| This study of 309 participants utilized a mixed-method approach to identify cognitive and non-cognitive contributors to student persistence and attrition from engineering technology programs at a mid-Atlantic community college. The quantitative component of the study utilized linear discriminant analysis techniques on 13 independent variables to predict participant membership in either of 3 groups: those students who persisted, those who dropped out, or those who switched out of engineering technology programs. The complementary qualitative component used focus groups to triangulate the quantitative component and strengthen the study findings. The study revealed that math placement test scores and high school math/science preparation were the most significant predictors of student persistence. Student financial status also figured prominently in participants' decisions to depart the college altogether. |
