Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
In the United States, traditionally aged first-year students enrolled in post-secondary education are highly at risk of not persisting through their first year and, therefore, on to graduation (Barefoot, 2004; Tinto, 1993). Several interventions across the United States exist to improve retention rates of these students, including First-Year Experience programs (FYE; National Resource Center, 2017). The purpose of this study was to determine if enrollment in a first-year seminar (FYS) or learning community (LC) helped to predict student success controlling for demographic and academic characteristics. Archived data, including five cohorts of students, were obtained from a mid-sized, Midwestern, public, four-year institution. A quantitative methodology was used that included multiple linear regression to predict second semester cumulative GPA. The resulting model showed enrollment statistical significance overall controlling for multiple demographic and academic variables ( F [17, 10937] = 360.2, p < .05, R 2 = .359); however the variables including enrollment in the FYE curriculum were not statistically significant contributors. These findings aligned with previous research conducted demonstrating mixed results among the success of FYE. Some themes arose, including a stronger predictive ability for students with a higher high school GPA and financial need. Limitations of the study, implications for practice, and suggestions for future research are presented as well.
Recommended Citation
Thomas, Joseph D., "The Impact Of First-Year Seminars And Learning Communities On First- To Second-Year Retention In Higher Education" (2020). All-Inclusive List of Electronic Theses and Dissertations. 2122.
https://scholars.indianastate.edu/etds/2122