An explanatory mixed methods inquiry into the academic experience of nontraditional community college students

The purpose of this study was to investigate the perceptions of nontraditional students regarding their academic experiences at a community college in North Central Texas. An explanatory mixed methods research design was used in which quantitative and qualitative procedures were included.;The quantitative component was the initial method of gathering data. Preexisting raw data from the administration of the Noel-Levitz Student Satisfaction Inventory was obtained from the office of Enrollment Management and Institutional Studies at the college. The survey had been given to students in intact classes selected by the Dean of Enrollment Management. A judgment sampling technique was used to select the classes that were included in this study. Data from this survey were used to compare the levels of importance and satisfaction that nontraditional and traditional students placed on four aspects of their academic experiences---Academic Advising, Academic Services, Instructional Effectiveness, and Campus Support Services. Eight hypotheses were tested using an independent samples t test to compare the means of the two groups. The findings showed that, overall, nontraditional students placed greater importance on the tested items than did traditional students and that nontraditional students expressed greater satisfaction on the tested items than did traditional students.;The qualitative follow-up phase sought to provide more in-depth explanation of the findings from the quantitative phase. Eight purposefully selected participants were interviewed using a prepared Interview Protocol Form. The interviewees were 4 males and 4 females whose ages ranged from 26 to 68. The digitally-recorded interviews were transcribed and organized. The anecdotal responses were analyzed and coded to highlight emerging themes within the predetermined categories of precollege factors, situational factors, and institutional factors. The themes that emerged within the category of precollege factors were lack of direction, early marriage, and work-related injury. The themes within situational factors were family responsibility, career change, and being older. The themes within institutional factors were academic advising, new student orientation, schedules of services, and child care assistance.