Impact of Student Engagement on Academic Performance and Quality of Relationships of Traditional and Nontraditional Students

Andrew S Courtner

Abstract


The purpose of this study was to determine the impact of the level of student engagement on
academic performance and the quality of relationships with students, faculty, and
administrative personnel of traditional and nontraditional students. This study sought to
determine if there was a significant difference in academic performance of traditional and
nontraditional college students based on the level of student engagement. The researcher
examined data from both traditional and nontraditional students to consider the impact the
level of student engagement had upon the quality of relationships with other students, faculty,
and administrative personnel. Furthermore, the study sought to determine if there was a
significant difference in the quality of relationships with other students, faculty, and
administrative personnel between traditional and nontraditional college students. There was a
significant difference between traditional and nontraditional students based on academic
performance and level of student engagement. Traditional students had higher levels of
student engagement; however, nontraditional students had higher levels of academic
performance. Level of student engagement had a significant impact on the quality of
relationships with other students, faculty, and administrative personnel for both traditional
and nontraditional students. Specifically, level of student engagement had the greatest impact
upon quality of relationships with faculty for both traditional and nontraditional students.
Furthermore, there was a significant difference in the quality of relationships with other
students, faculty, and administrative personnel. Nontraditional students had the highest
quality of relationships with faculty and administrative personnel, and traditional students had
the highest quality of relationships with other students.


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DOI: http://dx.doi.org/10.5296/ije.v6i2.5316

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