A study of students on academic probation at the College of the Bahamas

Date of Award




Degree Name

Doctor of Education (Ed.D.)


Educational Leadership

First Committee Member

John H. Croghan - Committee Chair


The purpose of this study was to (A) identify and analyze factors contributing to academic probation of College of Bahamas (COB) students, (B) determine the congruence or incongruence of factors, identified by COB personnel and students, that contribute to academic probation, and (C) make recommendations that, if implemented, should reduce the number of students on academic probation and assist COB personnel in improving assistance for students on academic probation.The three research questions and their findings were: (1) What were the academic characteristics of COB students on academic probation? Academic characteristics were: 49% were assigned to Intermediate English 1; 59% were assigned to College Prep Mathematics 11; and English and Mathematics were the most frequently failed courses. (2) What were the demographic characteristics of COB students on academic probation? Demographic characteristics were: 66% were female and represented 70% of total enrollment; subjects represented nine religious preferences with majority, 34% being Baptists; 70% from Nassau; 96% were Bahamian representing 97% of total enrollment. (3) What factors did students and COB personnel regard as contributing to academic probation? COB personnel identified low academic ability (36%), personal problems (21%), and poor transition to college (10%) as the main reasons for academic probation. Students indicated that personal problems (15%), poor study habits (10%), and low academic ability (7%) as the main reasons for academic probation.The Force Field Analysis Model identified a number of internal and external negative and positive influences on the students. Overall, the influences identified in the model and those identified by COB personnel showed considerable contrast.Conclusions included the following: (A) Academic probation of COB students was due to a variety of factors. (B) Reasons for academic probation identified by students and COB personnel were similar to those identified by students at comparable institutions. (C) The COB has not provided adequate performance monitoring procedures to assist students prior to academic probation and after the academic probation period had ended.


Education, Guidance and Counseling; Education, Higher

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