CONFIABILIDAD DE LOS REGISTROS Y ESTADOS FINANCIEROS DEL MDRyT - GESTIÓN 2009

Introduction

The purpose of this correlational research was to study the relationship between course retention and faculty status. The study took place at Florida Community College, a mid-sized public community college located in north Florida. A correlational statistical analysis was used to examine the correlation between course retention and faculty status and an ANOVA was used to determine differences in course retention between permanent and adjunct faculty groups. Approval for this research was granted by the Liberty Institutional Review Board (Appendix A). The following is a discussion of the research participants, setting, instrumentation, procedures, design, and analysis.

Design

This quantitative research was conducted using a correlational design. A correlational approach was selected because the research intent was to examine relationships between the variables, instead of predicting cause and/or effect (Howell, 2011). This design served as an appropriate starting point because there was limited information available on the association between faculty status and course retention. The purpose of this correlational analysis was solely to determine whether a relationship existed between the two variables, not to determine whether one variable caused the other (Howell, 2011).

Non-random convenience sampling was used to select the sample. Time and resource constraints led the researcher to study an accessible population of community college faculty members. This method allowed the study to focus exclusively on one college where the researcher was allowed access to data. The sample included permanent and adjunct faculty members working at Florida Community College. These faculty members were under the same

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college leadership, governed by the same policies and procedures, and exposed to the same administrative oversight regarding responsibilities and salary – factors previously found to be associated with employee morale and performance (Baehr & Renck, 1958).

Faculty status data and course retention data were collected from the college’s Director of Institutional Research. Students who successfully completed with a minimum grade of C

courses taught by faculty members during the fall 2011 semester were considered “retained” in the courses. The percentage of retained students represented the course retention for each general education class. All students of faculty teaching general education courses during the fall 2011 semester were included in the data set. The data did not include individual student information but an aggregate number of enrolled and retained students for each of the participating professor’s classes.

All data were imported into the PASW Statistics 18 software program. To analyze the correlation between faculty status and course retention, a point-biserial correlation was

conducted. In order to examine the differences in course retention between the permanent and adjunct faculty groups, as well as determine statistical significance, the data were analyzed using a one-way ANOVA.

Research Questions

Two research questions regarding the relationship between course retention and faculty status were posed in this study.

1. Is there a correlation between the employment status of faculty members and course retention?

2. Is there a difference in course retention between permanent and adjunct faculty members?

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Null Hypotheses

The relationship between faculty status and course retention was tested using two null hypotheses.

1. Ho1: There is no correlation between the employment status of faculty members and course retention.

2. Ho2: There is no difference in course retention between permanent and adjunct faculty members.

Participants

Faculty participants included permanent and adjunct faculty members at Florida Community College, a public community college. Data for permanent and adjunct faculty members teaching during the fall 2011 semester were included in the data set.

Students were involved indirectly in the study via aggregate course enrollment and retention data supplied by Director of Institutional Research at the college. Course retention data were collected for all general education courses taught during the fall 2011 semester. Data for 451 general education courses offered during the fall 2011 semester were included in the data set. Only data from general education classes offered during the fall 2011 semester were collected and analyzed.

Setting

This research was conducted at Florida Community College, a mid-sized public community college located in north Florida. Similar to 22 of the 28 community colleges in Florida, this two-year community college has transitioned into an institution that offers not only associates degrees and career/certificate training, but bachelor’s degrees as well (FDOE, 2011). Despite the addition of bachelor’s degree programs, the focus remains on the 2-year degree and certificate programs. There are currently two bachelor’s degree programs offered at the college,

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and over 80 associate degree and certificate programs. The college has a total student population of 27,012, with 40% male and 60% female. The racial makeup of the student population is 73% White, 15% African American, 5% Hispanic, and 7% other. Approximately 57% are part-time students and 42% attend school full-time (FCC, 2011).

Instrumentation

The study used existing data that were already collected by the college for other reporting purposes. Information on course enrollment, course retention, and faculty status were included in the data set. The Director of the college’s Institutional Research office provided the course enrollment, retention, and faculty status data to the researcher.

Course retention was measured using student enrollment data and faculty status was measured using college employment data. The college provided an aggregate list of course enrollment and retention for all general education courses offered during the fall 2011 semester. This list included the number of students who were officially enrolled in each course following the end of the drop/add period, the number of students retained in each course at the end of the semester, and the employment status of the faculty member teaching each course. Course

retention was calculated as the percentage of students retained in each course. Individual student data and identifiable faculty data were not collected.

Procedures

Data were imported into the PASW Statistics 18 software program. Once the data were imported into PASW Statistics, faculty members were divided into two groups depending on their employment status: permanent, adjunct. These groups were used in the ANOVA analysis of retention differences based on status to determine whether there was a significant difference in the mean retention rates of faculty members who were permanent or adjunct employees.

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Course retention data for faculty members during the fall 2011 semester were collected from the Director of Institutional Research at the community college. The data set included the number of students enrolled in the course following the drop/add deadline at the beginning of the semester and the number of students who successfully completed the course with a grade of C or higher. These data were imported into the PASW Statistics data set for analysis.

Data Analysis

A point-biserial correlation coefficient was used to measure the strength of the correlation between faculty status and course retention. Howell (2011) noted that the point-biserial

correlation, which is calculated in PASW using Pearson’s correlation, is used to measure the correlation between a dichotomous variable (i.e. faculty status) and continuous variable (i.e. course retention). The point-biserial correlation test is not required to have an independent or dependent variable; therefore, it is an appropriate statistical test to use in this study (Howell, 2011). The correlation coefficient may range between -1 and +1 to indicate the degree of relationship between the two variables. A coefficient near -1 shows a strong negative relationship between faculty status and course retention, which means that they change in opposition to each other (e.g. permanent status, low retention; adjunct status, high retention). A coefficient near +1 shows a strong positive relationship between the variables, which means they vary together (e.g. permanent status, high retention; adjunct status, low retention). A coefficient of zero shows no relationship between the variables (Brewer, 1996). Finding a correlation between faculty status and course retention does not indicate that one variable causes the other variable; it simply shows that a relationship exists between the variables.

A one-way ANOVA was used to examine the difference in course retention rates for the permanent and adjunct faculty groups. This yielded information on the statistical significance of

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any difference between the means of the faculty groups. Finding statistical significance leads to rejecting the null hypothesis because meaningful differences between the means have been found. A rejection of the null hypotheses indicates that course retention differs between faculty members with permanent status and those with adjunct status.

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