| Purpose of this research was to determine if the andragogical method of instruction had a significant impact on the retention rates of first-year University of Arkansas mechanical engineering students. Dr. Malcolm S. Knowles (1990) defines andragogy as a theory of adult learning that incorporates the individual learners need to know, self-concept, experience, readiness to learn, and motivation to learn. A review of literature limited to the andragogical theory and its applications in a university setting provides background on concepts, principles, and practical computer applications.; The study was conducted between July 1994 and May 1995. Data for the study were obtained from responses to a questionnaire entitled the Computer Skills and Opinion Inventory (CSOI). An Analysis of Covariance (ANCOVA) statistical design with a post-hoc Scheffe secondary test was used to determine among group differences.; The study found the treatment did not have a significant effect on the dependent retention variable stayed in school. Although the stayed in school retention percentage for the experimental group was higher than the comparison or control groups, the retention percentage was not significantly higher. For the dependent retention variable same major (students who stayed in school for the 1995 spring semester and kept their original 1994 fall semester major) a significant difference among groups was found. Post-hoc Scheffe analysis found no two groups were significantly different. Although the experimental treatment had an overall significant effect in combination with the comparison and control groups, (same major retention rates were higher), the experimental treatment did not produce significantly higher same major retention rates.; For the first semester after the treatment, no significant difference among groups in combination with the covariates was found for students completing the 1995 spring semester and enrolling for the 1995 fall semester. Although the stayed in school and same major retention percentages for the experimental group were again higher than the comparison or control groups, the retention percentages were not significantly higher. |
