Factors related to progress towards completion of correspondence courses in a baccalaureate nursing programme

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Abstract
This study focuses on the instructional technique of correspondence instruction--the learner, the setting, and the problem of course non-completion. The purpose of this study was to develop a model of completion of correspondence courses which identifies factors related to progress towards course completion. The objectives were to estimate the model and identify factors associated with course completion. The causal model for this study was adapted from Bean's synthetic model of student attrition from institutions of higher education. Data to test the model were obtained from a questionnaire, transcripts, and progress records of students enrolled in independent study programme courses and declaring a nursing major. Eleven variables in the model estimated in this study accounted for 44% of variance in course progress. Students making progress intended completing the course in 3 months, submitted the first lesson within 40 days, had high SAT scores and GPAs, completed (and did not drop) other correspondence courses, perceived family support but not employer support, had high goals for completing the programme and obtaining the BSN, lived closer to the instructor, and entered the nursing programme with college preparation (as a registered nurse). The model can be used for understanding and explaining progress toward course completion as well as the distance education setting of correspondence instruction. The intent variable explains most variance and can be measured while students are enrolled in the course. The lesson submission variable is theoretically justified.