROUPS
OF NONTRADITIONAL STUDENTS AT A COMMUNITY COLLEGE

by

Susan J. Meeuwenberg

Community colleges are in the business of educating and
training. Demands for their services are increasing with
changing technologies and philosophies. A direct result of
these changes is a diverse student population. Well over half
of these student populations are comprised of nontraditional
students who deserve attention and assessment. Community
colleges have all the resources to meet this heterogeneous
group of students. Much of the research has been devoted to
the exploration of differences between traditional students
(18 to 24 years old) and nontraditional students (25 years old
and older). However, little research has been conducted to
determine if and how various groups of nontraditional students
may differ among themselves. A purpose of this study was to
provide a focal point from which other community colleges may
examine mi; nontraditional student populations. The results
of the study may also have direct implications for both
recruiting and retention strategies.

A questionnaire was designed to determine if differences

existed between three select groups of nontraditional

students--(a) day and evening students, (b) program and non-
program students, and (c) younger adults and older adults--in
their perceived satisfaction levels with 11 academic/
instructional practices, 22 institutional procedures, and
overall perceptions of the community college. Questions
concerning why the nontraditional students are attending
college and why they specifically chose this community college
were also addressed.

Based on this study, at one community college,
significant differences were found to exist between ang_among
groups. The greatest number of differences overall emanated
from across the program and non-program student group, and the
fewest number of differences emanated from across the younger
adult and older adult group. Only students currently
attending the college were surveyed. A The reported
satisfaction levels regarding academics and instruction were
remarkably high for all groups and exhibited minimal
differences between groups. Differences between groups
concerning institutional procedures were more prevalent, but
rankings of the attributes were high. N o n t r a d i t i o n a 1
students' reasons for attending college supported previous
research with two exceptions. Unexpected results included the
small proportion of nontraditional students attending at an
employer's request and the small proportion citing that low

cost was a major reason for selecting the community college.

Copyright by
SUSAN J. MEEUWENBERG

1991

Dedicated to

J.B. and Jerry

ACKNOWLEDGEMENTS

The members of my doctoral committee, Dr. Richard
Gardner, Dr. James Snoddy, Dr. Louis Hekhuis, and Dr. Robert
Poland have been supportive and approving. My thanks is
extended to each of them, especially Dick Gardner for allowing
me to learn some valuable lessons.

This study could not have been completed without the
support of some very special people. First, I must thank the
fulltime and parttime faculty of Muskegon Community College
for their cooperation in administering the surveys to the
nontraditional students in their classes.” To Dr. James
Stevenson, president of Muskegon Community College, and Karen
Nelson, dean of students, I thank you for your backing and
interest in this undertaking.

John Bamfield in Admissions, Pat Worley and Cris Oman in
Data Processing, and particularly, Harold Gelderloos from the
Business Department were four individuals who gave of their
time and expressed their interest.

The person on whom I relied most heavily for advice and
assistance was Diane Krasnewich. Her skills in statistical
analysis and editing were invaluable. My special thanks to
her.

vi

Two groups of individuals at Muskegon Community College
who deserve the most thanks, however, are the Board of
Trustees for granting me sabbatical time to complete my
doctoral studies and ‘the nontraditional students at. the
college who gave of their very valuable time to assist in
completing the surveys.

A five-year commitment to a goal is not undertaken
without the sacrifice by loved ones. To my husband, Jerry,
and my son, J.B., I thank you for encouraging me to finish
what I started, for sharing the excitement each time I jumped
a hurdle, for alleviating my guilt.when I missed Little League
baseball games and special family events, and for constantly
telling me how proud you were. Finally, thank you to my
parents, who have waited for this finale for quite some time

and have done so very patiently. Thanks to all of you.

vii

TABLE OF CONTENTS

LIST OF TABLES . . . . . . . . . . . .

LIST OF FIGURES . . . . . . . . . . . .

QDQPEQI

I.

II.

III.

RESEARCH PROBLEM . . . . . . . .

Introduction . . . .
Statement of the Problem
Need for the Study . .
Importance of the Study
Purpose of the Study .
Question No. l . . . .
Question No. 2 . . . .
Question No. 3 . . . . .
Questions for Investigation
Political Concerns . . . .
Terms Used in This Study .
Limitations of the Study .
Procedures Used in This Study
Organization of This Study .

REVIEW OF THE LITERATURE . . . .

Introduction . . . . . . . .
Emergence of Nontraditional

Students at the Community College

Recruiting/Retention Strategies
Nontraditional Students . . .
summary 0 O O O O O O O O O O 0

DESIGN AND METHODOLOGY . . . . .

Purpose of the Study
Population . . . .

Sample . . .

Instrumentation
Data Collection
Anonymity . . .
Data Analysis .
Summary . . . .

viii

for

24
24

31
48

51

51
52
52
53
55
56
56
61

IV. ANALYSIS OF THE DATA . . . . . . . . . . . .

Introduction . . . . . . . . . . . .
Description of the Sample . . . . .

Group 1--Day Students/Evening Students
Group 2--Program/Non-Program Students .
Group 3--Younger Adults/Older Adults .

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . .

Purpose of the Study . . . . . . . . . .
Meth0d01 ogy O I I O O O O O O O O O O O 0
Summary of Hypothesis Testing . . . . . .

Summary of Differences Among the Groups . .
Why Do Nontraditional Students Attend College

and How do the Different Groups Compare?

Why Do Nontraditional Students Choose to

Conclusions . . . . . . . . . . . . . . . .

Recommendations . . . . . . . . . . . . . .

Suggestions for Related Research . . . . .

Final Thoughts . . . . . . . . . . . . . .
APPENDICES

A:
B:
C:
D:

E:

BIBLIOGRAPHY

Attend This Community College and How
do the Different Groups Compare? . .

Letter to Michigan Community Colleges .
Questionnaire . . . . . . . . . . . . .
Cover Letter to Students . . . . . .
Frequencies and Percentages for all 58
Questionnaire Items . . . . . .
Tables E.1 Through E. 6--Nontraditional
Students' Reasons for Attending College
and Reasons for Selecting This College

ix

62

62
63
63
74
85

95

95
95
96
105

108
111
112
119

123
124

126
128
133

134

139

151

4.11.

4.12.

LIST OF TABLES

Page
Profile of Day and Evening Student Participants . 64
Satisfaction Levels of Day and Evening Students

Regarding 11 Academic/Instructional Variables . . 66

Satisfaction Levels of Day and Evening Students
Regarding 22 Institutional Variables . . . . . . 69

Comparison of Day Students and Evening Students
Regarding Overall Perceptions of Community
COllege O O O O O O O O O O O O O O O O O O O O 0 70

Profile of Program and Non-Program Students . . . 75

Satisfaction Levels of Program and Non-Program
Students Regarding ll Academic/Instructional
variables 0 O O O O O O I O O O O O O O O O O O O 78

Satisfaction Levels of Program and Non-Program
Students Regarding 22 Institutional Variables . . 80

Comparison of Program Students and Non-Program
Students Regarding Overall Perceptions of
Community College . . . . . . . . . . . . . . . . 82

Profile of Younger Adult and Older Adult
StUdents O O O O O O O O O O O O O O O O O O O O 8 6

Satisfaction Levels of Younger Adults and Older
Adults Regarding ll Academic/Instructional
variables 0 I O O O O O O O I O O O O O O O O O O 88

Satisfaction Levels of Younger Adults and Older
Adults Regarding 22 Institutional Variables . . . 90

Comparison of Younger Adults and Older Adults
Regarding Overall Perceptions of Community
COllege O O O I O C O O O C O O O O O I I O O O O 91

Comparison of All Groups Concerning Satisfaction
With Academics and Instruction . . . . . . . . 105

Comparison of All Groups Concerning Satisfaction
With Institutional Practices . . . . . . . . . 106

Comparison of All Groups Concerning Overall
Opinion of the College . . . . . . . . . . . . 107

W

E.1.

Comparison of Day Students and Evening Students
Regarding the Reasons for Attending College . . .

Comparison of Day Students and Evening Students
Regarding the Reasons for Selecting This College

Comparison of Program Students and Non-Program
Students Regarding the Reasons for Attending
C01 lege O O O O O O O O O O O O O I O O O O O O 0

Comparison of Program Students and Non-Program
Students Regarding the Reasons for Selecting
This callege O O O O O O O 0 O O O O O 0 O O O 0

Comparison of Younger Adults and Older Adults
Regarding the Reasons for Attending College . . .

Comparison of Younger Adults and Older Adults
Regarding the Reasons for Selecting This College

LIST OF FIGURES

Proportions of Nontraditional Enrollments at
Michigan Community Colleges . . . . . . . . . . .

Comparison of Day Students and Evening Students
Regarding the Major Reasons for Attending
cellege O O O O O O O O O O O O I O O O O O O O 0

Comparison of Day Students and Evening Students
Regarding the Major Reasons for Selecting This
callege O O O O O O O O O O O O O O O O C O O O 0

Comparison of Program Students and Non-Program
Students Regarding the Major Reasons for
Attending College . . . . . . . . . . . . . . . .

Comparison of Program Students and Non-Program
Students Regarding the Major Reasons for Selecting
This C01 lege O O O O O O O O I O O O O O O O O 0

Comparison of Younger Adults and Older Adults
Regarding the Major Reasons for Attending
C01 lege O O O O O 0 O O O I O O O O O O O O O O 0

Comparison of Younger Adults and Older Adults

Regarding the Major Reasons for Selecting This
COllege O 0 O O O O O O O O O O O O O O O O O O 0

xi

139

141

143

145

147

149

72

73

83

84

93

94

CHAPTER I

RESEARCH PROBLEM

Motion

The question has been around for a long while--"What has
happened to the traditional college freshman?" The fact is
he/she is no longer necessarily typical, particularly in the
community college. During the past fifteen years, increasing
numbers of adults have chosen to pursue post-secondary
schooling for the first time and for a variety of reasons by
enrolling in a community college. Adults have begun to
realize that their past formal education may not be relevant
for a lifetime. Researchers have discussed and explained
these increasing numbers of adult students as a result of
technological, societal, and demographic changes as well as a
universal emphasis upon lifelong education. These
explanations have been explored and documented by such
researchers as K. Patricia Cross (Adults as Learners, 1986);
Aslanian and Brickell (Americans in Transition: Life Changes
as Reasons for Adult Learning, 1980); and Alan Knox (flelping
Adult§_Learn. 1985)-

This phenomenon of increasing numbers of adults has
resulted in predictions claiming that "by the year 2000, the
U. S. population will be dominated by people in their middle
years, with 33- to 44-year olds comprising the largest age
group" (Cross, 1986). This increase in adult students has

also come to represent, for ‘the community college, the

presence of a special set of problems and challenges.
Researchers claim that as adults age, they vary more from one
another than do people at younger ages.

In so doing they become different from others; thus, an

educational setting is not likely to include a

homogeneous group of persons, regardless of the course,

sponsor, or instructor. (Peterson, 1983)

Researchers refer to the adult student as a
"nontraditional student," one who is typically over 24 years
of age and who often has fulltime personal and professional
commitments outside of the college. These students,
therefore, are often parttime, and "for the most part, adults
seeking education that is closely related to the world of
work" (Hazelwood, 1984). As stated in the article "Building
Skills and Proficiencies of the Community College Instructor
of Adult Learners" by Galbraith and Shedd (1990),

Unlike the majority of the other sectors of higher

education, community colleges have consistently had half

their enrollment in the parttime student body (U. S.

Bureau of Census, 1989).

Not only must community college educators and administrators
make serious efforts to accommodate the diversity of the
student population, they must be willing to support research
which will reveal data about the characteristics of this
diverse group of students.

For the most part, researchers have concentrated on the
traditional student population and have established that
differences do exist between traditional and non-traditional

students. Part of the rationale for these differences arises

from the assumptions concerning "andragogy," an alternative

method of teaching. Andragogy as a term was popularized in
the U. S. by Malcolm Knowles in the 19705 and was originally
established to mean "the art and science of helping adults
learn" (Knowles, 1977). Most recently the concept has been
accepted by adult educators and researchers as a set of
assumptions about adult learners and how they differ from
younger learners. Significant differences include: self
concept, levels of experience, readiness to learn, and
motivation.

With the emphasis upon differences between traditional
and nontraditional students, very little has been written
about nontraditional students, themselves--about these
students' perceived levels of satisfaction concerning
community college experiences and how these students differ

among themselves.

Statement of the Problem

It is imperative that we know our nontraditional
population so that we can evaluate the adequacy of
instructional offerings, practices, and requirements as well
as the adequacy of ‘the educational environment and. the
services provided. There is evidence in the research that
significant differences between traditional and nontraditional
students exist in motivation, readiness to learn, and reasons
for attending college. There is little research which
provides insight into whether differences in motivation,

reasons for attending community college, and differences in

satisfaction levels exist within the nontraditional
population.

The problem investigated in this research was to
determine if differences existed in reported satisfaction
levels between three distinct groups of nontraditional
students currently attending a community college--(a) day
students and evening students: (b) degree students and non-

degree students; and (c) younger adults and older adults.

Need for rhe Study

It is no secret that community colleges are doing more
business than ever before. Tinto acknowledged,

During the last two decades, the most common point of

entry to higher education has become the two-year

college. Less than half of new college entrants now
begin their higher education in four-year colleges.

(Tinto, 1987).

As an institution that refers to itself as a college for
the people: that prides itself on its ability to be flexible
and alter its programs in response to its students' needs: and
that has always accepted any student, regardless of age, the
community college should have a vested interest in a study
concerning adult learners.

It is a fact that the research on college student
retention and recruitment has greatly increased over the past
two decades. It is also true that a majority of that research
has focused upon traditional students in traditional four-year

institutions. Both researchers and administrators in higher

education are well versed in the knowledge of Tinto's 1975

model of student/college interactions which resulted in a
theoretical foundation for research about student retention.
Tinto's model is a longitudinal model of the college dropout
in which emphasis is placed on integration. Integration by
the student into the academic and social systems of an
institution leads to new levels of loyalty to the respective
college.

Other things being equal, the higher the degree of

integration of the individual into the college system,

the greater will be his commitment to the specific
institution and. to the. goal of college completion.

(Tinto, 1975, p. 96).

As Tinto himself pointed out in 1987, differences in the
naturesiof‘two-year'and four-year'colleges and.their students,
may make Tinto's model unsuitable for community colleges.
Webb, in 1989, stated,

In addition, Tinto's model fails to place sufficient

emphasis on subgroup characteristics such as those

associated with age, gender or racial/ethnic category, as

Tinto himself recognized. Because nontraditional

students comprise a large proportion of the two-year

college population, this is a serious flaw in the Tinto

model. (Webb, 1989)

The community college is a multi-faceted institution in
many senses. Its missions, however, are education based. As
stated in the article by Galbraith and Shedd (1990),

The community college is one of the few institutions of

higher education with the mission of providing

exclusively educational services. It has no obligation
to provide knowledge production research services, as do
senior institutions, and as a result has been free to
focus on the improvement of learning and teaching.
(Knowles, 1977)
In view of the lack of research regarding retention and

the focus upon nontraditional students at the two-year

institution and the rapid changes which have evolved within
the community colleges, each institution must be willing to
continually assess current students' needs. Such assessments
have been successfully completed by looking at students'
satisfaction levels. According to a recent article by Vaala,
"most studies of student satisfaction in higher education are
descriptive research" (Vaala, ;§(4).

Satisfaction has been defined in various ways. Aitken
(1982) and Babbitt and Burbach (1985) defined satisfaction to
mean "student acceptance of academic programs and living
conditions"--again, probably based on four-year institutions.
Astin (1974, 1978), after examining overall student
satisfaction in a national sample of university students from
94 institutions, concluded that the students' overall
satisfaction could be measured. Astin (1978) additionally
identified specific facets of satisfaction that could be
measured, including teaching, curriculum, facilities, career
preparation, extra-curricular activities, and administrative
services.

This study is based on the premise that satisfaction of
academic/instructional practices and institutional practices
promotes retention and that dissatisfaction with these
practices may lead to student.dropoutu No longer can colleges
look at graduation numbers as a reflection of student success.
Far too many students are enrolling with goals other than
graduation. "To examine or question the individual's goal

commitment, the institution needs to ask, 'Why are you here?’

'What do you want to achieve during your time with us' (Noel

1986)?"
Not all students desire to complete two- or four-year
programs. It must be realized that it is not a failure
on the institution's part if a student has attained
his/her personal educational goal and.withdrawn from.the
institution before graduation. One institution cannot be
all things to all people. (Peters, 1988)

With this in mind, institutions need to be aware of the

feelings of these particular individuals. ‘The students may

depart after one or two semesters, and their satisfaction or

dissatisfaction with the institution may be unknown. Did they

leave because they were dissatisfied, or had they met their

goal?

Impgrrance of the Study

Most community colleges have communicated similar
objectives in their mission statements. One objective which
is inherently vital but often overlooked is to encourage
students to continue and remain at the respective community
college. The missions and philosophies of the community
colleges also serve to expose their humanistic values.
Frequently, the terms training and skills used within the
stated objectives may eliminate those humanistic connotations
and exchange processes which are essential in a successful
educational exchange.

In order to successfully recruit and retain students,
knowledge of their characteristics and differences in their
perceptions about the college is critical. As stated by P.

Kotler in 1985,

It is important to study the image of an institution
because people respond to their perceptions of a
college's image and not necessarily to its reality.
(Kotler, 1985)
Every community' college: is ‘unique, regarding its student
population and.the community it serves“ 'Therefore, a study is
significant for every community college in surveying students'
needs and developing academic programs and institutional
practices relative to those needs.

This researcher collected data from 26 of the 29
community colleges in Michigan (see Appendix A). The data
collected support the trend that the nontraditional population
is a major student segment. Seventeen of the 26 community
colleges reported that over 50 percent of the headcount is
represented by students 25 years of age or older. The
proportions of nontraditional students ranged from 32 percent
to 68 percent, with a mode of 58 percent, and a mean of 53
percent. This information is depicted in Figure 1.1 on

page 9. Responses from the community colleges indicated that

the results of this study are of interest to them.

MICHIGAN COMMUNITY COLLEGES
Percentage oi Nontraditional Population Age 25 and Over
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10

Pu ose o the Stud

Influenced by developmental, technological, demographic,
and societal factors, nontraditional students are enrolling at
the community college. According to statistics, the typical
student is no longer the 18-20-year old transfer student, but
instead, a more mature adult ranging in age from 25 to 70,
returning to take advantage of educational opportunities for
employment purposes. Many of these students are currently in
the labor force and work fulltime during the day; therefore,
they must rely on "education by night." Other nontraditional
students are comprised of those who are displaced or
dislocated homemakers, laid-off factory workers, and/or those
individuals who have returned to school because of a
triggering event (perhaps recently widowed or divorced or
whose children have all left home). These students may be
attending fulltime or parttime during the traditional
hours.

As stated earlier, very little has been written about the
possible differences in satisfaction levels, recruiting,
motivation, and retention of these students at the community
college. This researcher is interested in knowing what is
important to these students. .Are they satisfied? How do they
respond to a set of constructed academic/instructional and
institutional criteria?

The purpose of this study is to obtain feedback from
nontraditional students attending community college both day

and. night. concerning' selected. academic .and institutional

11

attributes. The results and procedures subsequently may serve
as a guide for other community colleges in assessing their
academic programs and institutional practices. The questions

addressed in this research are as follows:

ngsrlon No. l

Is there a significant difference between nontraditional
day students and nontraditional evening students regarding
(a) reported satisfaction levels with academic/instructional
practices, (b) reported satisfaction levels with institutional
procedures, and (c) general overall satisfaction.

Community college operations do differ between day and
evening. Often the evening instruction is comprised of
adjunct instructors. The image of the community college is in
large part a reflection of the instructors--often the only
representative of the community college with whom a student
communicates during the course of the semester or term. It
has also been confirmed in the research that more and more
community colleges are hiring parttime instructors to meet the
demand of evening students. In one recent study on
instructional development needs in the community college, the
findings indicated "two of every three faculty members
employed were parttime" (Galbraith & Shedd, 1990). On the
national level, parttime faculty now'make up 63 percent of the
community college instructional force (Ine HEA l991 Almanac 9:
Higher Eduggtlon) . The percent of parttime instructors at the

12

institution studied during this research, Muskegon Community
College, is 56 percent.

Behrendt & Parsons claimed, "large numbers of parttime
instructors play an important role in personifying an
institution to its students" (Behrendt & Parsons, 1983).

Adjunct teaching effectiveness has been presented in the
literature as "problematic." According to Galbraith's
article,

A.barrier to improved adjunct teaching effectiveness has

been that a great majority of the parttime faculty have

full employment outside the college. This outside
allegiance has often been a stumbling block to full
collegiality within the college and a point of contention

among those who teach fulltime. (Hazelwood, 1984).
Other items cited by evening students as problematic included
lack of available counselors; no secretaries on duty--
therefore, no leaving messages; no offices for adjunct faculty
to meet with students; no bookstore hours after classes are
over: and lack of personnel available to answer questions or
give appropriate information.

Based on this research question, the following three
hypotheses are addressed in this study.
flyporngsis No, 1: There is a significant difference between
satisfaction levels of nontraditional day students and
nontraditional evening students regarding 11
academic/instructional practices.
fiynothesis no. 2: There is a significant difference between
satisfaction levels of nontraditional day students and

nontraditional evening students regarding 22 institutional
procedures.

13

H o e s o : There is a significant difference between
responses of nontraditional day students and nontraditional
evening students to the following two questions:

1. If you could start college over, would you choose to
attend this college?

2. What is your overall impression of the quality of
education at this college?

Quesrlgn N9, 2

Is there a significant difference between nontraditional
students who indicate they are enrolled in a program at the
time of this study and those nontraditional students who
indicate they are not enrolled in a program at the time of
this study, regarding (a) reported satisfaction levels with
academic/instructional practices, (b) reported satisfaction
levels with institutional procedures, and (c) general overall
satisfaction.

Of special interest are the responses from non-degree
seekers, those students taking one or two courses for the
purpose of upgrading job skills and/or at an employer's
request. Throughout the literature, and discussed in the
literature review in Chapter II, such students were
characterized as those from the "corporate sector." They
enroll at the community college with a specific objective and
an immediate need. These students may feel satisfied with
their community college experience. Their decision not to
enroll the following semester may exist because they have met
their objective, not because they are dissatisfied or because

the community college failed to retain them. Nontraditional

 

14

students attend college for a variety of reasons. Obtaining
an associates degree is only one reason.

A relatively small minority of all students enrolled at
many community colleges are pursuing the associates
degree. For example, less than half of the credit
students beginning college at Prince George's Community
College in Maryland in the fall of 1987 intended to earn
the AA degree. (Clagett, 1989)

Based on this research question, the following three
hypotheses are addressed in this research study.

Hyporhesis No. 4: There is a significant difference between
satisfaction levels of nontraditional students who indicate
they are enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program regarding 11 academic/instructional practices.

ot 's o. 5: There is a significant difference between
satisfaction levels of nontraditional students who indicate
they are enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program regarding 22 institutional procedures.
Hypornesis No. Q: There is a significant difference between
responses of nontraditional students who indicate they are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program to the following questions:

1. If you could start college over, would you choose to
attend this college?

2. What. is your* overall impression of the quality of
education at this college?

QE§§£122_N21_1

Is there a significant difference between younger
nontraditional students and older nontraditional students
regarding (a) reported satisfaction levels with academic/
instructional practices, (b) reported satisfaction levels with
institutional procedures, and (c) general overall

satisfaction.

15

Adult education theory is flooded with explanations and
research concerning the various age and stage developments
throughout the life cycle. The works of researchers Erikson,
Gould, Havighurst, Loevinger, Lowenthal, Neugarten, and Sheehy
contend that the needs of an adult 26 years of age can.be very
different from the needs of an adult 45 years of age.
Therefore, an examination of differences in perceived levels
of satisfaction between the age groups may prove insightful.

Based on this research question, the following three
hypotheses are addressed:
flypotnesls N9, 7: There is a significant difference between
satisfaction levels of younger nontraditional students and
older nontraditional students regarding 11 academic/
instructional practices.
nynothesis No, 8: There is a significant difference between
satisfaction levels of younger nontraditional students and
older nontraditional students regarding 22 institutional
procedures.
gyngrhesis No, 9: There is a significant difference between
responses of younger nontraditional students and older

nontraditional students regarding the following two questions:

1. If you could start college over, would you choose to
attend this college?

2. What is your overall impression of the quality of
education at this college?

Quesrlons for lnvestigation
An article by Craig A. Clagett, "Student Goal Analysis

for Accountability and Marketing, " reflected the importance of
knowing your student body. Before recruiting and retention
strategies can be mapped out and assessment studies designed,

the criteria for measuring student success must reflect these

16

same students' goals for attending. Community colleges need
to understand why nontraditional students are attending
college and why they have chosen the respective community
college.

In the literature, community college students have been
categorized into various goal-defined segments, including job
seekers, job upgraders, transfer preparers, enrichers, and
explorers. The thrust of many articles on recruiting and
retention at the community college is that the number of
graduates is not the criteria to use in describing and
assessing the success of the students. Instead, the students'
reasons for attending and their satisfaction (so that they
will continue to enroll in classes and/or pass the good word
along) has the greatest impact on description of student
population.

Because of the importance in learning why the
nontraditional students are attending the community college
and why they specifically have chosen this community college,
the following questions are addressed and posed for
discussion:

1. What are the reasons nontraditional students pursue
an educational experience? How do these reasons compare
between nontraditional day and evening students, between
nontraditional program and non-program students, and
nontraditional younger and older students?

2. What are the reasons nontraditional students select

this specific educational institution? How do these reasons

17

compare between nontraditional day and evening students,
between nontraditional program and non-program students, and

between nontraditional younger and older students.

0 i 'c Concerns

The results of the study may provide answers to several
questions: (a) Are there differences in satisfaction levels
between any of the three groups of nontraditional students;
and if so, strategies need to be implemented toward this
effect: (b) Are there no differences in satisfaction levels
between any of the three groups; and if this is true,
conclusions may reflect this outcome; (c) Are the
nontraditional students satisfied: and if so, investigation of
various academic and institutional practices.:may’ not ibe
warranted: and (d) Are the nontraditional students
dissatisfied: and if so, this is important in investigating
the major sources of discontent.

The study may serve as a guide and be replicated by other
community colleges. This researcher mailed a brief
questionnaire to all community colleges in Michigan (see
Appendix A); responses indicated interest in receiving a copy
of the questionnaire, procedures used, and results of the
study.

The results of this study will hopefully'unveil immediate
needs of the nontraditional student population, present any
significant differences within unique groups of these

students, and aid the community college in a better

18

understanding of its nontraditional population. This
information could help the community college to increase its
effectiveness in recruitment and retention. Additionally, the
results may present well-documented suggestions to faculty,
counselors, administrators, and policymakers of the college
regarding instructional and academic practices, institutional
practices, and needs as perceived by students.

The intent of this research is to report the students'
perceptions about the importance of certain areas--it is not
to directly study and evaluate the college as an organization.
Analysis of the results may elicit political debate about
instructional issues: institutional processes, such as
registration and fee payments: counseling and advising:
environmental issues, such as classroom facilities, and
student services. All facets of the college may be prompted

to engage in debate.

5 Us This Stud

Trndl'rl'gnal stndgnr--Any community college student between the
ages of 18 and 24.

Nontradlrlonal student--Any community college student 25 years
of age or older.

ngjnncr inculty--Any community college instructor teaching
parttime--one or two classes--usually in the evening.

W--Any community college student taking classes from
7:30 a.m. to 5 p.m.

Eggnlng_§rnggnr--Any community college student taking classes
beginning at 5 p.m. or after.

19

EEBQQDE enrolled in a program--Any community college student

who has indicated on the survey form that he/she has
officially enrolled in a one-year certificate program, a
degree program, or transfer program.

Student ngt enrolled in a nrogram--Any community college
student who has indicated on the survey form that he/she has

not officially enrolled in a one-year certificate program, a
degree program, or transfer program.

Yonnggr nonrraditional studenr--Any nontraditional community
college student between the ages of 25 and 44. .

Qlder nontraditional studenr--Any nontraditional community
college student 45 years of age or older.

Adulr srudenr--Used interchangeably with "nontraditional
student."

Limirations of This Study

This study is based on characteristics inherent to most
community colleges and respective populations: however, the
specific subhypotheses examined are not generalizable to all
institutions. .Although the findings are ‘unique to one
community college, they should be helpful in identifying
possible. evaluation. criteria and areas for further
investigation.

The survey was administered during the middle of the
winter 1991 semester. The timing of the study may directly
affect the outcome of the responses. Many new students begin
college in the fall. This allows them to have formed an
overall impression of many of the college's characteristics by
‘winter semester; However, some students may be attending for
the first time during winter 1991. This survey was
administered late enough in the semester so that they should

also have formed impressions.

 

20

Students were asked to identify themselves as either day
or evening students--not as both. There are some students,
however, who attend both day and evening on a fairly equal
basis. Day and evening students are different from the other
two groups investigated in that they are likely receivingo
different treatment, both academically and institutionally.

Faculty distributed the questionnaires, and students were
requested to return them promptly. Although students were
presented with the choice of returning the surveys to their
instructor or to a central drop box, they may have felt
inhibited in responding to all questionnaire items.

Students were asked to identify themselves as program
students or non-program students. There are surely some
students who have not officially declared a major or made a
decision as to their intentions. They may have identified
themselves either way.

The students surveyed were a select group. They were
students who are currently attending--not students who have
dropped out. Therefore, the reported satisfaction levels
reflect perceptions only of students who stayed or persisted-—

not of those who may have been dissatisfied and dropped out.

oce es Used 1 h's St
The following procedures were used in conducting this
research study:
1. A survey instrument was constructed, extrapolating

items from both the "the Survey of Student Needs

21

Questionnaire" and the "Student Opinion survey." (See
Appendix B)

2. Feedback on the questionnaire was received from a
team of Michigan State University research instructors, and
the instrument was revised accordingly.

3. Selected items of the instrument were pilot tested
on 15 community college students during the spring 1990 term
for the purpose of feedback and modification. The instrument
was revised where necessary.

4. The questionnaire was carefully examined and
evaluated by a consultant from the Michigan State Department
of Higher Education. Again, the instrument was modified where
necessary.

5. Permission and support were obtained from the
President and Dean of Students of Muskegon Community College
to conduct the research study.

6. Permission was obtained from.the University Council
on Research Involving Human Subjects at Michigan State
University.

7. Current enrollment statistics were collected on
nontraditional students at the community college.

8. A current listing of contact personnel and addresses
for all Michigan community colleges was collected. A letter
was sent to all Michigan community colleges requesting
enrollment figures of nontraditional students for the current

semester or term. (See Appendix A)

22

9. A current roster of names of all nontraditional
students enrolled for the winter 1991 semester at Muskegon
Community College was obtained. A random sample was selected.

10. A cover letter was written to identified faculty,
both fulltime and adjunct, requesting help and cooperation in
delivering the questionnaires.

11. A cover letter to the students was written to
accompany the questionnaire. (See Appendix C)

12. The questionnaire was administered to the sample of
nontraditional students.

13. The obtained data were subjected to the following
statistical procedures: Nine hypotheses were stated.
Subhypotheses for Hypotheses Nos. 1 through 9 were analyzed
separately. Significant individual differences were reported.
Their analysis included presentation of the means and standard
deviations for each group; a t-test was implemented to detect
significance. The alpha .05 level was the criterion for

statistical significance in this study.

Organization of This Study

This research study consists of five chapters.
Chapter I prefaces the study by providing the theoretical
background: the need for the study; the importance of the
study: the statement of the problem: the purpose of the study,
including hypotheses and questions for investigation;

proCedures used in the study: and organization of the study.

23

Chapter II consists of a literature review. This review
is based on journal articles, texts, and doctoral
dissertations of the 19705, 19805, and 19905, which relate to
the emergence and needs of nontraditional students at the
community college and retention and recruiting strategies.

Chapter III includes the design of the study and
description of the sample: instrumentation, including the
reliability of the instrument; methods of data collection;
methods of data analysis; and the hypotheses, in null format.

Chapter IV provides the findings of the research.

Chapter V includes a summary of the findings, a

conclusion, and recommendations.

CHAPTER II

REVIEW OF THE LITERATURE

W

This review' of the literature is based on journal
articles, dissertation studies, and books.of the 19705, 19805,
and 19905, which relate to nontraditional students at
community colleges.

In.the first section is aidiscussion of the emergence and
needs of nontraditional students at the community'collegeu It
is important to explore research dealing with concerns and
needs of nontraditional students if community colleges are
serious about accommodating the diversity of students
cascading their campuses.

The focus of the second section is upon recruiting and
retention as integral components of educational marketing.
Six major themes derived from the literature delineating
approaches in recruiting and retaining the adult learner at
the community college are presented. These themes support the
extreme diversity within the adult student population and
provide a framework for the formulation of the survey

questions used in this research study.

e No aditiona tu ents t Commu 't C l e s
The emergence of adults into the educational arena can be
attributed to changes that have been taking place in our

society. Changes are occurring faster and are now so great

24

25

and so far reaching that no amount of education during youth
can prepare adults to meet the demands that will be made on
them. Perhaps this concept was best reflected by Margaret
Mead who once said, "The world in which we are born is not the
world in which.we will live, nor is that the world in which we
will die" (date of quote unknown). According to K. Patricia
Cross (1981), the present and anticipated growth of lifelong
learning in the United States can be attributed to three
influences: (a) demographic factors, (b) social changes, and
(c) technological changes.

Demographic Factors. Right now, at the onset of 1991,
the nation's baby boomers are moving into middle age; and
their impact continues. "In just five years, the first of the
mass of 76 million individuals born between 1946 and 1964 will
reach 50" (John Naisbitt, 1991). Naisbitt discusses in his
"Trend Letter" the ins and outs of the next decade and is
quick to point out that education for adults is in. If this
is the case, community colleges are charged with the
responsibility of meeting the demands of this heterogeneous
group of students.

It has also been recognized in the literature that adults
seeking educational opportunities are no longer limited to a
specific age group. Older adults are becoming more visible in
community college campus classes. As discussed by Peterson in
1983, many factors credit this increased learning at older
age: financial security, health maintenance, and personal

development. In 1900 the life expectancy of a woman was 48,

26

and middle age was 24. During the 19805, life expectancy was

declared to be 78: middle age would logically be 36 (Salazar,

1935).
Have you tried telling a 36-year old woman that she is
middle aged? On the contrary, slogans abound convincing
us that 'life begins at 40,‘ 'old is beautiful,‘ 'you're
looking great at 60,' and 'you're never too old to
learn.‘ Indeed, we are looking well. We have been
awarded the most precious gift of all--time--and an

opportunity to exercise new options and positive changes.
(Salazar, 1985)

Iggnnglggignl_gnnngg§. Technological changes have had
a great influence upon the number of adults returning to
college. According to Cross in 1986, technological advances
occur in quantum leaps which result in not just more or
better, but in radically different ways of doing things.

For years, children learned by what their parents passed

onto them: it is the rare child who learns the skills for

his/her livelihood from parents today. (Cross, 1986)
A most dramatic technological change has taken place in the
workplace--from people who produce things to people who
produce information. A knowledge explosion has taken place;
and "currently, about one-half of the American payroll goes
for the manipulation of symbols rather than the production of
things" (Cross, 1986). The implication of this explosion is
that nearly all professionals must spend increasing amounts of
time in a wide variety of learning activities. Paltridge and
Regan in 1978 discovered that over three-fourths of the adults
who were back in formal education and training programs after
an interruption of five years or more were changing careers,

thinking about doing so, or upgrading present careers.

27

Sgginl_gnnng§§. The theme of most writing about social
change has been the ratio of education, work, and leisure
throughout a lifetime. The traditional linear life plan,
where education is for the young, work is for the middle-aged,
and leisure is for the elderly, has steadily advanced into the
"blended" or cyclic life plan. The purpose of this latter
plan as described by Best and Stern in 1976 is "to
redistribute work, education, and leisure across the
lifespan." According to Cross in her 1986 text, these three
phases of life have been influenced by several factors,
including:

1. Bi sing gducarional atrainmenr--Based on a comparison
to the turn of the century, "the more education people have,
the more they want, thus the more they participate" (Cross,
1986).

2. ha 'n ca ee a ter s--Over one-half of the
respondents in various studies of adult learning interests
have claimed they are currently learning or would like to be
learning to get a new job, advance in their present job, or
get a better job. (Aslanian & Brickell, 1980: Boaz, 1978)

3. Ingrgased leisur§--Benjamin and Walz in their 1982
text discuss the approaches to leisure counseling and its
importance in the lifetime balance. They remind us that
leisure has had a long and sinful history in our society, and
for years was viewed as the "devil's ploy." Fortunately, that

has changed; according to Boaz,

28

Although job-related education continues to dominate the
scene in adult education, learning for recreation and
leisure is a most rapidly growing phenomenon. (Boaz,
1978)

4. gnnnging_rglg§_rgr_ynmgn--Both Cross in 1986 and
Boaz in 1978 reported that women have constituted the fastest
growing segment of the lifelong learning movement during the
19705 and 19805.

Two complementary forces are at work here: social and

technological changes are pushing women out of the home,

and new opportunities in the field of education and the
labor market are pulling women into education. (Cross,

1986: Boaz, 1978)

Aslanian and Brickell in 1980 found that 83 percent of
adult learners gave changes which had occurred, or will be
occurring in their lives as their reason for returning to the
learning environment.

With the continuing growth of adult learners, a major
question to be addressed 'is, "What are adult learners' needs."
Many researchers have responded to this question by citing the
perceptions of Malcolm Knowles concerning his principles of
andragogy. A major assumption of andragogy is that adults are
self-directed learners. However, some researchers are asking,
"Are adults really self-directed learners?" "Do most of them
prefer self-paced learning styles?" In 1986, Stephen
Brookfield challenged the notion that adults are self-directed
learners by nature. He stated, "There is a consistent

{overestimation of the adult learner's readiness to be self-

directed" (Brookfield, 1986) . An interesting question was

posed by Sharan Merriam in the 1987 Adult Edugnti on anrrerly,

 

 

29

Do adult educators employ andragogical techniques because

adults really are self-directed learners, or do they use

these methods because they believe adults should be self-

directed learners? (Merriam, 1987)

It was highlighted in the literature that although adult
learners may indeed differ from younger learners, they may
differ even more among themselves.

A serious problem with lumping all adult learners

together is that it overlooks the tremendous diversity

among individuals in almost any group of adults.

Ironically, many experts claim that the very thing that

gggs clearly distinguish adult learners from

schoolchildren is the much wider range of ages,
attitudes, instructional goals, instructional settings
and learning styles found in groups of adults. (Feuer

and Geber, 1988)

Themes of many articles hinged upon approaches to take
and guidelines to follow in helping meet adult learners'
needs. Recommendations, from an academic standpoint, included
formulating detailed and clearly written syllabi: using a more
relaxed approach to lessen the risk of self-esteem so often
felt.by the adult learner: and exercising more sensitivity to
the adult learner who has had to drive a distance to class
after working all dayu On the other hand, adult learners have
been characterized in the literature as determined in their
educational goals; forthright about the immediacy of their
needs; and adamant about their desire for challenging, fast-
paced, and informative class sessions.

The need for an understanding of the diversity of the
needs of adult students is imminent and is supported in the

literature (Aslanian, 1986: Hu, 1985; Kasworm, 1982; Kuh &

Sturgis, 1980: Okun, 1984: and Pennington and Harris, 1980).

30

Much of this diversity relates to the different stages in the
life cycle and warrants a wide range of support services for
adults.

As an example, adult students with families often
experience role conflict and role strain. It is
difficult to choose between long-standing commitments to
family, friends, church, and civic activities and the new
demands of the classroom. (Puryear, 1988)

Other developmental concerns of adults may include
divorce adjustment, dealing with the death of a spouse
and physical appearance. (Puryear, 1988)

Financial concerns may result from a particular
developmental-stage situation. More and more single-parent
families exist, and the divorce rate has resulted in leaving
some women no choice but to return to school to learn skills.

The ability to support one's family and simultaneously
return to the campus may be more than a concern for adult
students: it may indeed present a personal barrier to
continued education that is difficult to overcome without
institutional intervention. (Adams, 1986)

Although tuition at community colleges is comparatively
lower than at other postsecondary institutions, financial
aid officers may need to employ creative thinking to
provide other avenues of financial assistance for those
adults who are ineligible for federally-funded financial
aid or for reimbursement from employers. Partial tuition
waivers, activity fee waivers, scholarships for texts,
and.reduced interest loans designated for'adultswwhOImeet
specified institutional criteria may provide the
financial boost that would enable an adult to return to
the classroom without facing an undue financial burden.
Funding for such financial assistance could be sought
through donations from alumni and area business and
industry, and through fund raising efforts by the
students. (Puryear, 1988)

This diversity of adult students presents challenges to
instructional and institutional practices. K. Patricia Cross

raised.the following question, "Do colleges.have the right to

31

aggressively recruit adults in order to expose them to the
lifelong satisfaction of the type of learning offered by the
college curriculum?" It seems apparent that each community
college should be cautioned to assess the needs of its
institutional student populations prior to implementing
specific programs and/or services. Furthermore, it seems
apparent that students' reasons for attending college and
their reasons for selecting the respective institution play an
important role in planning and marketing courses and programs.
In trying to gain some predictive basis to attract and
plan for the growth of the adult student population and,
consequently use our buildings, curriculum, faculty,
etc., better, we in the community college are obliged, if
we are to plan accurately and properly, to look at what

precipitates an adult's return to formal education.
(Carbone, 1982)

Recrniringzgerention Strategies For Nontraditional srudents

One point of interest in this research study is adult
students' reasons for attending college and more specifically,
this college. The second point of interest in this study is
the students' satisfaction levels with the respective
institution. This can be related to retention: therefore
these two aspects of promotion deserve literature review.

aggrniring. An integral part of promotion, recruiting
has been denoted as the personal component of marketing.
Kathryn Gallien, in her article concerning adults returning to
college, states,

For an adult who has been away from the classroom for

many years, the decision to become a student again is

hard. Remember, that many of these people feel out-of-
date. They have forgotten.how to type and how to use the

32

library. They are intimidated by computers. They are
afraid of failing. Thus, it is no coincidence that our
most successful student recruitment method is word of
mouth. In fact, all of our best marketing techniques
rely on some sort of personal contact. (Gallien, date
unknown)

Recruiting adult students demands creativity and specific
techniques. In Linda Reisser's article, "Recruiting the Adult
Learner," she states,

Admission officials have routinely traveled to high
schools and college transfer programs in order to contact
potential students. Yet their approach to nontraditional
students has been to wait for them to walk in and
inquire, expect them to decode college catalogs and
course schedules, and find their way around the alien
environment of the campus. To recruit more effectively,
colleges must be creative in attracting the attention of
lifelong learners, proactive in translating academic
jargon into practical language, and conscientious about
making adult learners feel comfortable and confident.
(Reisser, 1980, p. 48)

Cross, in 1986, exhibited a controversial element of
recruiting adults. She felt she was hearing from educators
that colleges were more interested in filling empty seats than
in serving the needs of adult learners.

There is a big difference, they contend, between ngrying

adults (that is, finding’ out ‘what adults ‘want and

providing it) and recruiting them (offering predetermined
programs and getting students to enroll in them).

(Cross, 1986, p. 34)

Cross further stated:

Until recently, when traditional college programs became

interested in the 'recruitment' of adults, adult learners

were 'served' by extension divisions and any number of
community agencies that, by and large, offered whatever
classes and other activities adult learners seemed to

want. (Cross, 1986, p. 34)

Authors of some articles addressed examples of

recruitment and boasted the "it-works-for-me" attitude.

33

However, it was apparent from the readings containing theory
and models that developing a positive internal commitment
toward recruiting strategies for nontraditional students is of
utmost importance. The writers of the recruiting model for
Pitt Community College summarized their philosophy for
utilizing the total marketing mix as follows:

The efforts of one or two individuals will not make a

plan succeed. It takes the total efforts of an

institutional team to market to recruit adult students.

The following general strategies are noted adult

recruiting strategies: (1) recruiting advisory committee

formation, (2) identification by targeting groups and
needs, (3) design of special courses, (4) design of
special promotions to reach target groups, (5) flexible
schedules and locations of classes, (6) evaluation of
promotions, (7) determination of recruiting cost
effectiveness per student, and (8) use of periodic
surveys to evaluate the recruiting efforts and

effectiveness. (1985, pp. 100-101)

Egrgnrign. It was frequently reported in the literature
that retention is often ignored once a student has enrolled--
but that it should be regarded as significant and pivotal as
admissions--that many community colleges are far more
successful in recruiting than in retention. What is meant by
retention? .Some say it refers to degree completion: some say,
recurring participation, or even return business. It was
revealed in the literature that retention results from
satisfaction.

According to Duncan in his article "Four Models For
Increasing Student Retention at the Community College of
Denver,"

The major research on student attrition/retention has

been conducted at four-year colleges with majority
students. The scarcity of two-year college attrition/

34

retention studies may be due to the open door policy of
two-year colleges. The open door policy makes it
difficult to conceptualize variables contributing to
attrition/retention because of the wide range of student
abilities and other student characteristics. Four-year
colleges on the other hand are more selective of their
students and make it easier to define attrition/retention

variables. (Duncan, 1985, p. 5)

Recent literature on retention suggests a need for an
institution and its administration to justify retention. For
example, why should an educational institution try and retain
a student? An explanation was best stated by Duncan:

Retention is improved by directing recruiting efforts to

whom the institution is best equipped to serve. (Duncan,

1985, p. 16)

According to Dressel and Simpson, the term "retention"
implies:

a holding power, an adhesiveness, a quality or a set of

characteristics of an institution such that an individual

initially attracted to it will maintain the association

and regard as both desirable and profitable. (Dressel

and Simpson, 1985, p. 8) ‘
Retention of the adult student takes on a different role and
a different set of strategies compared to the traditional
transfer student. Returning to school for the first time--
during the first semester--can be stressful. Adult students
are often faced with a difficult period of adjustment. Claus,
in his paper, "Adult Students in the Community College,"
provided a list of adjustment factors:

1. Adults must become reacquainted with the classroom
environments.

2. Adults must become reacquainted with formal
evaluation (testing/grading).

3. Adults must adapt to a new social atmosphere.

35

4. Adults must learn to organize their time and
resources in new ways. (Claus, 1986, p. 1)

For adults with no college experience, this first
semester is a critical period which determines how and
even whether they will proceed in their community college
programs. (Claus, 1986, p. 3)

A discussion of recruiting and retaining students from
the corporate sector alluded to the problem of price or
tuition change from year to year at the community college.
James O. Tatro speculated that although the modest rates of
community colleges pose much less of a problem than other
higher educational institutions,

Even increases in community college rates can be
troublesome when they are unforeseen in the corporate
budgeting process or when pressures to reduce expenses
cut into corporate budgets for education.

Although community colleges do not pose a serious problem
for the corporate sector student in terms of the nmounr
of tuition and fees, they provide a major source of
aggravation in terms of ngy they charge. To a lesser
degree, other publicly supported colleges and
universities pose the same problem--but not to the extent
of some community colleges. Given the fact that colleges
operate with funds that come from a number of different
sources, that they may be accountable in different ways
to the different funding sources, that some funds carry
over from one year to the next while others lapse, and
that some monies may be more restricted in their use than
others, coming up with a tuition and fee structure that
is intelligible to whomever pays it is not an easy task.
(Tatro, 1986, p. 11)

Finally, the issue of requiring payment for a course the
semester'before it is offered--for’many students who are being
reimbursed for the cost of the course, this means putting up
that money even before being eligible for reimbursement of the
previous payment. This may not be attractive to a potential

student.

36

The number of tuition-aid programs for employees'
collegiate experiences is abundant. In addition, unions have
negotiated contracts that provide an additional $20 million a
year for education for blue collar and white collar workers
(Watkins, 1980). ‘Unfortunately, there is still a large number
of employed workers who must do their own financing.

However, millions of employees do not have access to

tuition-refund programs and are seriously hindered in

their efforts to acquire the educational goals desired.

(Crawford, 1980)

The following discussion relates to the diversity of
nontraditional students permeating community college
classrooms. It furthermore represents findings and
implications of various case studies and research problems
concerning the recruiting and retention of these
nontraditional students at the community college. This
researcher has summarized six major themes resulting from the
research and believes them to be conducive to further
research.

1. Adults returning to college vary considerably along
dimensions of cognitive filters on reality. This finding has
implications for community college instructors and the
tremendous role faculty' play in ‘the retention of adult
students. As discussed by Susan W. Cameron in the "Perry
Scheme" (1984):

Even though there is diversity within the population of

adult students, faculty have been slow to respond to this

new clientele. They have been rewarded mainly for
teaching content regardless of who attends their classes.

With the understanding of different cognitive frames of
relationships, faculty can also interpret students' very

37

different responses to course content, academic

environments, and ability to be successful in their

coursework. (Cameron, 1984, p. 9)

A study conducted by John Carbone, "Americans in
Transition: Implications for Community Colleges of a New
Study About Adult Learners," reveals the need for faculty in-
service training. He based his study on the findings of
Aslanian and Brickell who found that "triggers" (significant
events in one's life) stimulate a transition in an
individual's life and supply the impetus for him or her to
seek additional learning. Carbone concluded,

While the study identifies several aspects of life as

prime areas for a trigger and subsequent transition to

occur, Aslanian and Brickell found that more triggers

occur in an adult's occupational area of life than in all

other areas combined.
For these increasing transitions in life and the resultant
return by adults to formal learning situations, the
implications for community colleges are many. One area in
particular--faculty in-service training and development--needs
to be addressed. New findings in adult psychology and the
"psychology' of aging" must. be brought to the college's
fulltime and parttime faculty. (Carbone, 1982, p. 61)

One of the results of a study concerning the state of
marketing recruiting and retention strategies utilized by
Texas colleges was that faculty members were not adequately
prepared to accept and process change or alterations in
teaching assignments as suggested by results of the study.

The problem of faculty members resisting teaching

assignments at times other than during traditional
daytime hours as a part of their regular responsibility

38

at Texas colleges and universities may largely be due to

the failure of the organization to articulate and support

the concept of nontraditional education and/or
instructional opportunities for the nontraditional

student. (Losher, 1983, p. 218)

2. A5 emphasized throughout the literature, the
community college must incorporate the needs of adults into
its daily operations and functions. Several studies
concentrated specifically upon the areas of student services
as an effective means of retaining and meeting the needs of
the adult student. As explained by Dennis R. Parks, student
services (also referred to by other names) has grown and
matured over the years. Based in developmental theory,
student development attempts to place the individual at the
center of the learning and growing process. As the number of
older adult students increases in community colleges, student
services practitioners will realize that the answer to
effective student services programs with adults lies in an
understanding of how adults mature, grow, and age throughout
the course of the life cycle. .According to Parks, the problem
is not directed at the philosophical base on which student
development is constructed, but on its failure to broaden its
base to service a growing diversity of the student population.

With increasing numbers of older students, student

services in community colleges must once again look for

a foundation on which to base its programs. While the

current approach to student development focuses on

developmental growth in the 17-23 year-old-age period,
the new base of student development will look to

developmental changes over the entire life cycle.
(Parks, 1982, p. 5)

39

If student services in the community college is to
respond to the needs of the older, more diversified student
population, an understanding of the differences between the
traditional college-age student and the adult student is
imperative. Several methods for such examination were given
in the literature. These suggested methods of examination
included Eric Erickson's theory of discernible stages through
which adults must pass and then complete or achieve one or
more tasks in order to successfully advance to the next stage.
Other theorists who are codified as being in this psychosocial
family include Arthur Chickering (1981): Gail Sheehy
(Passaggs, 1972); Roger Gould (1978): and Daniel Levinson
(Seasons 9: g Man's Life, 1978).

A second method in understanding adults is through
ethical, moral, and intellectual development. This family
believes that development is a sequence of stages involving
how the individual views the world in reference to individual
perceptions and societal influences. The three cornerstones
of this family of theory are "Kohlberg's stages of moral
development, Perry's scheme of ethical and intellectual
development, and Loevinger's (1970) theory of ego and
personality development" (Parks, p. 6).

The third.method of examining adult development as cited
in the literature is to analyze the life cycle by means of
empirical evidence. Such avenues include physical development
(how the body grows, maintains, and deteriorates over the life

span): intellectual development (the concepts of crystallized

./_LJ

40

and fluid intelligence): sex role development (how men and
women develop their roles in relation to societal norms): and
personality development (formulating and maintaining one's
self concept or viewpoint). This theory of examination
through empirical evidence is supported by such theorists as
Schlossberg (1977) and Troll (1975). According to Parks,

One of the main contributions of adult development

theories is ‘that ‘they' permit student services

practitioners to construct a conceptual framework from
which to better serve all students, regardless of age.

It is important for student services practitioners to

recognize that differences in students can exist as a

result of their stage in the life cycle. The late

adolescent and the middle-aged student do not come to the
community college on the same developmental level (Parks,

1982, p. 9).

3. Numerous studies have resulted in findings
indicating that a typical profile of a community college
student is the woman as a re-entry student. Much of the
literature regarding recruiting of adult students at the
community college focused upon women: therefore, appeared a
relevant issue.

Still programs and courses for women are considered a
relatively new dimension in higher education. As explained by
Durnover in a presentation entitled "Strategies for Servicing
the Neglected Majority: An Institutional Framework for
Addressing Students' Needs Over the Next Decade,"

Colleges and universities were originally established by

men for men. The structure was based on male values,

male traditions and male goals. It has only been since

1834 that women were accepted into college and well into

the 20th century before they enrolled in significant

numbers. Considering today's enrollment, we really have
come a long way. (Durnover, 1987, p. 2)

41

Although a considerable amount of literature existed
concerning the adult woman at the community college, content
suggested that little has been done to accommodate these
women.

Since 1980, authors writing about women at the community

college--like authors dealing with minorities and

transfers--argue that the colleges have not done enough

to promote social equity. (Palmer, 1986, p. 107)

In 1983, Bers maintains,

The promise of comprehensive and appropriate support

services, an egalitarian academic world, and.well-paying

nontraditional careers for many has not been realized.

(Bers, 1988, p. 17)

Bers also blamed societal norms, economic realities, and "old-
fashioned sexism" (p. 32).

According to Palmer, in his extensive review of the
community college role in promoting the social status of
women, the literature calls on colleges to provide special
support services for women, especially for older, returning
women students and for women entering nontraditional
occupational fields that are dominated by men.

Osterkamp and Hullett in 1983 marshalled demographic and
economic data to underscore the need for a women's re-entry
program at Bakersfield College in California. This program
would focus on recruitment, orientation, advising, admissions
assistance, counseling, career development, child care,
financial aid, and job placement. This same set of objectives
was suggested by Wintersteen's 1982 survey of returning women

at North Shore Community College in Massachusetts. Most of

the literature focused upon support services for those women

42

actually enrolled as students. Palmer mentioned one document
in his study which described a community college's initiative
to assist women in the population at large--a study conducted
by McWilliams in 1982. This was an offshoot of the college's
perceived obligation to meet the multiple needs of the mature
women of South Dallas County.

4. Addressing the needs of students from the corporate
sector appeared an important topic. The enrollment trends
have predicted that community colleges are enrolling adult
students seeking re-training and skill updating. Many of
these students are already employed: and the employers need
the community college's training services. James O. Tatro, a
writer and consultant for university relations, states,

I believe that on-site programming will continue to

increase and that it holds the potential for some of the

most significant developments in higher education since
the advent of the community college.

Since the number of working adults who take courses

outside of ‘work. hours that are paid for' by their

employers is approaching 6 million, there is much to be
excited about from the college point of view. While the
number of traditional-age college students has declined
and many continuing education populations have leveled
off, students from the corporate sector continue to

increase. (Tatro, 1986, p. 8)

Tatro felt there were several marketing factors about the
corporate sector students which deserved special attention.

He compared the employee--the potential student--to the
other types of returning students: veterans, displaced

homemakers, unemployed workers, or other adult continuing

education students:

43

While a small minority of employees may be interested in
education that will give them the mobility to seek other
employment, the overwhelming majority are interested in
education that will enhance their opportunities witn

tngir gurrent gmploygr. (Tatro, 1986, p. 9)

He emphasized that whether these particular students are
degree seeking or only interested in single courses, it is
most likely their goals are more sharply focused, It would be
advantageous to know where within the college these students
are located.

Tatro's second point of interest was the company which
employs the potential student. What is the company's overall
stance on education, and does it encourage and/or require
degree attainment? These are very meaningful and significant
questions.

The third suggested marketing aspect was to look closely
at the company's tuition—paying policy: specifically, Tatro
stated,

I believe that it is important for you to know both how

much of the costs of education the plan pays for and.what

kind of education it pays for. Does it pay for anything
or just courses that are job related? What is the
policy, if any, with respect to degree programs? If
there is a job-related requirement, who determines what
is job-related--a corporate official or individual

supervisors? (Tatro, 1986, p. 10)

Tatro felt it was equally important, in order to
understand your market for corporate sector students, to
examine the supervisor.

When you have recruited a corporate sector student, you

have acquired potential access to that student's

supervisor, which in turn.may provide you with access to
other corporate sector students. (Tatro, 1986, p. 10)

44

Finally, reference was made to the course or program
descriptions and the community college catalog. Tatro stated
his views on the significance of a clearly stated, thoroughly
written course/program description:

Do your course or program descriptions really provide
enough information for someone to make an M
decision about whether or not a course or program is
worth the cost in time and money? If certain courses are
rggnirgg of students, there may be no compelling reason
to provide them with information about those courses in
advance. You may offer a course that is equal to or even
superior to one offered by a commercial provider who
charges ten times what you do, but you may not be able to
convince a corporate training official or an employee's
supervisor to use your course instead--simply because you
cannot provide adequate information about yours. (Tatro,
1986, p. 10)

5. Numerous studies stressed the importance of the
first-semester success at the community college for the adult
student. In general, the initial adult student experience in
the community college can be a difficult and frustrating one
(as indicated by high rates of attrition in studies by Astin,
1975; Pantages and Creedon, 1978; and Peng, Ashburn, and
Dunteman, 1977). Duffy and Fendt stated,

Many adult students pursue this goal of education in the

shadow of employment problems, limited academic

backgrounds, long periods out of school, and patterns of
lifestyle and family responsibility that are resistant to

change. (Duffy and Fendt, 1984, p. 41)

Additionally, Friedlander in 1981, stated,

They may also be reluctant and have little time to

participate in remedial or special support programs, and

they may find certain standard institutional and
instructional practices unfamiliar and/or alienating.

(Friedlander, 1981, p. 29)

John Claus, in his study "Adult Students in Community College:

Learning to Manager the Learning Process," researched and

45

interviewed adult students after their first semester. This
study resulted in some of the following recommendations for
retention of adult students: (a) college-sponsored child-care
centers staffed by students in appropriate programs: (b) adult
student support groups in which students could discuss their
problems with peers and with already-successful adult
students: (c) in-service training for advisors, counselors,
and teachers to make them more sensitive to adult students'
problems outside of school; (d) increased dissemination of
information about financial aid options and the costs of
returning to school; and (e) information about school
transportation systems and car pooling.

In regard to instruction, the instructors who organized
their courses around a detailed syllabus, who offered thorough
explanation and review, who included dialogue and student
questioning, and. who 'were ‘kind. and. thoughtful regarding
students' problems, were seen as motivating and effective in
contrast to instructors who lectured almost exclusively and
who did not create an environment conducive to dialogue and
explanation.

Beal and Noel in 1980 reported specifically on the
process of researching the indicators of increased retention,
defining responsive target groups and indicators of target
areas of change. In regard to returning adult students, they
stated,

Returning adults realize the greatest gains from special
orientation programs, peer counseling, career assistance,

rent
advl
as:

tho

46

and faculty-staff development programs. (Beal and Noel,

1980, p. 38)

Other retention tips for first-semester adult students
mentioned in the literature included: (a) more mandatory
advising sessions during the first semester: (b) a closer
assessment of incoming adult students' skill levels: (c) a
thorough reading level analyses of major texts and.materials;
(d) more thorough counseling at the time of enrollment
regarding the formulation of appropriate goals; (e) more
opportunities for students to explore vocational/career
alternatives commensurate with their skills, abilities, and
interests: (f) opportunities and skills for preparing for the
job market: and (9) courses and counseling to develop student
self confidence in relation to academics.

Many studies concerning retention at the community
college were prefaced with the concern that the wealth of
literature on retention and attrition has been based on four-
year colleges and have only limited applicability to community
colleges. Because of the complexity of student reasons for
attending community colleges and the wide range of programs
offered at these institutions, Walleri was prompted in his
1981 study to re-define retention for the community college.
He felt that because retention has traditionally meant "on-
time graduation," it was not relevant to all community college
students. Many adult students return to update skills or to
take a series of courses. This does not suggest a retention

problem. Walleri has suggested defining retention in terms of

47

program completion, course completion, and student attainment
of educational and career objectives.

6. Recruitment efforts have been aimed primarily at the
traditional adult high school graduate. It is evident that
very vigorous student recruiting efforts are being utilized by
community colleges. Some of the recruitment strategies for
attracting the adult students are: (a) holding off-campus
registration at an industrial plant, making it easy for
potential students to sign up for classes: (b) off-campus
program offerings; (c) recruiting visits to employers of
potential students; and (d) conducting needs assessments at
the local level to determine clues useful for facilitating
relevant learning by adults. As discussed by Raymond Young,
in his 1980 study, "Discovering Clues. for Facilitating
Relevant Adult Learning,"

It is important to learn the variances among age groups

and between sexes in terms of purposes for which adults

in that area would be interested in participating in some
kind of adult learning activity and the types of
nontraditional delivery systems which are most
attractive. They should also know more specifically
about some conditions under which it is most likely
adults would participate in an adult learning activity.

(Young, 1980, p. 8)

Young suggested that after using mailed questionnaires
and telephone contacts to elicit this type of information, the
systematic interview technique of gathering this type of
information has distinct advantages. One purpose, aside from

obtaining information, is the opportunity to give information

and to stimulate thought.

48

Summers:
It is a fact that one of the most significant

developments in higher education during the past fifteen to
twenty years has been the increasing number of adult students
enrolled in universities and community colleges. These
institutions of higher education were originally established
for the purpose of awarding degrees and certificates to
students primarily engaged in two to four years of fulltime
study. ‘Until recently, these institutions were considered to
be in the business of preparing traditional students for the
world of work. The fact that this situation has changed
irrevocably is evidenced in the literature.

This chapter has served as a literature review concerning
the reasons for the emergence of adult learners at post-
secondary institutions. IPredictions about. the increased
number of middle-aged people in 1990 and the increased number
of adult students have remained true. The old-fashioned
picture of college life--the walls covered with ivy,
classrooms filled with 18—22-year olds who are primarily
males, students with definite career goals and expectations,
students who have complete family support (emotional and
financial), and students whose only "job" in.their lives is to
complete their college degree--has in large part dissipated
with time and change. Colleges are realizing that they must
probe to find out who their students really are and why they

are really there.

49

It has been established in the literature that adult
students return for many reasons--not all of them.resulting in
completion of a program or degree. Because of this very fact,
community colleges are relying on needs assessments of
currently enrolled students to find out if they are being
satisfied. What are the academic and instructional concerns?
What are the institutional/procedural concerns? Why are they
attending this school? What enticed them to go to school?
The answers to these questions provide a framework. for
recruiting and retention strategies. The answers to these
questions infonm colleges about the effectiveness of their
promotional designs. Studies concerning recruiting and
retention have focused upon the traditional student
population. Answers to the above-questions may strengthen
recruiting and retention techniques of the nontraditional
students.

This chapter has also served to extrapolate from the
literature various themes concerning nontraditional students
returning to the learning environment. These students may be
vulnerable, frightened, and threatened by the formal classroom
environment. A number of strategies for recognizing and
encouraging students who match this category was revealed.
Many adults need an impetus to make that first step to return
to school. The literature provided valuable data concerning
recruiting steps in seeking out these students. It was
emphasized. in 'the literature that. the community' college

family, including administrators, faculty, and support staff,

50

are all accountable for recognizing the needs of the
nontraditional student. Faculty are responsible for teaching
and disseminating information to all students. If
satisfaction levels of the students are considered important,
instructors may be expected to have a sound knowledge base in
adult development stages and acknowledge diversity of the
nontraditional population. The literature provided an
abundance of clues for facilitating adult learning.

Chapter III will provide a discussion of the sample, the
research design, and the data analysis procedures used to

accomplish the objectives set forth in this study.

CHAPTER III

DESIGN AND METHODOLOGY

860 e

The primary purpose of this study was to determine if
differences existed between three unique groups of
nontraditional students at a community college. The research
was based on students' perceptions of satisfaction levels with
academic/instructional practices and institutional procedures
as well as reasons for attending college. Based on theory and
literature reviews concerning nontraditional students, the
three unique groups chosen for perusal included:
(a) nontraditional day students and nontraditional evening
students, (b) nontraditional students who indicated they were
enrolled in a program at the time of this study and
nontraditional students who indicated they were not enrolled
in a program at the time of this study, and (c) younger
nontraditional students and older nontraditional students.

Levels of satisfaction and importance of reasons for
attending college can be directly related to recruiting and
retention. Both the procedures used in conducting this study
and the survey instrument have been designed to serve as a
QUide enabling other community colleges to examine their

nontraditional student population.

51

52

Regulation
The population in this research study included all
nontraditional students enrolled at Muskegon Community College

during the winter 1991 semester. The total population

consisted of 2,269 nontraditional students.

£11121;

A random sample of 1,135 nontraditional students was
drawn from the population. Because the six subgroups were
drawn from one sample, a computer program was designed to
randomly select approximately 50 percent of the population.
Controls were set to insure that at least 30 subjects were
included in each of the subgroups and that there were no
duplications.

Eighty-five of the students in the sample could not be
identified because the instructor's name was not listed on the
computer printout. Therefore, 1,050 surveys were sent to
identified fulltime and adjunct faculty. Faculty members
distributed the questionnaires to those identified students in
their classes. There were 175 students reported to the
researcher as either (a) dropped from the class, (b) a "no-
show," (c) absent during the two-week period of data
COllection, or (d) transferred to another section. Therefore,
the number of surveys distributed to students was 875. The
number of surveys returned was 762 (87 percent), which was

considered an excellent response rate.

53

mm

A structured (closed form) questionnaire was administered
to a random sample of nontraditional students at Muskegon
Community College. The questionnaire was designed to closely
emulate the "Student Opinion Survey (Two-Year College Form)"
developed by the American College Testing Program. The
American College‘Testing Evaluation/Survey Services explained
that the purpose of their survey "is to explore perceptions of
enrolled students regarding the programs, services, and
environment of the institution" (1985). Components of the
questionnaire were fashioned after "The Survey of Students'
Needs Questionnaire"--(1978) first developed by the two-year
College Development Centre, State University of New York at
Albany as part of a project to study adults returning to two-
year colleges.

The five-page questionnaire used in this research
requires approximately ten minutes to complete and consists of
four major sections.

The first section of the questionnaire, labeled
1. BACKGROUND INFORMATION, contains 23 items. Items 1
through 7 request basic demographic data. Items 7 through 15
are related to students' reasons for going to college. Items
16 through 23 are related to students' reasons for selecting
this particular college.

The second section of the questionnaire, labeled

2 . ACADEMlCZlNSTRUCTIONAL PRACTICES, contains questions which

relate to students' satisfaction levels regarding 11 academic

54

and instructional attributes. The 11 variables deal with
instruction, course content, classroom technique, and comfort
of the classroom.

The third section of the questionnaire, labeled
11__1N§IIIQIIQNAL_£BAQIIQE§. contains questions which relate
to students' satisfaction levels regarding 22 institutional
attributes. These 22 variables deal with registration
procedures, various cost requirements, availability of
information, flexibility and variety of course offerings,
treatment and assistance provided by non-teaching staff,
physical facilities, availability of adequate personnel, and
various student services.

The fourth section of the questionnaire, labeled
4, GENERAL QUESTlOES, allows the students to express their
overall impression of the college and to assess whether they
would choose this college if they had it to do over again. It
is important for the students to take a moment and make these
assessments.

anigiry. The following sequence of events provides the
basis for the validity of the survey instrument used in this
research study:

1. The components of this survey qmestionnaire were
extracted from the "Student Opinion Survey (Two-Year College
Form) ," a nationally standardized survey which is published by
the American College Testing Program. In the literature, it
was confirmed that there were 15,000 cases in its pilot

testing: the most recent validation copyright is 1985.

 

55

2. A team of Michigan State University statistics and
survey design instructors evaluated and provided feedback on
the questionnaire, and revisions were implemented accordingly.

3. All components in the survey were pretested in the
spring 1990 semester, using 15 nontraditional students at a
community college. Appropriate modifications and revisions
were then incorporated. .

4. The questionnaire was carefully examined and
evaluated by personnel from the State Department of Higher
Education. Once again, appropriate modifications were
implemented.

See Appendix B for an example of the questionnaire used

in this research study.

Qgta Collecrion
During the middle of the winter 1991 semester,

questionnaires were administered to 875 nontraditional
students at Muskegon Community College. This researcher chose
to distribute questionnaires within the college environment as
opposed to mailing. "A disadvantage peculiar to mailed
questionnaires is low return" (Ary, Jacobs, and Razavieh,
1972). Faculty at the college were involved in distributing
questionnaires to the students who were enrolled in their
Classes and identified in the sample. Students were prompted
to either return the questionnaire to the instructor or to
deposit the questionnaire at the drop box provided at the

SWitchboard. A cover letter was attached to the questionnaire

56

explaining the purpose of the survey and urging students to
complete the questionnaire. Students were informed that the
questionnaire would take approximately ten minutes to
complete. See Appendix C for a copy of the cover letter.
Prior to data collection, permission was obtained from
the Dean of Students and the President of Muskegon Community

College, as well as Michigan State's UCRIHS.

Anonymity

Students selected to participate in this study were
guaranteed anonymity. A label with the respective student's
name was affixed to the cover letter accompanying the
questionnaire. Students were informed in the letter that they
could detach the cover letter. This way there would be no

means of identifying student responses.

Data Ana s's

Nine hypotheses were tested. Following is a review of
the testable hypotheses, stated in null form, and the
procedures used for data analysis.

For Hypotheses 1, 2, 4, 5, 7, and 8, responses to
subhypotheses were analyzed separately: and individual
differences were reported. Each response was assigned a value
of 4, 3, 2, or 1, corresponding to the Likert Scale used in
the survey of "Very Satisfied," "Satisfied," "Dissatisfied,"

and "Very Dissatisfied." The analysis included calculation of

57

a mean and a standard deviation for each of the two groups.
A t-test was applied to detect significance.

For Hypotheses 3, 6, and 9, responses to each question
were assigned a value of 5, 4, 3, 2, or 1, corresponding to
the Likert Scale used in the survey of "Definitely Yes,"
"Probably Yes," "Uncertain," "Probably No," and "Definitely
No" for the first question, and "Excellent," "Good,"
"Average," "Below Average," and "Very Inadequate" for the
second question. The analysis for both questions included
calculation of a mean and a standard deviation for each of the
two groups. A t-test was applied to detect significance.

An alpha level of .05 was applied for all tests of

statistical significance.

58

Igstnble Eypotneses

Grou . a and Evenin Studen 5
H21: There is no significant difference between satisfaction
levels of nontraditional day students and nontraditional
evening students regarding’ 11 academic/instructional

practices.

112: There is no significant difference between satisfaction
levels of nontraditional day students and nontraditional

evening students regarding 22 institutional procedures.

H23: There is no significant difference between responses of

nontraditional day students and nontraditional evening

students to the following two questions:

1. If you could start college over, would you choose
to attend this college?

2. What is your overall impression of the quality of

education at this college?

I14

115

116

59

group 2. Program and Non-Program Studenrs

There is no significant difference between satisfaction
levels of nontraditional students who indicate they are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not
enrolled in a program regarding 11 academic/ instructional

practices.

There is no significant difference between satisfaction
levels of nontraditional students who indicate they are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not
enrolled in a program regarding 22 institutional

procedures.

There is no significant difference between responses of

nontraditional students who indicate they are enrolled in

a program at the time of this study and nontraditional

students who indicate they are not enrolled in a program

to the following questions?

1. If you could start college over, would you choose
to attend this college?

2. What is your overall impression of the quality of

education at this college?

117:

O

118:

119:

60

Grou 3. oun er du ts and Older du
There is no significant difference between satisfaction
levels of younger nontraditional students and older
nontraditional students regarding 11 academic/

instructional practices.

There is no significant difference between satisfaction
levels of younger nontraditional students and older
nontraditional students regarding 22 institutional

procedures.

There is no significant difference between responses of

younger nontraditional students and older nontraditional

students regarding the following two questions:

1. If you could start college over, would you choose
to attend this college?

2. What is your overall impression of the quality of
education at this college?

The research collected was also used to examine responses

to the following questions:

1. What are the reasons nontraditional students pursue

an educational experience? How do these reasons compare

between nontraditional day and evening students, between

nontraditional program and non-program students, and between

nontraditional younger and older students?

61

2. What are the reasons nontraditional students
selected this specific educational institution? How do these
reasons compare between nontraditional day and evening
students, between nontraditional program and non-program
students, and between nontraditional younger and older

students.

Summnry

The purpose of this study was to determine if differences
existed between three unique groups of nontraditional students
at the community college. A proliferation of theoretical
differences between traditional and nontraditional students
exists throughout the literature: however, very little data
concerning differences between groups of nontraditional
students exist. A comparison of satisfaction levels regarding
academic and institutional procedures between different groups
may be helpful in understanding the needs of the community
college nontraditional student population.

A look at the reasons these different groups chose to
attend college and specifically why they chose to attend this
college may further enhance understanding of the

nontraditional student population.

CHAPTER IV

ANALYSIS OF THE DATA

introducrign

A study was conducted at a community college to determine
if differences existed between select groups of nontraditional
students. A random sample of nontraditional students
responded to questions concerning reasons for attending
college, reasons for selecting this particular college,
satisfaction levels regarding areas of academics and
instruction, satisfaction levels regarding institutional
procedures, and overall perceptions of the college.

Specific groups within a college's population may have
different impressions of the quality of services provided by
the institution. It is important to recognize variables which
students identify as those promoting a high level of
satisfaction and to determine if there are varying levels of
satisfaction between the different groups of students.

In this chapter, the study findings are presented in
three sections relating to the three groups which. were
investigated. In each section, the three hypotheses and the
research questions are restated. A demographic profile of the
group is presented. The t-test was to used to analyze the
data, and the .05 alpha level of significance was selected to

test subhypotheses.

62

63

5c ' t'o 0 th Sa

The sample was drawn from a population of 2,395
nontraditional students enrolled for the winter 1991 semester
at.Muskegon Community College. This represents approximately
52 percent of the total number of students enrolled.

There were 762 nontraditional students who participated

in the research study.

group I--Qay Studenrs and Evening Stndents

emo h' ro i

A demographic profile representing the sample of day and
evening students is presented in Table 4.1 on page 64.

Demographic data are similar for day and evening students
with the exception of enrollment status and program status.
Ninety-four percent of the evening students compared to 58
percent of the day students are enrolled in only one or two
classes, and 79 percent of the day students claim to be
enrolled in a program compared to only 59 percent of the

evening students.

64

TABLE 4.1. PROFILE OF DAY AND EVENING STUDENT PARTICIPANTS

PERCENT OF NUMBER IN GROUP

 

 

 

 

 

Day Evening
Students Students Total
Variable n % n % E %
GENDER
Male 111 36 186 41 297 39
Female 197 64 267 59 464 61
308 100 453 100 761 100
Single 52 17 83 18 135 18
Married 174 57 292 63 466 61
Divorced 67 22 67 15 134 18
Separated 8 3 8 2 16 2
Widowed 6 2 3 1 9 1
TOTAL 307 101* 453 99* 760 100
25 to 44 years 266 87 381 85 647 86
45 years or older 41 13 68 15 109 14
TOTAL 307 100 449 100 756 100
1 or 2 classes 177 58 426 94 603 79
3 or more classes 129 42 27 6 156 21
306 100 453 100 759 100
ENROLLED in program 242 79 267 59 509 67
NOT ENROLLED

in a program 65 21 186 41 251 33
TOTAL 307 100 453 100 760 100

 

*Total does not equal 100% due to rounding.

Non-responses are not included.

65

e s t s's es '

Eesgargh Question No, l. Is there a significant

difference between nontraditional day students and
nontraditional evening students regarding (a) satisfaction
levels with academic/ instructional practices, (b) satisfaction
levels with institutional procedures, and (c) responses to
general questions concerning overall satisfaction.
H01: There is no significant difference between satisfaction
levels of nontraditional day students and nontraditional
evening students regarding 11 academic/instructional
practices.

Table 4.2 on page 66 presents the data for H01. All 11

subhypotheses did not meet the criterion for statistical

significance. Therefore, H01 was not rejected.

66

 

 

 

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67

2: There is no significant difference between satisfaction
levels. of :nontraditional day’ students and. nontraditional
evening students regarding 22 institutional procedures.

Table 4.3 on page 69 presents the data for H02. Five of
the 22 subhypotheses were found to be statistically
significant.

Regarding Subhypothesis 12, "Adequate Study Areas," the
data show that the mean for the day students was 3.069
compared to a mean of 3.202 for evening students” ‘When the t-
test was applied to the difference between means, a
probability of .0071 was generated. Therefore, H02
Subhypothesis 12 was rejected.

For' Subhypothesis 15, "Availability' of’ Child. Care,"
results indicate that the mean for the day students was 2.000
compared to a mean for evening students of 2.500. ‘When the t-
test was applied to the difference between means, a
probability of .0004 resulted. Therefore, H02 Subhypothesis
15 was rejected.

Subhypothesis 16, "Bookstore Hours," resulted in a mean
of 3.201 for day students compared to a mean of 3.005 for
evening students. A probability of .0000 resulted when the t-
test was applied to the difference between the means.
Therefore, H02 Subhypothesis 16 was rejected.

Regarding Subhypothesis 17, "Cost of Tuition," the mean
for the day students was 3.188 compared to a mean of 3.097 for
evening students. The t-test was applied to the difference

between means, and a probability of .017 was generated.

Therefore, H02 Subhypothesis 17 was rejected.

68

For Subhypothesis 22, "College's Overall Concern," data
show that the mean for the day students was 3.134 compared to
a mean for evening students of 3.015. When the t-test was
applied to the difference between means, a probability of
.0050 was generated. Therefore, H02 Subhypothesis 22 was
rejected.

Regarding the other 17 subhypotheses, H02 was not

rejected.

69

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70

3: There is no significant difference between responses of
nontraditional day students and nontraditional evening
students to the following two questions:

1. If you could start college over, would you choose to
attend this college?

2. What is your overall impression. of the quality of
education at this college?

Results of both questions are displayed in Table 4.4
below. Regarding the first question, a probability of .20
resulted when the t-test was applied to the difference between
means of the two groups. Therefore, H03 question No. 1 was
not rejected.

Regarding the second question, the data show that the
mean for the day students was 4.400 compared to a mean for
evening students of 4.270. ‘When.the t-test was applied.to the
difference between means, a probability of .0057 was

generated. Therefore, H03 question No. 2 was rejected.

TABLE 4.4. COMPARISON OF DAY STUDENTS AND EVENING STUDENTS
REGARDING OVERALL PERCEPTIONS OF COMMUNITY

 

 

 

 
  
 

COLLEGE
P
4.220 0.944
4.131 0.900 .20
4.400 0.626
Evening 448 4.270 0.639 .0057*

 

*Null hypothesis rejected

71

nggitignal Eesearch Questions

Two additional areas were examined to provide insight
into the possible differences between nontraditional students.
Student5‘were asked.to indicate the importance of nine reasons
for attending college. Figure 4.1 on page 72 illustrates the
comparison of students' responses.

Students were also requested to rate the importance of
eight different reasons they selected this community college.

Figure 4.2 on page 73 illustrates the comparison of students'

responses.

72

 

 

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73

 

 

 

 

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74
-- ro m uden s and n-Pro am tu e ts

emo c 0

Table 4.5 on page 75 represents a demographic description
of students enrolled in a program compared to students not
enrolled in a program.

Enrollment status shows that 22 percent more of the non-
program students are enrolled in only 1 or 2 classes than in
3 or more classes; and day or evening status shows that 22
percent more of the program students are enrolled for day

classes than evening classes.

75

TABLE 4.5. PROFILE OF PROGRAM AND NON-PROGRAM STUDENTS
PERCENT OF NUMBER IN GROUP

 

 

 

Program Non-Program

Students Students Total

Variable n % n % H %
SEWER

Male 174 34 123 49 297 39
Female 335 66 128 51 463 61
509 100 251 100 760 100
Single 88 17 48 19 135 18
Married 303 60 165 66 466 61
Divorced 103 20 29 11 134 18
Separated 10 2 6 2 16 2
Widowed 5 l 3 l 9 1
TOTAL 509 100 251 99* 760 100
25 to 44 years 447 89 200 80 647 86
45 years or older 58 ll 50 20 108 14
TOTAL 505 100 250 100 755 100
1 or 2 classes 368 72 234 94 602 79
3 or more classes 140 28 16 6 156 21
TOTAL 508 100 250 100 758 100
Day Student 242 48 65 26 307 40
Evening Student 267 52 186 74 453 60
TOTAL 509 100 251 100 760 100

 

*Total does not equal 100% due to rounding.
Non-responses are not included.

76

Results of flypothesis Testing
Beseargn Question 30. 2. Is there a significant

difference between nontraditional students who indicate they
are enrolled in a program at the time of this study and those
nontraditional students who indicate they are not enrolled in
a program, regarding (a) satisfaction levels with academic/
instructional practices, (b) satisfaction levels with
institutional procedures, and (c) responses to general
questions concerning overall satisfaction.

I54: There is no significant difference between satisfaction
levels of‘ nontraditional students 'who indicate they' are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program regarding 11 academic/instructional practices.

Table 4.6 on page 78 illustrates the data for H04. Three
of the 11 subhypotheses ‘were found. tOi be statistically
significant.

Regarding Subhypothesis 5, "Method of Testing and
Grading," the mean for the program students was 3.255 compared
to a mean for non-program students of 3.379. When the t-test
was applied to the difference between means, a probability of
.0051 resulted. Therefore, H04 Subhypothesis 5 was rejected.

For Subhypothesis 6, "Relevance of Course Content," the
data show that the mean for the program students was 3.319
compared to a mean of 3.429 for non-program students. When
the t-test was applied to the difference between means, a
probability of .016 was generated. Therefore, H 4

0

Subhypothesis 6 was rejected.

77

Subhypothesis 9, "Relevance of Homework Assigned,"
resulted in a mean of 3.281 for program students compared to
a.mean.of 3.392 for non—program students. ‘When the t-test.was
applied to the difference between means, a probability of
.0099 resulted. Therefore, H04 Subhypothesis 9 was rejected.

Regarding the other eight subhypotheses, H04 was not

rejected.

78

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79

5: There is no significant difference between satisfaction
levels of nontraditional students who indicate they are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program regarding 22 institutional procedures.

Table 4.7 on page 80 presents the data for H05. Five of
the 22 subhypotheses were found to be statistically
significant.

Regarding Subhypothesis 2, "Convenient Times of Courses, "
the data reflect that the mean for program students was 2.956
compared to a mean for non-program students of 3.107. When
the t-test was applied to the difference between means, a
probability of .0041 was generated. Therefore, H05
Subhypothesis 2 was rejected.

For Subhypothesis 12, "Adequate Study Areas," the data
show that the mean for program students was 3.111 compared to
a mean of 3.234 for non-program students. When the t-test was
applied to the difference between means, a probability of
.0098 resulted. Therefore, H05 Subhypothesis 12 was rejected.

Subhypothesis 13, "Typewriters and Computers Available
For Use," resulted in a mean of 3.162 for program students
compared to a mean of 3.289 for non-program students.- The t-
test was applied to the difference between means, and a
probability of .036 resulted. Therefore, H05 Subhypothesis 13
was rejected.

For Subhypothesis 15, "Availability of Child Care," the

data show that the mean for program students was 2.086

compared to a mean of 2.778 for non-program students. When

80

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81

the t-test was applied to the difference between means, a
probability of .0000 resulted. Therefore, H05 Subhypothesis
15 was rejected.

Regarding Subhypothesis 18, "Parking Facilities," the
data reflect that the mean for program students was 2.568
compared to a mean of 2.697 for non—degree students. The t-
test was applied to the difference between means, and a
probability of .031 resulted. Therefore, H05 Subhypothesis 18
was rejected.

Regarding the other 17 subhypotheses, H05 was not
rejected.

6: There is no significant difference between responses of
nontraditional students who indicate they are enrolled in a
program at the time of this study and nontraditional students
who indicate they are not enrolled in a program to the

following two questions:

1. If you could start college over, would you choose to
attend this college?

2. What is your overall impression of the quality of
education at this college?

The results of H06 are displayed in Table 4.8 on page 82.
Regarding the first question, the mean for program students
was 4.229 compared to a mean of 4.037 for non-program
students. When the t-test was applied to the difference
between means, a probability of .0096 resulted. The second
question resulted in a mean for program students of 4.362
compared to a mean for non-program students of 4.240. When
the t-test was applied to the difference between means, a

probability of .015 resulted. Therefore, H06 was rejected.

82

TABLE 4.8. COMPARISON OF PROGRAM STUDENTS AND NON-PROGRAM
STUDENTS REGARDING OVERALL PERCEPTIONS OF
COMMUNITY COLLEGE

 

 

 

Program 506 4.229 0.878 .
Non-Program 246 4.037 0.987 .0096*

 

Program 506 4.362 0.627
Non-Program 246 4.240 0.648 .015*

 

*Null hypothesis rejected

Additional Research Questions

Students rated the importance of nine different reasons
for attending college. A comparison of program students and
non-program students' responses is depicted in Figure 4.3 on
page 83.

Students also rated the importance of eight different
reasons for selecting this college to pursue their education.
Figure 4.4 on page 84 presents the comparison of students'

responses .

83

 

 

  
  

 

COMPLETE 2°YR.DEOREE

COMPLETE CERTIFICATE

 

 

TRANSFER

 

 

ACOUIRE JOS SKILLS

 

 

UPGRADE JOS SKILLS

EM PLOYER’S REOUEST

SOCIAL INVOLVEMEN T

ALLEVIATE SOREDOM

 

 

SELF-IMPROVEMENT

 

 

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. _ 29

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EMPLOYER'S REOUEST

 

 

 

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85

grdup 3--Younger Addlts dnd Older Adults
m r ' e
Table 4.9 on page 86 illustrates a demographic profile of
younger adults compared to older adults.
Most demographic data is similar between the two groups.
The only variable which appears to differ more than slightly
is program status. Data show that 15 percent more of the

younger adults are enrolled in a program than are older

adults.

86

TABLE 4.9. PROFILE OF YOUNGER ADULT AND OLDER ADULT STUDENTS
PERCENT OF NUMBER IN GROUP

 

 

 

 

 

Younger Older
Adults Adults Total
Variable n % n % fl %
63mm
Male 258 40 36 33 294 39
Female 389 60 73 67 462 61
TOTAL 647 100 109 100 756 100
Single 125 19 9 8 134 18
Married 395 61 67 61 462 61
Divorced 110 17 24 22 134 18
Separated 11 2 5 5 16 2
Widowed 5 1 4 4 9 1
646 100 109 100 755 100
1 or 2 classes 508 79 90 83 598 79
3 or more classes 137 21 19 17 156 21
TOTAL 645 100 109 100 754 100
ENROLLED in a

program 447 69 58 54 505 67

NOT ENROLLED -
in a program 200 31 50 46 250 33
647 100 108 100 755 100
Day Student 266 41 41 38 307 41
Evening Student 381 59 68 62 449 59
TOTAL 647 100 109 100 756 100

 

Non-responses are not included.

87

o ot e 's T s

s u st . Is there a significant
difference between younger nontraditional students and older
nontraditional students regarding (a) satisfaction levels with
academic/ instructional practices, (b) satisfaction levels with
institutional procedures, and (c) responses to questions
concerning overall satisfaction.
157: There is no significant difference between satisfaction
levels of younger nontraditional students and older
nontraditional students regarding 11 academic/instructional
practices.

Table 4.10 on page 88 presents the data comparing
satisfaction levels of academic practices between the two
groups. All 11 subhypotheses did not meet the criterion for
statistical significance. Therefore, H07 was not rejected.

8: There is no significant difference between satisfaction
levels of younger nontraditional students and older
nontraditional students regarding 22 institutional procedures.

The data comparing satisfaction levels of institutional
procedures between the two groups is found in Table 4.11 on
page 90. Four of the 22 subhypotheses were found to be
statistically significant.

Regarding Subhypothesis 4, "Academic Calendar," the data
show that the mean for younger adults was 3.145 compared to a
mean for older adults of 3.269. When the t-test was applied
to the difference between means, a probability of .020
resulted. Therefore, H08 Subhypothesis 4 was rejected.

Subhypothesis 6, "Fee Requirements, " resulted in a mean of

3.104 for younger adults compared to a mean of 3.260 for

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89

older adults. When the t-test was applied to the difference
between means, a probability of .0043 was generated.
Therefore, H08 Subhypothesis 6 was rejected.

For Subhypothesis 16, "Bookstore Hours, " results indicate
that the mean was 3.064 for younger adults compared to a mean
of 3.178 for older adults. The t-test was applied to the
difference between means, and.a probability of .045 resulted.
Therefore, H08 Subhypothesis 16 was rejected.

The fourth significant difference between the two groups
concerned Subhypothesis 18, "Parking Facilities." Data
indicate that the mean was 2.587 for younger adults compared
to a mean of 2.745 for older adults. When the t-test was
applied to the difference between means, a probability of .043
was generated. Therefore, H08 Subhypothesis 18 was rejected.

Regarding the other 18 subhypotheses, H08 was not

rejected.

90

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91

IgQ: There is no significant difference between responses of
younger nontraditional students and older nontraditional
students regarding the following two questions:

1. If you could start college over, would you choose to
attend this college?

2. What is ‘your overall impression of the quality' of
education at this college?

Results of both questions are displayed in Table 4.12
below. Regarding the first question, a probability of .084
resulted when the t-test was applied to the difference between
means of the two groups. Therefore, H09 question No. 1 was
not rejected.

Regarding the second question, the data reflect that the
mean f0r younger adults was 4.304, and the mean for older
adults was 4.453. The t-test.generated.a probability of .021.

Therefore, 1-109 question No. 2 was rejected.

TABLE 4. 12. COMPARISON OF YOUNGER ADULTS AND OLDER ADULTS
REGARDING OVERALL PERCEPTIONS OF COMMUNITY
COLLEGE

 

 

 

Younger Adults 642 4.142 0.918
Older Adults 106 4.311 0.930 .084

   

Younger Adults
Older Adults

4.304 0.639
4.453 0.604 .021*

 

*Null hypothesis rejected

92

dd't' R se c estio s

Both groups of nontraditional students rated the
importance of nine different reasons for attending college.
.A comparison of responses between younger adults and older
adults is illustrated in Figure 4.5 on page 93.

Both groups also rated the importance of eight different
reasons for selecting this college to pursue their education.
The results are depicted in Figure 4.6 on page 94.

In Chapter V, a summary, conclusions, and recommendations

are presented.

 

 

 

 

 

 

 

 

 

 

 

 

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CHAPTER V

SUMMARY , CONCLUSIONS , AND RECOMMENDATIONS

Eurpoge of the Study

The purpose of this study was to determine if differences
existed between different groups of nontraditional students at
a community college. Literature and theory have incorporated
the central theme of age-related differences between
traditional and nontraditional college students. However,
little research has been conducted.toIdetermine if and.hOW'the
nontraditional students may differ among themselves. The
study ‘was conducted. to find out. why the. nontraditional
students are attending the community college and if the
results are consistent with the literature.

The purpose of the study was also to provide a focal
point from which other community colleges may examine their
nontraditional student population. A means of comparison is

possibly the most important use for the results of this study.

nethodolggy

A questionnaire was designed to determine if differences
existed between three groups of nontraditional students in
their perceived satisfaction levels with academic practices,
institutional. procedures, and. overall feelings. about. the
college experience; reasons for attending college; and reasons
for selecting this college. The three groups chosen for
perusal included day and evening students, program and non-

program students, and younger adults and older adults.

95

96

The t-test was used to detect significant differences,
and the alpha .05 level of significance was the determining
criteria.

The questionnaire was administered to 875 nontraditional
students at a community college during the middle of the 1991

winter semester. There were 762 respondents.

Summary of Hypothesis Testing

group I--Dav Students and Eveninq,Students

I51: There is no significant difference between satisfaction
levels of nontraditional day students and nontraditional
evening students regarding 11 academic/instructional
practices.

Subhypotheses Not Rejected Rejected
Instructors'

1. Knowledge of course content
2. Method of teaching

3. Academic challenge

4. Out-of-class availability
5. Method of testing/grading
6. Relevance of course content
7. Enthusiasm for teaching

8. Preparation for teaching

9. Relevance of homework

10. Physical comfort of classroom
11. Use of class visual aids

ig$fififlfififififififififi$fixfi

Based on the 11 academic/instructional practices in H&1,
there were 11 subhypotheses for which H01 was not rejected and
no subhypotheses for which H01 was rejected. It is suggested,
therefore, that there are no significant differences between
day and evening students regarding these 11 academic/

instructional practices at the community college.

97

2: There is no significant difference between satisfaction
levels of nontraditional day students and nontraditional
evening students regarding 22 institutional practices.

Subhypotheses Not Rejected Rejected

1. Registration procedures g
2. Convenient times of courses g
3. Variety of classes offered fl
4. Academic calendar 3
5. Billing procedures g
6. Fee requirements 3
7. Attitude of non-teaching staff fl
8. Telephone treatment/non-teaching staff 3
9. Information about courses 8
10. Usefulness of course schedule %
11. Usefulness of college catalog x W
12. Adequate study areas ” g
13. Typewriters/computers available 3 m
14. Availability of counselors g
15. Availability of child care W i
16. Bookstore hours g
17. Cost of tuition .m g
18. Parking facilities a W
19. Pre-financial aid data g
20. Accuracy/pre-enrollment data X
21. Assistance provided by college :

staff upon entering g
22. College's overall concern w 3

There were 17 subhypotheses for which H02 was not
rejected. Data, therefore, denote that no significant
differences exist between day and evening students regarding
these 17 institutional practices at the community college.

Based on the 22 subhypotheses in H02, the research
revealed that there were 5 subhypotheses for which H02 was
rejected. Focusing on these subhypotheses, it is interesting
to recognize that day students were less satisfied than
evening students with two of the five areas-~adequate study

areas and availability of child care facilities. The

98

demographic data support the fact that more day students than
evening students are attending fulltime: therefore, these two
items may be more relevant to them.

However, evening students felt less satisfied with the
other three areas--bookstore hours, cost of tuition, and
college's overall concern. Many evening students may rush
from work to school and attend a class from 6 to 9 p.m. and
are not able to use the bookstore facilities. The cost of
tuition. may’ be a :more relevant factor for ‘the evening
students.

153: There is no significant difference between responses of

nontraditional day students and nontraditional evening
students to the following two questions:

Questions Rot Rejected Re ected
1. If you could start college over,
would you choose to attend this W
college? 3

2. What is your overall impression
of the quality of education at
this college? 3

Based on the question concerning whether students would
choose again to attend this college, research showed that
there were no significant differences between day and evening
students. More than 80 percent of both groups answered
"Definitely Yes" or "Probably Yes,": less than 9 percent of
both groups answered "Probably No" or "Definitely N0" (see

Appendix D).

99

However, significantly more day students (49 percent)
described the overall impression of the quality of education

at this college as "Excellent" than did evening students (36

percent).
grogp 2--Rzggram Stgdents and Rog-Prggggm Studentg

4: There is no significant difference between satisfaction
levels of' nontraditional students 'who indicate they' are
enrolled in a program at the time of this study and
nontraditional students who indicate they are not enrolled in
a program regarding 11 academic/instructional practices.

Subhypotheses Not Rejected Rejected
Instructors'
1. Knowledge of course content g
2. Method of teaching 3
3. Academic challenge fl
4. Out-of-class availability 3 W
5. Method of testing/grading ” g
6. Relevance of course content m g
7. Enthusiasm for teaching g M
8. Preparation for teaching g

9. Relevance of homework g
10. Physical comfort of classroom “
11. Use of class visual aids

EXfifi

There were eight subhypotheses for which H04 was not
rejected. Data support the null hypotheses that there are no
significant differences between program students and non-
program students regarding these eight academic/instructional
practices at the community college.

There were three subhypotheses for which H04 was
rejected. It was found that program students are less
satisfied than non-program students regarding method of

testing and grading, relevance of course content, and

100

relevance of homework. These differences are feasible in that
program students may be more concerned than non-program
students with scholarship and grades.

155: There is no significant difference between satisfaction
levels of nontraditional students ‘who indicate ‘they are
enrolled in a program at the time of this study and

nontraditional students who indicate they are not enrolled in
a program regarding 22 institutional procedures.

Subhypotheses Not Rejecteg Rejected

1. Registration procedures g M
2. Convenient times of courses I g
3. Variety of classes offered fi m
4. Academic calendar X
5. Billing procedures g
6. Fee requirements g
7. Attitude of non-teaching staff 3
8. Telephone treatment/non-teaching staff 3
9. Information about courses 3
10. Usefulness of course schedule %
11. Usefulness of college catalog 3
12. Adequate study areas '” g
13. Typewriters/computers available m i
14. Availability of counselors 3 W

15. Availability of child care i
16. Bookstore hours W
17. Cost of tuition
18. Parking facilities g

§%flfi

19. Pre-financial aid data i
20 Accuracy/pre-enrollment data g
21. Assistance provided by college 8

staff upon entering W
22. College's overall concern 3

There were 17 subhypotheses for which 155 was not
rejected. Data support the null hypotheses that there are no
significant differences between program and non-program
students regarding these 17 institutional practices at the
community college.

There were five subhypotheses for which 155 was rejected.

Program students were less satisfied than non-program students

101

with all five, including convenient times of courses, adequate
study areas, typewriters and computers available, availability
of child care facilities, and parking facilities. These
findings may coincide with the demographic data which indicate
that 28 percent of the program students compared to 6 percent
of the non-program students are fulltime. All five of these
practices may be more relevant to fulltime students.

6: There is no significant difference between responses of
nontraditional students who indicate they are enrolled in a
program at the time of this study and nontraditional students

who indicate they are not enrolled in a program to the
following two questions:

Questions Not Rejected Rejected
1. If you could start college over,
would you choose to attend this m
college? g
2. What is your overall impression
of the quality of education at
this college? 3

Based on the first question concerning choosing this
college a second time, 156 was rejected. Although more than
75 percent of both groups answered, "Definitely Yes" or
"Probably Yes," 11 percent more of the program students
answered in this manner than did non-program students (see
Appendix D). It is possible that students interpreted the
question as, "Are you continuing?" If so, non-program
students may have met their goal and have no plans of

returning to school.

102

Concerning the second question, more program students
than non-program students felt the quality of education at the
community college was "Excellent." Therefore, H06 was

rejected.

G on -- oun er dults a d Older ults

7: There is no significant difference between satisfaction
levels of younger nontraditional students and older
nontraditional students regarding 11 academic/ instructional
practices.

Subhypotheses Not Rejected Rejected
Instructors'

1. Knowledge of course content
2. Method of teaching

3. Academic challenge

4. Out-0f-class availability
5. Method of testing/grading
6. Relevance of course content
7. Enthusiasm for teaching

8. Preparation for teaching

9. Relevance of homework

10. Physical comfort of classroom
11. Use of class visual aids

xxxxxxkxxxx

Based on the 11 academic/instructional practices in H57,
there were 11 subhypotheses for which Hd7'was not rejected.
It is suggested, therefore, that there are no significant
differences between younger adults and older adults regarding
these 11 academic/instructional practices at the community
college.

8: There is no significant difference between satisfaction

levels of younger nontraditional students and older
nontraditional students regarding 22 institutional procedures.

103

W Noec

1. Registration procedures

2. Convenient times of courses

3. Variety of classes offered

4. Academic calendar

5. Billing procedures

6. Fee requirements

7. Attitude of non-teaching staff
8. Telephone treatment/non-teaching staff
9. Information about courses

10. Usefulness of course schedule

11. Usefulness of college catalog

12. Adequate study areas

13. Typewriters/computers available

14. Availability of counselors

15. Availability of child care

16. Bookstore hours X
17. Cost of tuition

18. Parking facilities

19. Pre-financial aid data
20 Accuracy/pre-enrollment data
21. Assistance provided by college

staff upon entering
22. College's overall concern

(0
(D
X X

xxxxxxxxx 9: In: x 34

imiéé 3382;282:2832; 358:;

There were 18 of the 22 subhypotheses for which I58 was
not rejected. It can be concluded that no significant
differences exist between younger adults and older adults
regarding these 18 institutional procedures at the community
college.

158 was rejected on the basis of four subhypotheses. It
is apparent that.younger adults feel less satisfied.than.older
adults with all four of the procedures: academic calendar,
fee requirements, bookstore hours, and parking facilities.

It is possible that younger adults are more likely to
have school-aged. children and are thus affected. by' the
conflict with academic calendars. Since fee requirements are

an additional cost to the students, the younger adults who are

104

more likely to be raising a family or to be a single parent,
may feel the economic crunch more severely than the older
adults. Additionally, those students over a certain age in
many community college are exempt from paying tuition.

159: There is no significant difference between responses of

younger nontraditional students and older nontraditional
students regarding the following two questions?

Mas Not Re 'ecte W
1. If you could start college over,
would you choose to attend this W
college? g
2. What is your overall impression
of the quality of education at _m
this college? g

It was revealed in the data that there were no
significant differences between younger adults and older
adults based on the question concerning choosing this college
a second time. More than 80 percent of both groups responded
with "Definitely Yes" or "Probably Yes" (see Appendix D).

However, 11 percent more of the older adults rated the
quality of education as "Excellent" than did the younger

adults.

105

summary of Differences Among the Groups
Academic and Instructional Practices. Table 5.1 below

includes a summary of all groups studied showing if and where
differences occurred among the three groups regarding

satisfaction with academics and instruction.

TABLE 5.1. COMPARISON OF ALL GROUPS CONCERNING SATISFACTION
WITH ACADEMICS AND INSTRUCTION.

 

Dayz Progz Xouggerz
Variable Eve Non-Pgog Older

 

 

1. Knowledge of course content
2. Method of teaching

3. Academic challenge offered
4. Out-of-class availability

5. Method of testing/grading (Prog)
6. Relevance of course content (Prog)
7. Enthusiasm for teaching

8. Preparation for teaching

9. Relevance of homework (Prog)

" II H H II H H II H H II
H fl (3 II ll (7 C? H H H H
H II H II H II H II H II N

10. Physical comfort of class
11. Use of class visual aids

 

Note: 3 denotes ''no differences between groups"
0 denotes "differences between groups"
Parentheticel indicates group less satisfied

Very few differences existed between any of the groups
concerning academic/instructional practices. The program.and
non-program group was the only one to elicit differences; the
differences within this group centered around coursework and
grading.

Institutional Practices. Table 5.2 on page 106 includes

a summary of all groups studied showing if and where

106

differences occurred among the groups regarding satisfaction

with institutional practices.

TABLE 5.2. COMPARISON OF ALL GROUPS CONCERNING INSTITUTIONAL

 

PRACTICES
Bari Pres; loungerz
Variable Bye Honzzrgg elder

 

1. Registration procedures
2. Convenient times of classes
3. Variety of classes offered
4. Academic calendar
5. Billing procedures
6. Fee requirements
7. Attitude of non-teaching staff
8. Telephone treatment by staff
9. Information about courses
10. Usefulness of course schedule
11. Usefulness of college catalog
12. Adequate study areas
13. Typing/computers available
14. Availability of counselors
15. Availability of child care
16. Bookstore hours
17. Cost of tuition
18. Parking facilities
19. Financial aid information
20. Accuracy/pre-college data
21. Assistance provided by staff
upon entering college
22. College's overall concern

(Prog)

(YOWWI)

(Ybflng)

(Day) (Prog)

(Prog)

(Day)
(Eve)
(Eve)

(Prog)
(Young)

(7 H C! H II H II H II H II H C? H C? H II H

( Prog ) (Young)

n uouuouoouunu nu n u non
II

II fl " (3 C3 C! H H C! N H H II II n H II II H N

C! H

(Eve)

 

Note: 8 denotes "no differences between groups"
0 denotes "differences between groups"
Parenthetical indicates group less satisfied

All three groups exhibited differences. The differences
between the day and evening students indicated that day
students felt less satisfied with two of the five variables--
"adequate study areas" and "availability of child care." The

other three significant differences indicated evening students

107

to be less satisfied. All significant differences between
program and non-program students revealed that the program
students were less satisfied. Regarding the younger adults
and older adults, the four significant differences indicated
that younger adults were less satisfied than older adults.

Qverall Perceptions. Table 5.3 below includes a summary
of differences among the groups regarding two overall opinions
about education at this college.

TABLE 5.3. COMPARISON OF ALL GROUPS CONCERNING OVERALL
OPINIONS OF THE COLLEGE

 

Dayz 2:291 Xoungerz
Question Eve Non-Prog Gide;

 

If starting over, would you
choose this college again = D (NP) =

Overall impression of quality D (Eve) D (NP) D (YaJng)

 

Note: 8 denotes ”no differences between groups“
0 denotes “differences between groups"
Parenthetical indicates group less satisfied

All three groups exhibited differences regarding their
overall impression of the quality of education: however, only
the program compared to the non-program students displayed

differences in response to the first question.

at's n v s

Agademiczlnstrugtional Practices. It was indicated in
the data that satisfaction levels were rated high by all

108

groups. On a 4.0 scale, the only variable to consistently
rank less than 3.0 was "physical comfort of the classroom."
MW. Again, satisfaction levels were
found to be remarkably high. The four variables which
consistently ranked a mean of 2.9 or below were "parking
facilities," "availability of courses at convenient times,"
"availability of counselors," "availability of child care
facilities," and."availability'of financial aid information."
It should be emphasized that the students who
participated in this study were a select group--students
currently attending classes. Students who may have dropped
out.because they were dissatisfied with any of the academic or

institutional practices were not included in this survey.

flny De flontnegitional Students Attend College and How Do the
Qiffenent Gnouns Comnare?

Nontraditional students attend the community college for
a variety of reasons. Students were asked to rate the
importance of nine different reasons for attending college.
Some of the reasons were described as a "major reason" by more
than 50 percent of the students. Some of the reasons were
described as "not a reason" by more than 50 percent of the
students. Some of the reasons were rated differently between
the groups studied. Appendix E shows a detailed breakdown of
the responses to these nine questions.

To genniete a Two-Year Degree. A little more than 50

percent of the nontraditional students claimed this was a

109

major reason for attending community college. Day and evening
students did not differ in their rating. However 70 percent
of the program students compared to 19 percent of the non-
program students expressed this as a major reason. This is
certainly understandable since the definition of a program
student is that he/she is enrolled in a two-year degree
program, a certificate program, and/or a transfer program.
Younger adults and older adults also differed in that 21
percent more of the older adults claimed this was not a
reason.

To Complete a One:Year Certificete. Only 7 percent of
the nontraditional students claimed this to be a major reason
for attending college. Although groups differed very little,
the program and non-program students differed the most.

0 r ns e to a Fo - ear . One-third of the
nontraditional students attend community college for this
reason. Although day students and evening students differed
little concerning this reason, 25 percent more program
students than non-program students and 16 percent more younger
adults than older adults cited this as a major reason for
attending college.

In Acgpipe Skiiis to Gel; a Job. Nearly 60 percent of the
nontraditional students are attending college for this reason.
This was cited as a major reason by 17 percent more day than
evening students, 21 percent more program students than non-
program students, and 15 percent more of the younger adults

than older adults.

110

o d ' ls or Better Job. Results showed that
62 percent. of the nontraditional students are attending
college for this reason. The only group to show more than 10
percent difference was day and evening students; 20 percent
more of the evening students cited this as a major reason.
This coincides with the thought that evening students are
already employed and, therefore, must attend in the evening.

A§__§mpieyen;e__gegne§p. Only 5 percent of the
nontraditional students are attending college for this reason.
Eighty-six percent of the students claimed this was "not a
reason.‘'

In fleet flew People--Social Involvemenn. According to the
survey, only 2 percent of the nontraditional students are
attending for this reason; and 81 percent claimed this was
"not a reason."

Io Alieviete Boredom. Results showed that only 3 percent
of the nontraditional students are attending for this reason.
Eighty-three percent of the students claimed this was "not a
reason."

29: Self-improvement. According to the survey results,
28 percent. of ‘the nontraditional students are. attending
college for this reason. The most observable difference was
between program and non-program students. There were 31
percent more non-program students to cite this as a major
reason. Younger adults and older adults also differed; 18
percent more of the older adults cited this as a major reason

for attending college.

111

o it' al Studen s hoose to 't e d 's o u t

Qeilege eng now Do the Different gneups gonpane?

Students were asked to rate the importance of eight
different reasons for selecting this community college. A
detailed breakdown of the responses to all eight reasons are
provided in Appendix E.

Lew ges . Results indicate that 36 percent of the
nontraditional students chose this community college because
of the low cost. Both the day and evening student group and
the younger and older adult group differed very little;
however, 20 percent more of the program than non-program
students cited this as a major reason.

Went—Mn. According to the survey results, 74
percent of the nontraditional students chose to attend this
college because of its convenient location. The only group to
show a difference was the program and non-program students.
Sixteen percent more of the program students cited this as a
major reason.

Eiexipie Times of Claesee. Results indicate that 58
percent of the nontraditional students are attending this
college because of class time flexibility. The only group to
demonstrate a difference was the day and evening student
group. It appears that 11 percent more of the evening
students related that this was important to them.

Bepnpepien_ef_§eneel. This characteristic was of major

importance to '29 percent of the nontraditional students.

112

Program students indicated this was more important than did
non-program students. The other groups did not differ.

nevice of Someone Else Who Attenge. Results indicated
that only 10 percent of the nontraditional students claimed
this was an important reason for attending this college.
Three-fourths of the students cited this as "not a reason."

To Be With Friends. Two percent of the nontraditional
students claimed that this was a major reason for attending
this college, and 92 percent stated that this was "not a
reason."

Empioyep's Regnest. Only 5 percent of the nontraditional
students claimed this to be a major reason for selecting this
college, and 89 percent of the students claimed this was "not

a reason."

Conclusions

Nontraditional students do exhibit differences, and the
differences are varied among the groups. The following
conclusions are drawn from the data gathered and thus far

presented.

1. Groups of nontraditional students differ very iitpie
eoneenning thein satisfaction witn academie and instnpctionai

s t e commun’t co 1 It was particularly
interesting that day and evening students do not differ in
their satisfaction with academics and instruction because it
was evidenced in the literature that evening students may be

less satisfied with various areas of instruction. This is

113

also interesting because the day and evening students are most
likely subjected to different treatment. The only group to
demonstrate differences was the program and non-program
student group. Program students expressed less satisfaction
with grading and testing, course content, and homework. This
seems sensible since those students who plan to continue their
education may rely heavily on scholarship and/or grade point
average to attain their goals. Non-program students may be

less concerned with those components.

2. Qifferences do exist between ang among groups e:

ontra ' a students concernin their sat'sfaction w' h
inspitutionaiipnaepicee, Evening students are less satisfied

than day students with several institutional procedures,
including bookstore hours. It was suggested in the research
that evening students may receive different treatment and be
at a disadvantage concerning availability of certain college
services. Day students were found to be less satisfied with
adequate study areas and availability of child care.
Demographic data indicate that more fulltime students attend
during the day hours, and these areas appear more relevant to
fulltime students.

Program students are less satisfied than non-program
students with convenient class times, adequate study areas,
availability of typewriters and computers, availability of
child care, and parking facilities. It was suggested in the
literature, however, that the non-program student or student

from the corporate sector, who may be taking only one class

114

with no intention of a degree, may feel more dissatisfaction
with the collegiate environment. This is not an indication
from the study.

Younger adults are less satisfied than older adults with
the academic calendar, fee requirements, bookstore hours, and
parking facilities. This finding is consistent with the
obvious age stages. The younger adults are more likely to
have school-aged children, financial burdens, and more
stringent time constraints. Demographic data also indicate
that more of the younger adults are fulltime students compared

to the older adults.

3. The tonal population of nontraditional students
attend coliege for a variety of reasons. Slightly more than

half of the nontraditional students are attending college
primarily for purposes of completing the two-year degree.
This certainly agrees with the theory that a generous
proportion of the nontraditional population attends college
for reasons other than degree attainment.

Results concerning job skills acquisition and job
upgrading are also consistent with the literature review.
More than 60 percent of all nontraditional students are
enrolled in college to upgrade job skills. This implies that
these students are currently or have been employed and have
immediate needs to satisfy.

Also expected was the finding that 57 percent of the
nontraditional students are attending for purposes of

acquiring job skills. Since 64 percent of the program

115

students indicated this was a major reason for attending
college, it is likely that students answered this question
with a long-term goal in mind. "Acquiring job skills" may
have been interpreted to mean learning a new skill by taking
only one or two classes, or to mean attaining a degree which
will guarantee new job skills and an employable future.
Fewer than 10 percent of the nontraditional students
claim to be attending for purposes of certification, social
involvement, alleviating boredom, or at employer's request.
The implication. that students are not attending due to
employer's request was rather surprising. The partnerships
between colleges and business and industry are flourishing.
Literature supports the trend that a large proportion of the
nontraditional students are attending school for this reason.

This is indubitably an area worth investigating.

4. There are some differences between groups of

nontragipional students pin their reasons for ettenging
gguegeg The two areas where day and evening students

 

noticeably differ are job skills acquisition and job
upgrading. Nearly 20 percent more of the evening students
attend for the major reason of upgrading job skills, and
nearly 20 percent more of the day students attend in order to
acquire job skills.

Program and non-program students differ primarily in
reasons concerning degree attainment, job seeking skills, and
self-improvement. It is obvious that program students, by

definition, would be attending for reasons of degree,

116

certification, or transfer. The interesting finding is that
19 percent of the students who indicated.they were non-program
status claim to be attending for the purpose of a two-year
degree. The most apparent explanation is that there are
students currently attending who plan to pursue a degree but
who have not officially declared this and, therefore, assumed
they should be classified as non-program status for purposes
of this survey. Consistent with the other data, over 20
percent more of the program students than non-program students
claim to be attending because they want to acquire job skills.
Nearly one-half of the non-program students compared to less
than 20 percent of the program students cited self-improvement
as a major reason for attending college.

The two areas ‘where 'younger and. older’ adults :most
noticeably differ in reasons for attending college involve
transfer purposes and self-improvement. Approximately twice
as many younger adults are planning to transfer to a four-year
institution, and nearly 20 percent more of the older adults
claim to be attending college for self-improvement. These
results are not surprising. According to research, adults 45
years and over have more likely reached a passage or stage in

their life cycle where it is time for reflection and self-

depiction.
5 . Tne tetai popuiagion pf nontraditienal students
s e t is it o e e v riet o easons

Consistent with the purpose and mission statement for the

community college, over 70 percent of the nontraditional

117

students ~select the community college because of its
convenient location and course offerings. The unexpected
finding was that only 36 percent of the nontraditional
students cited the low cost as a reason for selecting this
college.

Less than 10 percent of the nontraditional students claim
to attend the community college because of the advice of other
people who have attended, to be with friends, and at the
employer's request. These proportions are lower than
expected. According to research, word-of-mouth is a major

recruiting tool for community colleges.

 

6. There are verv few diffepences pepween gropps pf
nonppegitionai students in thei; neesons for seiecting this
W The program and non-program students
exhibited the most noticeable differences. It is also

plausible that program students who are planning to seek
degrees and continue their education would feel that the
convenient location, curriculum of choice, reputation of the
school, and the low cost would be of key importance and more
important than to those students not interested in seeking
degrees. ,

Eleven percent more of the evening students than day
students claim that flexibility of class times is a reason for
attending the community college. It is important for the
community college to continue to recognize that evening
students are counting on the institution to accommodate these

needs.

118

7. Nenpraditionai students are satisfied with ecagemic

n s c ' n a ices and 'nst' utio a r c dures a
pne_eennnnipy_epllegep Satisfaction levels are high for all
groups studied. Out of 33 variables concerning 11 academic
and instructional practices and 22 institutional practices,
there are only five with which all groups consistently ranked
lower than 3.0 on a 4.0 scale. These include the physical
comfort of the classrooms, availability of courses at
convenient times, parking facilities, availability of
financial aid information, availability of counselors, and

child care facilities.

8. Tnene are no eiear-ept differences between or among
seepone of nontraditional studente, Significant differences

between groups are valuable insights for pursuing further
investigations. They are not, however, indicative of hard and
fast distinctions.

Most findings are consistent with the literature and the
community colleges' objectives. Diversity of students does
exist" However, the community college is not catering to only
two populations, the traditional college-aged students and the
nontraditional students. It is responsible for meeting the
needs of various groups of students who differ in their
reasons for attending the community college and who differ in

their perceptions about the institution's procedures.

119

W

Recommendations have been categorized into three
sections: (a) further investigation of those survey items
which resulted in a mean of 2.0 to 2.9 on a 4.0 scale:
(b) further investigation of areas where findings are not
consistent with other research: and (c) recommendations of

support and reinforcement.

Enrpnep Investigation of Survey Findings

1. Although the students' satisfaction levels were not
remarkably low for physical comfort of the classrooms, it is
recommended that further investigation be conducted. It is
unlikely that changes can even be addressed at this point
because there is no clue as to the precise nature of the
complaints. Ergonomics is a key issue in business and
industry and is becoming more pertinent to education. Health
and "wellness" are encouraged throughout the college
community: and the reality of nearly smoke-free campuses is
imminent. It seems realistic to include physical comfort of
the classrooms--chairs, lighting, ventilation, and work areas
--as an equally important target of evaluation.

Parking facilities can be considered another form of
ergonomics. Forty percent of the nontraditional students
claimed they were either dissatisfied or very dissatisfied
with the parking facilities (see Appendix E). The parking
lots at this college have been renovated and are in excellent

shape. The problem may be that students are uninformed about

120

alternative parking. It is recommended, therefore, that
action be taken to find out if students are aware of the
alternative parking option, and if so, why they are not using
its This issue may also go hand.in.hand.with.prime-time class
scheduling. The parking problem occurs at peak times only.
Unfortunately, students cannot find a place to park, become
frustrated, and miss class. A student may even drop out. It
is recommended that school officials make a concerted effort
to encourage car pooling.

2. Availability of child care facilities was expressed
as a concern by some students. Although this was not a prime
area of dissatisfaction, it may be a concept worth
investigating. This concept is growing in the United States
and. is. certainly' consistent. with. the community’ services
philosophy» It should.be carefully studied to discern if such
facilities are ‘warranted. at ‘the. community' college.
Demographic data revealed. that 61 percent of the
nontraditional students participating in this study were
women. There has been an emphasis in the literature upon the
importance of meeting the needs of the woman as a re-entry
student. Any attempt to make it easier for women who are
single parents or displaced homemakers is certainly in the
realm of the community college philosophy. Availability of

childcare facilities would be a start.

121

Ennpne; Inyestigapion pf Areas Not Consistenp Witn Ppeviene
Béégéigh

3. Data confirmed. that. many’ evening students are
attending college to upgrade skills. Very few students
claimed to be pursuing education at the community college
because employers requested them to do so. As pointed out by
James O. Tatro (1986) in Chapter II of this dissertation, it
is the responsibility of an institution to know where certain
students are. Where are those students from the corporate
sector? It would seem beneficial to the recruiting process of
the community college that these students be located. Find
out who the employers are and focus recruiting efforts in
their direction. Tatro emphasized that when an institution
has recruited an employed student, it has also recruited
potential access to the respective student's employer, which
in turn may provide access to other corporate sector students.

4. The data indicated that few students are attending
the community college due to advice of some other person who
attends. Why is this the case? Word-of-mouth promotion has
been paraded as a popular source of recruiting with community
colleges. Perhaps the participants in this survey indicated
this was not a reason because other reasons took precedence.
This is worth investigation.

5. Only 36 percent of the nontraditional students claim
to be attending the community college because of its low cost.
The cost factor has been revealed as one of the community

college's most valuable recruiting tools. Financial aid may

122

play a role in this finding. Further investigation appears

warranted.

e 5 Su 0 t a Rei c me t

6. <Community college efforts should.continue to focus on
the nontraditional students. There should be a concerted
effort to promote the community college's attractive
attributes of low cost, convenient location, varied curricula,
and.reputation.to these students as well as to traditional-age
students. Too often, nontraditional students are assumed to
be attending college for purposes of enrichment or leisure--
not for purposes of degrees or transfer purposes. It was
confirmed in this study that 31 percent of the nontraditional
students are attending with plans to transfer to a four-year
school, 62 percent are attending to upgrade skills, and 28
percent are attending for purposes of self-improvement.

7. Both fulltime and adjunct faculty should be supported
in their ability to teach to a diverse nontraditional student
population. Nontraditional students feel satisfied with
academic and instructional strategies. Very few differences
concerning satisfaction with academics and instruction were
indicated between the different groups. It is advised that
faculty continue to evaluate their methods of deciphering what
their students' needs are. Data indicate that nontraditional
students attend for many different reasons. It is highly

likely that an instructor may have a homogeneous group of

123

students in one class and.a very diverse composite in.another:

ie., enrichment seekers and job upgraders.

Suggestions for Relaped Researen

This research study examined three sets of nontraditional
students who were established in the literature reviews and
theory as student groups with conceivable differences. It may
be interesting to examine other groups and questions on the
same bases. Such examinations may include:

1. Are there differences between women who are career
advancers and displaced homemakers? The woman as a re-entry
student has been an extensive and relevant topic of study.

2. Are there differences between first-semester
students, who have never experienced post-secondary education,
and experienced students? The literature review (Chapter II
of this dissertation) alluded to articles by John Claus
(1986) , who discussed the importance of first-semester success
at the community college for the adult learner.

3. Are there differences between fulltime students and
parttime students? Demographic data support the concept that
much of the community college population consists of parttime
students.

4. Are there differences between smaller breakdowns of
age:groups--for example, 25-34, 35-44, 45-55, and.56 and.over?
Such a breakdown may confirm more significant findings due to

life cycle theories and trigger events.

 

124

5. Are their differences between or among ethnic groups
on campus? Community colleges with blended ethnic groups may
find this question worth examining.

6. Are there differences in preferred learning styles?
Controversy exists among adult educators concerning the
assumption that adult learners are self-directed learners?
Nontraditional students at a community college most likely
have preferences concerning both teaching methods and learning
styles. What are they? How do they differ among groups?

7. This study dealt with students currently attending
the college. It would seem beneficial to survey those
students who dropped out during the first month of the
semester.

8. Perhaps an examination of differences between the
traditional and nontraditional students at the community
college of the 905 would prove worthwhile.

This study was conducted at a Michigan community college.
It would be worthwhile to regard the results of the same study

from other community colleges in Michigan.

Final Thoughts

Community colleges are in the business of educating and
training. Demands for them are increasing with changing
technologies and philosophies. A direct result of these
changes is a diverse student population. Well over half of
these student populations are comprised of nontraditional

students, who deserve attention and assessment of needs.

 

125

Community colleges. have all the resources to :meet ‘this
heterogeneous group of students. They must, however, compete
with other institutions of learning and prove they have a
marketable product.

Recruitment has become a necessary tool in community
college planning: it is an essential part of the marketing
process. Knowing why the nontraditional students are
attending college and specifically why they have chosen a
particular community college is the first step in planning the
recruiting strategies.

Retention is perhaps a more challenging task than
recruitment. Assessing current students' needs and
perceptions of the institution's components are vital. The
key word is ennpent, which implies that these needs and
perceptions may change from year to year» The old adage, "You
can't please everyone all of the time" is certainly true.
However, it is consistent with community college philosophy to
attempt to assess and meet the needs of all students.

It was concluded in this study that few differences exist
within the nontraditional population concerning satisfaction
levels with academics and instruction. The point should,
therefore, be accepted that the community college's faculty
and staff are attuned to the diverse population and have been

successful in satisfying and retaining these students.

APPENDICES

3V . 'a-M' _
1,. . ‘1‘

APPENDIX A
LETTER TO MICHIGAN COMMUNITY COLLEGES REQUESTING

ENROLLMENT NUMBERS OF NONTRADITIONAL STUDENTS

“Mn-2mg

"m
.

126

January 28, 1991

Admissions Director:

I am writing you in request for some information which is
vital to me in completing a dissertation project concerning
characteristics and satisfaction levels of nontraditional
students at Muskegon Community College. I am currently a
full-time instructor in the Business Department at Muskegon
Community College. Mr. John Bamfield, director of admissions
at Muskegon Community College has kindly lent me the 1989-90
Miehigan Eespsecondepy; Admissions & Financial Assistance
Handbook, to use in accessing the names of admissions
directors and respective addresses of all community colleges
in Michigan.

As a preface to my study, I need to know the current total
enrollment (this would be a headcount of all students this
semester or term) AND the total number of students who are age
25 and overu If your breakdown of students begins with age 24
or 26 or something close to 25, that will suffice; but please
indicate this is the case. The point is to determine the
approximate percentage of nontraditional students in each
community college. My definition of "nontraditional" is age
25 and over.

If you would please supply responses to the two enclosed
questions and mail to me in the enclosed stamped, addressed
envelope, I would be so grateful.

I would be more than happy to send you a copy of my
questionnaire and results of my study. If you desire a copy,
please indicate so on the enclosed sheet and supply your name
and address. Thank you again.

Sincerely,

Susan J. Meeuwenberg
Ph.D. Candidate
Muskegon Community College Instructor

enclosure

127

NONTRADITIONAL POPULATION--1991

Name of College (optional)

 

Total Number of Students

 

Total Number of Students
Age 25 and Over

 

Yes, I would like a copy of your questionnaire and results of
your study.

 

Name and address

 

 

 

PLEASE RETURN BY WEDNESDAY, JANUARY 23, IF POSSIBLE. THANK
YOU.

APPENDIX B

QUESTIONNAIRE

128

SURVEY OF NONTRADITIONAL STUDENTS
AT MUSKEGON COMMUNITY COLLEGE

Thank you for participating in this survey. This should take
you approximately 10 minutes to complete. Please answer EVERY
question.

 

1. BACKGROUND INFORMATION

 

1. Gender: Male Female

2. Marital Status: Single
Married
Divorced
Separated
Widowed

3. Which of the following describes your curpent enrollment
status at Muskegon Community College?

I am enrolled in l or 2 classes
I am enrolled in 3 or more classes

4. Age Group: 25-44
45 or over

5. This semester, which of the following better describes
the times you are in classes? MARK ONLY ONE.

Between the hours of 7:30 a.m. and 5:00 p.m.
Between the hours of 5:00 p.m. and 10:00 p.m.

6. Which of the following describes your status at.Muskegon
Community College this semester?

Enrolled in a degree program, certificate
program, and/or transfer program

NOT enrolled in any degree program,
certificate program, or
transfer program at this time

129

Please indicate, by placing an "x" in the appropriate blank,
whether each of the following was a MAJOR REASON, a MINOR REASON,
or NOT A REASON you chose to go to college. Give only ONE answer

for each item.
Major Minor Not a
Reason Reason Reason

7. To complete a two-year degree
8. To complete one-year certification

9. To transfer to a four-year
college/university

10. To acquire skills that will
help me get a job

11. To upgrade skills to obtain
a better job or advance
in my present job

12. At employer's request

13. To meet new people--simp1y
for social involvement

14. To alleviate boredom

15. To take a class or two for
self-improvement

Please indicate, by placing an "x" in the appropriate blank,
whether each of the following was a MAJOR REASON, a MINOR REASON,
or NOT A REASON you chose THIS college, Muskegon Community College.
Give only ONE answer for each item.

Major Minor Not a
Reason Reason Reason

16. Low cost

17. Convenient location

18. Offers the course(s) I need

19. Flexible times of classes

20. Reputation of school

21. Advice of someone else who attends
22. To be with friends

23. Employer's request

 

130

 

2. ACADEMIC/INSTRUCTIONAL PRACTICES

 

The following eleven (11) characteristics concern ineprpegien in

your class(es) this semester.

satisfaction by placing an "x"
corresponds to your overall feelings about the class(es) you are
Give only ONE

currently taking at Muskegon Community College.

answer for each item.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

Knowledge of course content by
instructors

Method of teaching used by
instructor(s)

Academic challenge offered by
instructor(s)

Out-of-class availability of
instructor(s)

Method of testing and grading of

instructor(s)

Relevance of course content to
my needs

Enthusiasm for teaching by

instructor(s)

for teaching of
class by instructor(s)

Relevance of homework assigned

Physical comfort of classroom
environment (desks, chairs
lighting, etc.)‘

Use of classroom visual aids
(chalkboard, computer
monitors, etc.)

VEry Satisfied

Satisfied

Dissatisfied

Very Dissatisfied

Please indicate your level of
under the level that best

llxmsNotluxfly

131

 

3. INSTITUTIONAL PRACTICES

 

For the following twenty-two (22) institutional characteristics,
please indicate your level of satisfaction by placing an "x" under
the level that best describes your overall feelings about Muskegon

Community College.

35.

36.

37.

38.

39.
40.

41.

42.

43.

44.

45.
46.

47.

48.

49.

Registration procedures

Availability of courses at times

convenient for me

Variety of classes offered

I very Satisfied

Academic calendar for this college

(semesters, vacation, etc.)
Billing procedures
Fee requirements for courses

Attitude of NON-TEACHING
personnel toward students

Telephone treatment by NON-
TEACHING personnel toward
students

Information available about
courses and programs

Usefulness of the semester/term
"Schedule of Courses"

Usefulness of college catalog
Adequate study areas

Typewriters and computers
available for me to use

Availability of counselors

Availability of child care
facilities

I Satisfied

Give only ONE answer for each item.

I Dissatisfied

Dissatisfied

Ivery

F. . human-mt m..__._m

132 '3
8 3 a
m H
a: a :3 g,
m w-l M
H 'l-l m
u E a .93 u
3 i; g o 2
a n a a g
g :3 o >
50. Bookstore hours ___ ___ ___ ___
51. Cost of tuition ___ ___ ___ ___
52. Parking facilities ___ ___ ___ .___
53. Availability of financial aid E
information BEFORE enrolling ____ ___ f
54. Accuracy of college information g
BEFORE enrolling ___ ___ ___ f
55. Assistance provided by the i4

college staff when you
entered this college

56. College's overall concern for
for me as an individual

 

4. GENERAL QUESTIONS

 

57. If you could start college over, would you choose to attend
this college?

Definitely Yes
Probably Yes
Uncertain
Probably No
Definitely No

58. What is your overall impression of the quality of education at
this college?

Excellent

Good

Average

Below Average
Very Inadequate

END OF SURVEY-~THANK YOU.
PLEASE RETURN TO YOUR INSTRUCTOR

If there are any questions, please contact Sue Meeuwenberg at 777-

0390, or leave a message with the Business Department Secretary,
777-0378.

 

 

APPENDIX C

COVER LETTER TO STUDENTS

133

February 18, 1991

Dear Student:

As an instructor' at. Muskegon Community College and a Ph.D.
candidate at Michigan State‘University, I am involved in a research
project which examines the satisfaction levels of nontraditional
students here at the college. Please take 10 minutes and complete
the enclosed questionnaire.

The results of this study will hopefully unveil any immediate needs
expressed by the students and will enable Muskegon Community
College to address those needs. YOUR response is absolutely vital
in accurately assessing the needs of all students.

- THIS STUDY IS STRICTLY CONFIDENTIAL

- UPON COMPLETION OF THE STUDY, THE LIST OF RESPONDENTS
WILL BE DESTROYED

Return the questionnaire to your instructor immediately. If for
some reason you cannot return it to your instructor during class,
there is a "dropbox" at the switchboard for return of these
questionnaires. You may detach this letter from the survey before
returning it so that you are not identified.

It is so very important to the accuracy of the study that you
return the surveys. You indicate your voluntary agreement to
participate by completing and returning this questionnaire. Thank
you very much for your participation.

Sincerely, Thank you for your support,

Susan J. Meeuwenberg Dr. Frank Marczak
Instructor and Ph.D. Dean of Faculty and Vice
Candidate, Michigan President, Muskegon
State University Community College

attachment

 

 

134

SURVEY OF NONTRADITIONAL STUDENTS
AT MUSKEGON COMMUNITY COLLEGE

Thank you for participating in this survey. This should take you
approximately 10 minutes to complete. Please answer EVERY
question.

 

I. BACKGROUND INFORMATION

 

1. Gender: Male 221 Female

2. Marital Status: Single
Married
Divorced
Separated
Widowed

EEEEE E

3. Which of the following describes your man; enrollment
status at Muskegon Community College?

I am enrolled in 1 or 2 classes 12.53
I am enrolled in 3 or more classes zpygi
4. Age Group: 25-44 §§T§i

45 or over 15.5!

5. This semester, which of the following better describes the
times you are in classes? MARK ONLY ONE.

Between the hours of 7:30 a.m. and 5:00 p.m.
Between the hours of 5:00 p.m. and 10:00 p.m.

E5

6. Which of the following describes your status at Muskegon
Community College this semester?

Enrolled in a degree program, certificate
program, and/or transfer program filifli

NOT enrolled in any degree program,
certificate program, or
transfer program at this time (egygg

if!
E.

1
..
AM- --u.

 

 

 

135

Please indicate, by placing an "x" in the appropriate blank,
whether each of the following was a MAJOR REASON, a MINOR REASON,
or NOT A REASON you chose to go to college. Give only ONE answer
for each item.

Major Minor Not a
Reason Reason Reason
7. To complete a two-year degree 52.25 ._l§i11. ..1Qili

8. To complete one-year certification __zizs __fiizi _filifii

9. To transfer to a four-year

college/university _lgifii _llili _élifii
10. To acquire skills that will
help me get a 30b —§§&§i _11&§i _ziiéi

11. To upgrade skills to obtain 1
a better job or advance I

 

in my present job _filifii 13.73 25.73
12. At employer's request __fiy21 8,2: 85.23
13. To meet new people--simply

for social involvement __Zifli _léifii 8;.15
14. To alleviate boredom 3,13 13.53 §§,§§
15. To take a class or two for

self-improvement 25,13 3§,§§ 35:33

Please indicate, by placing an "x" in the appropriate blank,
whether each of the following was a MAJOR REASON, a MINOR REASON,
or NOT A REASON you chose THIS college, Muskegon Community College.
Give only ONE answer for each item.

Major Minor Not a
Reason Reason Reason

16. Low cost _Qfiifii _2§T25 _lfiefii
17. Convenient location _liifii _Tfiigi .__§T2i
18. Offers the course(s) I need _lgyzi _zgygg __fiyeg
19. Flexible times of classes _§§y§1 _21ppi _Tgpgg
20. Reputation of school _zgizg _llyji _31T13
21. Advice of someone else who attends _lgyli _leygi _13T31
22. To be with friends __2T11 __fiyfii _22113

23. Employer's request __Lit __Lfl __8_2_._0.i

 

136

 

2. ACADEMIC/INSTRUCTIONAL PRACTICES

 

The following eleven (11) characteristics concern instruetien in

your class(es) this semester.

satisfaction by placing an "x"
corresponds to your overall feelings about the class(es) you are

currently taking at Muskegon Community College.

answer for each item.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

Knowledge of course content by
instructors

Method of teaching used by
instructor(s)

Academic challenge offered by
instructor(s)

Out-of-class availability of
instructor(s)

Method of testing and grading of

instructor(s)

Relevance of course content to
my needs

Enthusiasm for teaching by

instructor(s)

EIEPAIQSIQB for teaching of

class by instructor(s)
Relevance of homework assigned

Physical comfort of classroom
environment (desks, chairs
lighting, etc.)

Use of classroom visual aids
(chalkboard, computer
monitors,_etc.)

EEEEEEEEEEEWW
EEEEEEEEEEEW

k: venyDnnemnMHed

F: Dissatisfied

l:
t:

t:
l:

.111 .111

_EIQ._Qe§

_éil .913

1115 .512

_AIZ._DIA

Please indicate your level of
under the level that best

Give only ONE

DmfiiNotlumuy

tiff-:15:

lat:

,izla

L:

h:

 

L
F
i
L

 

137

 

3. INSTITUTIONAL PRACTICES

 

For the following twenty-two (22) institutional characteristics,
please indicate your level of satisfaction by placing an "x" under
the level that best describes your overall feelings about Muskegon

Community College.

35.

36.

37.

38.

39.
40.

41.

42.

43.

44.

45.
46.

47.

48.

49.

Registration procedures

Availability of courses at times

convenient for me

Variety of classes offered

g E Eva...

Academic calendar for this college

(semesters, vacation, etc.)
Billing procedures
Fee requirements for courses

Attitude of NON-TEACHING
personnel toward students

Telephone treatment by NON-
TEACHING personnel toward
students

Information available about
courses and programs

Usefulness of the semester/term
"Schedule of Courses"

Usefulness of college catalog
Adequate study areas

Typewriters and computers
available for me to use

Availability of counselors

Availability of child care
facilities

EEEE

tEE EEE EE

Give only ONE answer for each item.

DnummnMfied
t: Very
Dissatisfied

L?

.115 .112

_éifl _lil

EEE EEE EE EEEE Eff EM“

.511 _ZLQ

L: l: Love-emu

Mil:

tit-‘3

EE EM:

E

 

 

138 '8 ;§ 3‘
:1 '83 g,
G) vi
“'8 «Ag
u m u
3 35 I! c: 2
53 gig
>8 o>
50. Bookstore hours (12‘: fifieg _fiil._112 .4L2
51. Cost of tuition Tfiyfi 52‘; _5T1,_Qi1 451
52. Parking facilities (_fiyg 51‘}, 2112.191§ 4L2
53. Availability of financial aid
information BEFORE enrolling ._2T1 1gp; _2il._912 5;;
54. Accuracy of college information
BEFORE enrolling liii .élLl _§12._112 Ill
55. Assistance provided by the
college staff when you
entered this college 21‘; 5212 §,1 10,§ 105
56. College's overall concern for
for me as an individual lfiyfi ggifi 7.1 1,: 453
4. GENERAL QUESTIONS
57. If you could start college over, would you choose to attend
this college?
Definitely Yes _12y§_
Probably Yes 39,§
Uncertain _1gi2_
Probably No __541_
Definitely No __Tyz_
58. What is your overall impression of the quality of education at

this college?

Excellent .1111.
5005 .12;§_
Average __512_

Below Average __QT1_
Very Inadequate

END OF SURVEY--THANK YOU.
PLEASE RETURN TO YOUR INSTRUCTOR

If there are any questions, please contact Sue Meeuwenberg at 777-
.0390, or leave a message with the Business Department Secretary,
777-0378. ~ °

 

 

APPENDIX D

FREQUENCIES AND PERCENTAGES FOR ALL
58 QUESTIONNAIRE ITEMS

 

.ll ‘ "m. ! ~m-_.—.ll

u : a. ‘7 |

A a .

U.
4

 

 

APPENDIX E

TABLES E.1 THROUGH E.6--NONTRADITIONAL STUDENTS' REASONS FOR
ATTENDING COLLEGE AND REASONS FOR SELECTING THIS COLLEGE

TABLE E.1

139

COMPARISON OF DAY STUDENTS AND EVENING STUDENTS
REGARDING THE REASONS FOR ATTENDING COLLEGE

 

Importance

Day

D

Students

Evening
Students Total
% n % N %

 

Major
Minor
Not a

Major
Minor
Not a

Major
Minor
Not a

Major
Minor
Not a

Major
Minor
Not a

Major
Minor
Not a

...........................
- - - - - g. . . . . . . a... ._._.* - 3.3.1.9.- .‘A‘-'.f.'.f... .-.:.:.:.j.§.:.' - - '.j.:.:.;.:.f.:.f.:.f.:.- -.- 53.-4.35.7.7.........:.f.:._. ':--' .......

 

 

.................................................................................
....................................................................................
........................................................................................................................................................................

Reason 181
Reason 42
Reason 83

59 223 50 404 54
14 79 18 121 16
27 145 32 228 30

 

Reason 34
Reason 24
Reason 242

 

11 20 4 54 7
8 42 10 66 9
81 380 86 622 84

............................................................................................................................
.......................................................................................................

.amEoure

 

........................................................................................................................................................................................................................................
..........................................................................................................................
..............................................................................................................................

Reason 96
Reason 50
Reason 153

32 135 30 231 31
17 79 18 129 17
51 234 52 387 52

 

Reason 204
Reason 45
Reason 56

67 222 50 426 57
15 87 20 132 18
18 136 31 192 25

Tfifififififfifiéfifififiigfifififffififiéfifififfifififi

..................................................................................................................
..............................................................................................................................
................................................................................................................................

Reason 156
Reason 34
Reason 114

51 306 70 462 62
11 69 15 103 14
38 71 15 185 24

  

Employer'

..................................................................
............................................................................
.........................................................................................

Reason 12
Reason 15
Reason 274

4 27 6 39 5
5 51 12 66 9
91 364 82 638 86

E‘

 

.........................................................................................................................
...........................................................................................................................................
...............................................................................................................................................................

Major Reason 9 3 6 1 15 2
Minor Reason 46 15 80 18 126 17
Not a Reason 247 82 358 81 605 81

140

TABLE E.1 CONTINUED

 

Importance

Day Evening
Students Students
2 % n %

Total

 

Major Reason
Minor Reason
Not a Reason

Major Reason
Minor Reason
Not a Reason

leveteBorom

...........................................................................
.........................................................................

.........................................................................
.............................................................................

 

10 3 13 3
50 17 51 11
243 80 381 86

...........................................................................
...............................................................................................................

Formseifermprovemeny

..........................................................................................................................................
....................................................... .. ......u......
................................................................................

 

72 24 139 31
92 30 160 36
140 46 147 33

23
101
624

211
252
287

14

83

28
34
38

 

Non-responses are not included.

 

 

 

 

141

TABLE E.2. COMPARISON OF DAY STUDENTS AND EVENING STUDENTS
REGARDING THE REASONS FOR SELECTING THIS COLLEGE

 

 

 

 

 

 

 

 

Day Evening
Importance Students Students Total

n % n % n %
Major Reason 122 40 151 34 273 36
Minor Reason 72 23 131 29 202 27
Not a Reason 111 37 165 37 276 37
Major Reason 231 75 327 73 558 74
Minor Reason 48 16 88 19 136 18
Not a Reason 27 9 35 8 62 8
Major Reason 236 77 325 72 561 74
Minor Reason 52 17 99 22 151 20
Not a Reason 19 6 25 6 44 6

F1ex1blefi‘esefmesses
Major Reason 161 52 282 63 443 58
Minor Reason 90 29 114 25 204 27
Not a Reason 56 19 53 12 109 14
Reputatwnefseheel

Major Reason 99 32 121 27 220 29
Minor Reason 102 34 179 40 281 38
Not a Reason 103 34 147 33 250 33
Major Reason 38 13 38 8 76 10
Minor Reason 43 14 70 16 113 15
Not a Reason 224 73 338 76 562 75
Major Reason 9 3 9 2 18 2
Minor Reason 18 6 23 5 41 6
Not a Reason 279 91 413 93 692 92

 

 

142

TABLE E.2 CONTINUED

 

 

 

Day Evening
Importance Students Students Total
n % n % N %
Employer‘sneest
Major Reason 11 4 23 5 34 4
Minor Reason 14 4 35 8 49 7
Not a Reason 282 92 387 87 669 89

 

Non-responses are not included.

 

143

TABLE E. 3. COMPARISON OF PROGRAM STUDENTS AND NON-PROGRAM

STUDENTS REGARDING THE REASONS FOR ATTENDING
COLLEGE

 

Program Non-Program
Importance Students Students Total
n % n % N %

 

Q3fififififiTHEWMTwafiYgfifififigfifigfi

 

.................................................................................................
.................................................................................................
............................................................................................................................................

Major Reason 356 70 47 19 403 54
Minor Reason 68 13 53 22 121 16
Not a Reason 83 16 145 59 228 30

............................................................................
..........................................................................

‘.‘.'.'.‘.‘-‘.;.:.'.:.xiii“... .;.:. -’.‘. ‘.‘:"‘.".' .;. .‘.‘.;-;.'~;._‘n:...:.‘. .1“.--‘.;:....‘..:....l_-..‘..'......._. .............................................
...............................................................................................

 

Major Reason 48 10 6 2 54 7
Minor Reason 41 8 24 10 65 9
Not a Reason 410 82 212 88 622 84

mEfifiigfififafififififigfififififgfififififigV“63%

 

...-fink”::.;.:.;.;.'....‘-..'.3:7: ;._-‘yz...-...;.;._...”......":35...dud.;..-‘¢'l.;.‘."-;-‘-;.:.:.:-24"};:.‘.........'...‘.'_.3::...;.‘.;.;.,-;-:.’.;.;..a.. ...’.‘...".:...35.-“z...“h;...V.‘i_a...-"2.531.:._...'-.._..u.n..;u‘
._._.‘.l. . .. .................................................................. i... - - -_. - ”I... . 5.3.5... .937...) ._-‘-....‘.'.‘...'. .... ..............

Major Reason 196 39 35 14 231 31
Minor Reason 105 21 24 10 129 17
Not a Reason 202 40 184 76 386 52

   
  
 

426 57
132 18
191 25

Major Reason
Minor Reason
Not a Reason

Tfifififi§ffiafiigfif3¥§fiffif$§$§§£§§ififififi

......................................................................................................................
..........................................................................................................................
....................................................................................................................................

Major Reason 306 61 155 63 461 62
Minor Reason 58 14 35 14 93 13
Not a Reason 129 26 56 23 185 25

...........................................................................
....................................................................

 

..................................................................................................................................
... ... .155...“ any..." {...}, .g. ... ..............................................................................

Major Reason 23 5 16 7 39 5
Minor Reason 38 8 28 11 66 9
Not a Reason 437 88 200 82 637 86

TQMeetNeWPGOPi-e“39°a1Invelvement

Major Reason 9 2 6 2 15 2
Minor Reason 78 16 48 20 126 17
Not a Reason 415 83 189 78 604 81

 

 

 

144

TABLE E.3 CONTINUED

 

 

 

  

Program Non-Program
Importance Students Students Total

n % n % N %
Major Reason 15 3 8 3 23 3
Minor Reason 62 12 39 16 101 14
Not a Reason 426 85 197 81 623 83
Major Reason 91 18 120 49 211 28
Minor Reason 169 34 82 33 251 34
Not a Reason 242 48 45 18 287 38

 

 

 

Non-responses are not included.

L“ a

 

 

145

TABLE E. 4 . COMPARISON OF PROGRAM STUDENTS AND NON-PROGRAM
STUDENTS REGARDING THE REASONS FOR SELECTING THIS

 

 

     

 

COLLEGE

Program Non-Program
Importance Students Students Total

N % N % N %
Major Reason 214 43 59 24 273 36
Minor Reason 133 26 69 28 202 27
Not a Reason 158 31 117 48 275 37
Major Reason 395 78 163 66 558 74
Minor Reason 82 16 53 22 135 18
Not a Reason 32 6 30 12 62 8
Major Reason 404 80 157 64 561 74
Minor Reason 86 17 64 26 150 20
Not a Reason 18 4 26 11 44 6
Major Reason 306 60 137 55 443 59
Minor Reason 137 27 66 27 203 27
Not a Reason 65 13 44 18 109 14

REPutatmnofschOO

......

Major Reason 161 32 59 24 220 29
Minor Reason 202 40 78 32 280 37
Not a Reason 142 28 108 44 250 34

 

 

Major Reason 54 11 22 9 76 10

Minor Reason 75 15 38 16 113 15

Not a Reason 376 74 185 76 561 75
TBBWIthmends

Major Reason 10 2 8 3 18 2

Minor Reason 23 5 18 7 41 5

Not a Reason 473 93 218 89 691 92

146

TABLE E.4 CONTINUED

 

 

Program Non-Program
Importance Students Students Total
N % N % N %
Employer
Major Reason 15 3 19 8 34 .5
Minor Reason 27 5 22 9 49 7
Not a Reason 464 92 204 83 668 89

 

 

Non-responses are

not included.

 

 

 

147

 

 

 

 

 

 

 

 

 

 

TABLE E. 5. COMPARISON OF YOUNGER ADULTS AND OLDER ADULTS
REGARDING THE REASONS FOR ATTENDING COLLEGE
Younger Older

Importance Adults Adults Total
n % n % N %

Major Reason 353 55 47 45 400 53
Minor Reason 113 18 8 8 121 16
Not a Reason 177 27 50 48 227 30
Major Reason 47 7 5 5 52 7
Minor Reason 57 9 9 9 66 9
Not a Reason 529 84 90 87 619 84
Major Reason 212 33 18 17 230 31
Minor Reason 118 18 10 10 128 17
Not a Reason 309 48 76 73 385 52
Major Reason 375 59 48 45 423 57
Minor Reason 119 19 12 11 131 18
Not a Reason 145 23 46 43 191 26
Major Reason 402 63 57 54 459 62
Minor Reason 84 13 18 17 102 14
Not a Reason 154 24 30 29 184 25
Major Reason 35 6 3 3 38 5
Minor Reason 62 10 4 4 66 9
Not a Reason 537 85 97 93 634 86
Major Reason 14 2 1 1 15 2
Minor Reason 108 17 17 15 125 17
Not a Reason 516 81 86 83 602 81

 

 

 

148

TABLE E.5 CONTINUED

 

 

 

Younger Older

Importance Adults Adults Total

n % n % N %
Major Reason 18 3 4 4 22 3
Minor Reason 83 13 18 17 101 14
Not a Reason 537 84 83 79 620 83

Drelffmpmvement

Major Reason 162 25 46 43 208 28
Minor Reason 225 35 27 25 252 34
Not a Reason 252 39 33 31 285 38

 

Non-responses are not included.

 

 

 

149

 

 

 

 

 

TABLE E. 6. COMPARISON OF YOUNGER ADULTS AND OLDER ADULTS

REGARDING THE REASONS FOR SELECTING THIS COLLEGE
Younger Older

Importance Adults Adults Total
n % n % N %
Major Reason 232 36 41 39 273 36
Minor Reason 180 28 19 18 199 27
Not a Reason 228 36 46 43 274 37
Major Reason 69 554 74
Minor Reason 21 135 18
Not a Reason 10 62 8
Major Reason 72 558 74
Minor Reason 18 150 20
Not a Reason 10 44 6
Major Reason 61 440 59
Minor Reason 25 203 27
Not a Reason 14 108 14
Major Reason 178 28 41 39 219 29
Minor Reason 250 39 28 27 278 37
Not a Reason 215 33 35 34 250 33
Major Reason 66 10 10 10 76 10
Minor Reason 101 16 12 11 112 15
Not a Reason 475 74 83 79 558 75
Major Reason 14 2 3 3 17 2
Minor Reason 38 6 3 3 41 5
Not a Reason 589 92 99 94 688 92

 

 

 

 

150

TABLE E.6 CONTINUED

 

 

 

Younger Older
Importance Adults Adults Total
n % n % N %
Major Reason 31 5 2 2 33 5
Minor Reason 43 7 5 5 48 7 .
Not a Reason 568 88 98 93 666 89 ‘

 

Non-responses are not included. i

 

 

 

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