QUANTITATIVE DATA COLLECTION

The quantitative research study was causal comparative in design (Creswell, 2012). Quantitative data collection focused on the 39 students who graduated from January 2013 through December 2016. Utilizing information garnered by the Office of Institutional Research and Effectiveness and the internal NWCC Management Information System, each of the 39 students’ academic raw data records were analyzed.

Upon approval from the Institutional Review Board (IRB) at NWCC and UM, data was collected manually from the college’s computerized data into a Microsoft Excel format. The data were later input for analyzation into SPSS version 24 and Microsoft Excel. Student names were not input into SPSS nor Microsoft Excel.

The identified dependent variable was success on the NBE arts. The dependent variable was not under the direct control of the researcher of the study. The study focused on nine potential independent variables for logistic regressions. Independent variables that were identified were: Race, Duration / Length of time in program, Initial Semester Grade Point Average (GPA), Final Semester GPA, ACT composite score, ACT Reading sub-score, ACT Math Sub-score, ACT English Sub-score, and ACT Science Sub-score.

Nine students did not have an ACT composite or any ACT sub-scores listed in internal NWCC Management Information System.

National Board Exam. The dependent, dichotomous, categorical variable was success on the

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entered into SPSS and Microsoft Excel as “1” for students who were successful on the NBE Arts examination and “0” for students who were not successful on the NBE Arts examination.

Race. For the purpose of this study, the nominal data on race was gathered from NWCC FST

student admission paperwork. Race was self-identified by the FST students. Student data was entered into SPSS and Microsoft Excel as “1” for African American students and “2” for Caucasian students. All 39 students had race data entered into SPSS and Microsoft Excel.

Duration/Length of Semesters in FST Program. The NWCC FST program is designed to be a

fifteen-month long course of study, if the student enrolls full-time and attends summer semesters. Because the post-graduation licensure test is comprehensive and tests students on knowledge of courses completed within a student’s first semester of FST, a lengthy tenure in the FST program may lead to unsuccessful results on the NBE. See Appendix H for Course of Study.

Community College students are often non-traditional students, who work more than thirty-hours per week, and are parents of small children (Martin, 2014; Topper & Powers, 2013). Due to such a student’s cursory college experience, such full-time attendance may be impossible (Martin, 2014; Topper & Powers, 2013). In addition, a high number of semesters to graduate may indicate a student has had to repeat classes due to failures, because the FST program is comprehensive and students face a standardized test post-graduation. Therefore, lengthy time from matriculation to degree conferment may hinder NBE success.

Students’ number of semesters was calculated from the moment the student began their first FST class. The value was entered into SPSS as the actual number of semesters. The least number of semesters a student attended and entered into SPSS was “3” and the most entered into SPSS was “8”. All 39 students had duration / length of semesters in FST program data entered into SPSS and Microsoft Excel.

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Initial GPA. Initial GPA may indicate a student’s acumen for the rigor of FST, which may be

an indicator for success on the NBE. For the purpose of this research study, initial GPA is counted as the semester term GPA the student began taking the first FST course. If the student had prior general education or transfer classes which resulted in a cumulative GPA, the initial GPA collected for this study was the first FST semester GPA. The student’s initial GPA was entered into SPSS as a number followed by two decimal points. All 39 students had initial GPA data entered into SPSS and Microsoft Excel.

Final Semester GPA. While final semester GPA will not identify students at risk of failing the

NBE early in the student’s educational journey and allow for early intervention, upon graduation final GPA may indicate a more precise GPA threshold of students who are at risk. Identifying such a limen may offer the opportunity for FST educators to enact earlier armatures.

For the purpose of this study, final semester GPA is calculated as the student’s total higher education GPA. Final GPA may be evidence of a student’s overall performance in college. All 39 students had final semester GPA data entered into SPSS and Microsoft Excel.

ACT Composite Score. Matriculating FST students were required to have an ACT composite

score of 18 or Baccalaureate Degree before being accepted into the FST program. Ten students matriculated into FST with a Baccalaureate Degree; however, the NWCC college computerized data system had ACT data on two of these students. Eight of the ten students with a

Baccalaureate Degree had no ACT data in the data system, and one student did not obtain a Baccalaureate degree prior to FST matriculation and had no ACT data. Thorough data searches of transcripts yielded no additional ACT data on these students.

Students’ composite ACT scores were entered into SPSS. Nine students, of the 39 in the study’s population, were lacking the composite ACT score.

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ACT Reading Sub-score. The ACT reading sub-score focuses on a student’s capacity to

distinguish main themes from minor and insignificant details, while incorporating information into ideas.

Students’ ACT reading sub-scores were entered into SPSS. Nine students, of the 39 in the study’s population, were lacking the ACT reading sub-score.

ACT Math Sub-score. The ACT math sub-score is designed to illustrate how ready students are

for college-level mathematics. Embalmers utilize math on a daily basis to calculate embalming fluid concentration levels and for restorative art techniques. In addition, calculators are not permitted for use on the NBE. ACT math sub-score may indicate students at risk.

Students’ ACT math sub-scores were entered into SPSS. Nine students of the 39 in the study’s population were lacking the ACT Math Sub-score.

ACT English Sub-score. The ACT English sub-score demonstrates a student’s knowledge of

grammar, writing abilities, and vocabulary skills.

Students’ ACT English sub-scores were entered into SPSS. Nine students of the 39 in the study’s population were lacking the ACT English Sub-score.

ACT Science Sub-score. The ACT Science sub-score is devised to interpret a student’s grasp

on scientific methods, data analysis, and conceptual thinking. Much of the art and science of embalming incorporate high-level conceptual thinking and problem-solving capabilities. ACT science sub-score may be an indicator of a student’s ability to succeed on the NBE.

Students’ ACT science sub-scores were entered into SPSS. Nine students, of the 39 in the study’s population, were lacking the ACT Science Sub-score.

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