Graduate Thesis Or Dissertation
 

A comparison of groups of students and faculty at Oregon Technical Institute with reference to their perception of the college environment

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  • The purpose of this study was to determine whether or not significant differences exist between three student groups and one faculty group at Oregon Technical Institute with reference to their perception of the college environment. The gauge used to assess perception of the college environment was the College and University Environment Scales, Second Edition. This instrument attempts to assess college environmental perception on seven scales, practicality, scholarship, community, awareness, propriety, campus morale, and quality of teaching and faculty-student relationships. The three student groups were identified as to duration of college attendance, degree aspiration, and curriculum and degree prerequisites. GROUP 1 consisted of students who were working toward their associate degree and who were in at least their fourth quarter of attendance at the college. GROUP 2 consisted of students who were working toward their bachelor's degrees having completed a prerequisite associate degree at Oregon Technical Institute, or who were working toward a bachelor's degree not requiring an associate degree. These students were in at least their fourth quarter of attendance at the college. GROUP 3 consisted of students who (a) were working toward a bachelor's degree, (b) were transfers from another college, (c) had completed a prerequisite associate degree at another institution, and (d) were in at least their third quarter of attendance at Oregon Technical Institute. GROUP 4 consisted of faculty who were employed full-time at Oregon Technical Institute and who held academic rank at the college. Statistical treatment consisted of three steps: (a) multiple regression to determine if variables were affecting group scores, (b) development of group scale score means and standard deviations, and (c) application of a t-test formula to determine significant differences at either the .05 or .01 levels. Seven null hypotheses were tested and rejected: 1. There are no significant differences on the CUES scores comparing student GROUP 1 with student GROUP 2. Scale score differences significant at the . 05 level were obtained on the Community and Campus Morale scales. 2. There are no significant differences on the CUES scores comparing student GROUP 1 with student GROUP 3. Scale score differences significant at the . 01 level were obtained on the Practicality, Community, and Quality of Teaching and Faculty-student Relationships scales. 3. There are no significant differences on the CUES scores comparing student GROUP 1 with faculty GROUP 4. Scale score differences significant at the . 01 level were obtained on the Practicality, Community, Propriety, and Quality of Teaching and Faculty-student Relationships scales. 4. There are no significant differences on the CUES scores comparing student GROUP 2 with student GROUP 3. Scale score differences significant at the .05 level were obtained on the Propriety, and Quality of Teaching and Faculty-student Relationships scales. 5. There are no significant differences on the CUES scores comparing student GROUP 2 with faculty GROUP 4. Scale score differences significant at the . 01 level were obtained on the Practicality, Scholarship, Community, Propriety, Campus Morale, and Quality of Teaching and Faculty-student Relationships scales. 6. There are no significant differences on the CUES scores comparing student GROUP 3 with faculty GROUP 4. Scale score differences significant at the . 01 level were obtained on the Practicality, Scholarship, Community, Propriety, Campus Morale, and Quality of Teaching and Faculty-student Relationships scales. 7. There are no significant differences on the CUES scores comparing the combined student GROUPS 1, 2, and 3 with faculty GROUP 4. Scale score differences significant at the .01 level were obtained on the Practicality, Scholarship, Community, Propriety, Campus Morale, and Quality of Teaching and Faculty-student Relationships scales. The comparisons between each student group and the faculty group produced the greatest range of differences on the CUES.
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