External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom

Although a majority of under-represented minority (URM) students begin their postsecondary education at community colleges, little is known about barriers to success and retention for transfer-bound science students. This study focuses on some of the barriers that affect these students’ ability to s...

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Autor principal:	Laurence Clement
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/7db7f474eb9a4b29b3a07d2537b548e1
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spelling	oai:doaj.org-article:7db7f474eb9a4b29b3a07d2537b548e12021-11-15T15:13:57ZExternal and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom10.1128/jmbe.v17i3.10771935-78851935-7877https://doaj.org/article/7db7f474eb9a4b29b3a07d2537b548e12016-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i3.1077https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Although a majority of under-represented minority (URM) students begin their postsecondary education at community colleges, little is known about barriers to success and retention for transfer-bound science students. This study focuses on some of the barriers that affect these students’ ability to study adequately for a community college “gateway” course. It tests whether instructors’ expectations of study time were realistic for community college students and whether students reported facing external barriers, such as job and family responsibilities, or internal barriers to studying, such as lack of motivational, cognitive, and metacognitive abilities, all of which have been shown to impact academic success and retention. It also tests whether students who faced such barriers were less likely to succeed in and complete the course, as well as whether time spent studying was related to course success. The findings reported here show that community college students do not have enough available time to study and that external and internal barriers are both prevalent among these students. In addition, students who faced such barriers are more likely to fail or drop the class. Results also show that study time is positively correlated with retention, but not performance, as well as with some motivational, cognitive, and metacognitive dimensions of self-regulated learning. These findings lead to new questions, including whether student success in a community college class is associated with the use of cognitive and metacognitive learning strategies for students with no prior degrees, and whether increased course structure may improve success for college students with lower self-regulated abilities.Laurence ClementAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 351-359 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Laurence Clement External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
description	Although a majority of under-represented minority (URM) students begin their postsecondary education at community colleges, little is known about barriers to success and retention for transfer-bound science students. This study focuses on some of the barriers that affect these students’ ability to study adequately for a community college “gateway” course. It tests whether instructors’ expectations of study time were realistic for community college students and whether students reported facing external barriers, such as job and family responsibilities, or internal barriers to studying, such as lack of motivational, cognitive, and metacognitive abilities, all of which have been shown to impact academic success and retention. It also tests whether students who faced such barriers were less likely to succeed in and complete the course, as well as whether time spent studying was related to course success. The findings reported here show that community college students do not have enough available time to study and that external and internal barriers are both prevalent among these students. In addition, students who faced such barriers are more likely to fail or drop the class. Results also show that study time is positively correlated with retention, but not performance, as well as with some motivational, cognitive, and metacognitive dimensions of self-regulated learning. These findings lead to new questions, including whether student success in a community college class is associated with the use of cognitive and metacognitive learning strategies for students with no prior degrees, and whether increased course structure may improve success for college students with lower self-regulated abilities.
format	article
author	Laurence Clement
author_facet	Laurence Clement
author_sort	Laurence Clement
title	External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
title_short	External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
title_full	External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
title_fullStr	External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
title_full_unstemmed	External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom
title_sort	external and internal barriers to studying can affect student success and retention in a diverse classroom
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/7db7f474eb9a4b29b3a07d2537b548e1
work_keys_str_mv	AT laurenceclement externalandinternalbarrierstostudyingcanaffectstudentsuccessandretentioninadiverseclassroom
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External and Internal Barriers to Studying Can Affect Student Success and Retention in a Diverse Classroom

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