Date of Award
2-9-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Debra Smith; Gabrina Charles
Call Number
LD 251 .A566d 2023 B87
Abstract
This qualitative narrative inquiry study explored students’ perceptions of intervention strategies used in the early alert program at an Arkansas two-year college. The problem addressed in this study was that student perceptions do not inform early alert program designs. By assessing the student’s perceptions of intervention strategies, improvements can be made to the effectiveness of the method of intentional support through these intervention strategies. The guiding theoretical framework that served as the basis for this study was Tinto’s (1993) theory of student integration. Interviews were conducted with current college students attending a public, two-year college in Arkansas to collect student perceptions regarding early alert intervention strategies used by the college. The seven participants in the study were derived, using stratified purposeful sampling, from a candidate pool list of 30 students that matched the overall demographics of the college’s early alert program. Questions were asked regarding the forms of intervention strategies experienced by the student, the impact and effectiveness of those strategies, and the associated perceptions and personal motivations that resulted from involvement in the early alert program. Data analysis consisted of a thematic analysis technique to organize the data into codes and themes. The following five themes were identified during the study: (a) positive perception of student support; (b) intervention strategies provided an avenue to seek help; (c) successful interventions offered an invitation to participate, support, or guidance; (d) personal and family motivation was considered a priority; and (e) text messaging was effective and preferred. The implications of this study show a preference for text messaging, a positive response to targeted outreach from the college, and a value for personal and family motivation. Recommendations for practice include utilizing a broad variety of intervention strategies, incorporating personal and family motivation, and striving to build personal connections within early alert program design. Future research should further explore student perceptions within specific demographic categories, explore the potential impact of personal and family motivation in early alert program design, and examine the relationship between preferred outreach, such as text messaging, and making personal connections.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Burton, Catherine, "Current Students’ Perceived Effectiveness of Early Alert Intervention Strategies at a Public Two-Year College in Arkansas" (2024). Student Theses and Dissertations. 117.
https://arch.astate.edu/all-etd/117
