Student Involvement and Student Success in High School to Post-Secondary Transitions
| dc.contributor.advisor | Prytula, Michelle | |
| dc.contributor.committeeMember | Okoko, Janet | |
| dc.contributor.committeeMember | Squires, Vicki | |
| dc.contributor.committeeMember | Burgess, David | |
| dc.contributor.committeeMember | Noonan, Warren | |
| dc.contributor.committeeMember | Sparling, Bruce | |
| dc.creator | Parohl, Vicky | |
| dc.creator.orcid | 0000-0002-6645-094X | |
| dc.date.accessioned | 2021-06-24T19:51:24Z | |
| dc.date.available | 2021-06-24T19:51:24Z | |
| dc.date.created | 2021-11 | |
| dc.date.issued | 2021-06-24 | |
| dc.date.submitted | November 2021 | |
| dc.date.updated | 2021-06-24T19:51:24Z | |
| dc.description.abstract | The purpose of this study was to explore how high school environment impacts a student’s involvement at the high school level and subsequently at the post-secondary level, and how the high school environment influences student transitions and academic success (as perceived by the student) in post-secondary education. The literature reviewed in this study includes previous studies on high school grades as an indicator of success in post-secondary education, the relationship between institutional environment and student success, student expectations for post-secondary, and a review of theories on students and belonging, student motivation, and students in transition. Data were obtained through sequential mixed-method study. In the first phase of the study, 55 students representing rural public, rural separate, urban public, and urban separate schools who began their post-secondary studies as first-year, direct-entry students in the year prior to the study participated in an online questionnaire, which was used to collect primarily quantitative data. Five of those students participated in a follow-up interview which was used to collect qualitative data. The study confirmed that, for this sample of students, there was a correlation between high school and post-secondary grades. The correlation was stronger for students who attended schools in urban communities. While there was a relationship between high school environment and student involvement, there was no significant correlation between student involvement and a student’s high school average. The study found that there was a moderate positive correlation between time spent on homework in high school and subsequently post-secondary, as well as hours spent on homework in post-secondary and term 1 average. Students were not entirely sure what to expect when they began their post-secondary studies and struggled most with not knowing the expectations of each instructor. Based on the findings of this pragmatic study, the researcher identified recommendations for practice in post-secondary institutions as well as considerations for high school educators to support students who are transitioning from high school to post-secondary education. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/13446 | |
| dc.subject | student transitions | |
| dc.subject | student success | |
| dc.subject | student involvement | |
| dc.subject | institutional environment | |
| dc.subject | high school | |
| dc.subject | post-secondary | |
| dc.title | Student Involvement and Student Success in High School to Post-Secondary Transitions | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Educational Administration | |
| thesis.degree.discipline | Educational/Leadership | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Education (M.Ed.) |