Student Engagement’s Impact on Academic Performance for Nontraditional Students in a Community College Environment

Abstract

This mixed-methods descriptive study (with a qualifying survey to determine participants’ eligibility) was conducted to investigate whether student engagement has an impact on academic performance for undergraduate nontraditional students in a community college environment. The research population was undergraduate nontraditional students who were defined as adult education or community college students. These students were at least 18 years old and financially independent/responsible for themselves, along with having experienced either academic challenges, had behavioral issues, had questionable teacher interactions, or felt a lack of a Sense of Belonging at School (SOBAS). The primary sampling process used was nonprobability purposive (e.g., typical case, snowball, convenience). Participants’ input was obtained from a quantitative survey (created for this study) with qualitative open-ended responses, along with interviews that used semi-structured open-ended questions to obtain detailed information. Key findings from this research were that undergraduate nontraditional students want to be engaged during class while learning lessons, want interpersonal relationships with their instructors to develop better connections, are impacted by the manner in which instructors teach classes or their personal comfort, and are significantly motivated by their internal drive. Therefore, undergraduate nontraditional students could benefit from strategic support services that address their personal and/or career objectives.