Date of Award
University or Center
Clark Atlanta University(CAU)
Dr. Ganga Persaud
The purpose of this study was to determine the influence of instructors teaching style, student learning styles, student self-efficacy, student support services, student motivation, financial aid, campus safety, and student demographics on student degree completion. The dependent variable for this study was undergraduate student degree completion. Independent variables were instructors teaching style, student learning styles, student self-efficacy, student support services, student motivation, financial aid, campus safety, and student demographics.
A descriptive statistical design involving Pearson correlation, factor analysis, and multiple regression, ANOVA, and T-test were utilized to achieve the purpose of this study. A purposeful sample of those students enrolled in the School of Education, School of Business, School of Arts and Sciences, and School of Social Work at a Southeastern Historically Black University was used (n = 151). Participants in this study were undergraduate students of the aforementioned schools. Participants completed a survey instrument developed by the researcher, Dr, Ganga Persaud, and Dr. Trevor Turner.
The result of the study indicated a significant relationship between student selfefficacy, student motivation, and student gender and degree completion. Female students were more likely to persist to graduation than their male counterpart. Based on these findings, recommendations for instructors, head of departments, deans, university policy makers, and researchers were given. The study was limited to one particular institution
Umoh, Umoh Udo, "Factors influencing student degree completion at a historically Black university in a southeastern urban center" (2006). ETD Collection for AUC Robert W. Woodruff Library. 1064.