Effectiveness of freshman seminars and first year programs on[1]

Effectiveness of Effectiveness of Freshman Seminars and Freshman Seminars and First-Year Programs on First-Year Programs on

Student RetentionStudent RetentionThesis DefenseThesis Defense

PRESENTER: DEBRA JOHNSONPRESENTER: DEBRA JOHNSONADVISOR: DR. DAVID ADVISOR: DR. DAVID

ROBINSONROBINSON June 23, 2012June 23, 2012

Kaplan UniversityKaplan UniversityDesmoine, IowaDesmoine, Iowa

Statement of the ProblemStatement of the Problem

Retaining a student is fundamental to Retaining a student is fundamental to the ability of an institution to carry the ability of an institution to carry out its mission.out its mission.

A high attrition rate is a fiscal A high attrition rate is a fiscal problem for schools.problem for schools.

Loss of tuition Loss of tuition

Loss of majors in some departmentsLoss of majors in some departments

MethodologyMethodology

Research QuestionResearch Question ““What are the correlation of freshman What are the correlation of freshman

seminars and first-year experiences on seminars and first-year experiences on student persistence and retention?”student persistence and retention?”

Research HypothesisResearch Hypothesis

““Students who participate in freshman Students who participate in freshman seminars and first-year experiences tend to seminars and first-year experiences tend to persist to the sophomore year.”persist to the sophomore year.”

MethodologyMethodology

ParticipantsParticipants

Sophomore Students Sophomore Students at at

George Fox University George Fox University

Sophomore Students Sophomore Students at at

George Fox University George Fox University

MethodologyMethodology

Independent Independent Variables :Variables :

Academic AdvisingAcademic Advising

OrientationOrientation

Financial AidFinancial Aid

Student Student InvolvementInvolvement

Dependent Dependent VariablesVariables

Student RetentionStudent Retention

PersistencePersistence

Mediating VariablesMediating Variables

AgeAge GenderGender Race/EthnicityRace/Ethnicity

Attendance Attendance StatusStatus

Attendance Attendance Status in FamilyStatus in Family

Freshman Freshman seminarseminar

InstrumentationInstrumentationQuantitative Online SurveyQuantitative Online Survey

5-Point Likert Scale5-Point Likert Scale

1= Strongly disagree 1= Strongly disagree 2= Disagree2= Disagree 3= Neither disagree nor agree3= Neither disagree nor agree 4= Agree4= Agree 5= Strongly Agree5= Strongly Agree(Created within SurveyMonkey.com)(Created within SurveyMonkey.com)

DATA ANALYSISDATA ANALYSIS

Descriptive Descriptive StatisticsStatistics

Inferential Inferential StatisticsStatistics

Spearman Rho (Rank Spearman Rho (Rank Order) CorrelationOrder) Correlation

Pearson Moment (Pearson Moment (r)r)One-tail test Significant One-tail test Significant

((p<p<0.01)0.01)

Hypothesis TestingHypothesis TestingOne Tail t TestOne Tail t Test

((p p < 0.05)< 0.05)95%Conficence95%Conficence

IntervalInterval

meanmean

modemode

medianmedian

rangerange

Standard deviationStandard deviation

DATA ANALYSIS AND DATA ANALYSIS AND FINDINGSFINDINGS

DemographicsDemographicsGender/Age (N=137)Gender/Age (N=137)Missing (female 25) or Missing (female 25) or

olderolder

*Females 18-25 – 60.2%*Females 18-25 – 60.2%Males 18-25 – 38.2%Males 18-25 – 38.2%Males 25 or older – 1.5%Males 25 or older – 1.5%

Indicates more females Indicates more females than males attending than males attending college on a full-time college on a full-time basisbasis

*Indicates large *Indicates large percentage of students percentage of students are traditional students are traditional students attending full-time.attending full-time.

39% of nontraditional 39% of nontraditional students are male students are male attending full-timeattending full-time

Race/Ethnicity Race/Ethnicity (N=137)(N=137)

Hispanic/Latinos 3.7%Hispanic/Latinos 3.7%

American Indian/Alaskan American Indian/Alaskan Natives 1.5%Natives 1.5%

*Black or African American *Black or African American 1.5%1.5%

Asian 11.1%Asian 11.1%

*White 82.2%*White 82.2%

DemographicsDemographics

AttendanceAttendance (N=137)(N=137)Total Responses 130Total Responses 130

*Full-time student *Full-time student >Participated in first->Participated in first-year seminar 89.2%year seminar 89.2%

Full- time student >Did Full- time student >Did not participate in first-not participate in first-year seminar 10.8%year seminar 10.8%

Part-time students (No Part-time students (No responses)responses)

Attendance Status in Attendance Status in familyfamily (N=137) (N=137)

Total Responses 130Total Responses 130

First to attend college in First to attend college in family -20.8%family -20.8%

*Not the first to attend *Not the first to attend college in family 79.2%college in family 79.2%

Cumulative StatisticsCumulative Statistics

Mean 3.10-4.00Mean 3.10-4.00Median 3.00-4.29Median 3.00-4.29Mode 4.00-5.00Mode 4.00-5.00Std. Deviation 0.82-1.17Std. Deviation 0.82-1.17Range 4.00Range 4.00

Indicates that perceptions among Indicates that perceptions among all variables tested were all variables tested were normally distributed and normally distributed and clearly assumes a normal clearly assumes a normal distribution as evidenced by distribution as evidenced by the 3 middle scores on the bell the 3 middle scores on the bell curve; the spread of scorescurve; the spread of scores were not statistically were not statistically significant.significant.

30%-40% or greater on all 30%-40% or greater on all responses indicated that responses indicated that students were satisfied with students were satisfied with the level of academic advising, the level of academic advising, financial aid, Genesis, First-financial aid, Genesis, First-Year seminar as well as Year seminar as well as student involvement student involvement experiences on campus. of experiences on campus. of these responses, the lowest these responses, the lowest responses was 1.0%.responses was 1.0%.

CorrelationsCorrelationsOrientation/Genesis (Orientation/Genesis (p < p < 0.01)0.01)

Pearson CorrelationPearson Correlation

Perfect positive correlations of Perfect positive correlations of ((r=r=1.00) indicate there is a 1.00) indicate there is a direct association between direct association between variables, shows a strong variables, shows a strong linear relationship. and linear relationship. and suggests that Weaker suggests that Weaker correlations (correlations (rr= 0.40) = 0.40) indicated students who did indicated students who did not participate in an not participate in an orientation program.orientation program.

Alpha levels (Alpha levels (p<p<0.000) 0.000) indicated no difference.indicated no difference.

Spearman Rank OrderSpearman Rank Order

Triangulation of Spearman Triangulation of Spearman Rank Order with the Rank Order with the Pearson Correlation are Pearson Correlation are symmetricalsymmetrical and Also and Also shows a strong linear shows a strong linear relationship which relationship which substantiates these results.substantiates these results.

Results suggests that Results suggests that orientation programs orientation programs are effective.are effective.

FIRST-YEAR SEMINAR (FIRST-YEAR SEMINAR (p < p < 0.01)0.01)Pearson CorrelationPearson Correlation

Correlations (r=0.50) or Correlations (r=0.50) or greater between variables greater between variables indicate a strong indicate a strong relationship; correlations relationship; correlations ((rr=1.00) shows a perfect =1.00) shows a perfect positive relationship and a positive relationship and a direct linear relationship. direct linear relationship. These are indicated by These are indicated by students who participated students who participated in a first-year seminar.in a first-year seminar.

correlations (correlations (r=r=0.40) indicate 0.40) indicate a weak correlation, and a weak correlation, and also indicate students who also indicate students who did not participate in a did not participate in a first-year seminar.first-year seminar.

Spearman Rank OrderSpearman Rank Order Triangulation of Spearman Triangulation of Spearman Rank Order with the Pearson Rank Order with the Pearson Correlation are symmetrical Correlation are symmetrical

and Also shows a strong and Also shows a strong linear relationship which linear relationship which

substantiates these results.substantiates these results.

Results suggests that first-Results suggests that first-year seminars are year seminars are effective.effective.

One-Tail t Test Genesis (One-Tail t Test Genesis (p p < 0.05)< 0.05)

Test Value +1.65 (95% Test Value +1.65 (95% probability)probability)

Result indicated there is a Result indicated there is a significant difference in significant difference in students who participated students who participated in Genesis and student not in Genesis and student not participating. participating.

95% Confidence Interval of 95% Confidence Interval of the Difference in the Upper the Difference in the Upper TailTail

Lowest to HighestLowest to Highest2.10-2.482.10-2.48Mean Difference – Lowest to Mean Difference – Lowest to

HighestHighest

1.88-2.301.88-2.30Assumes a Normal DistributionAssumes a Normal DistributionThe null hypothesis (The null hypothesis (Ho) Ho)

Rejected; the test statistic Rejected; the test statistic falls within the critical falls within the critical region. (Type I Error)region. (Type I Error)

One-Tail t Test First-Year Seminar (One-Tail t Test First-Year Seminar (p p < 0.05< 0.05))Test Value +1.65 (95% probability)Test Value +1.65 (95% probability)95% Confidence Interval of the 95% Confidence Interval of the

Difference in the Upper TailDifference in the Upper Tail

Lowest to Highest:Lowest to Highest:1.86-2.261.86-2.26

Mean Difference – Lowest to Mean Difference – Lowest to Highest:Highest:

1.66-2.091.66-2.09

Results indicate a statistically Results indicate a statistically significant difference in significant difference in students participating in students participating in First-Year Seminars and First-Year Seminars and students not participating in students not participating in First-Year Seminars.First-Year Seminars.

Assumes a normal distribution; Assumes a normal distribution; the (the (HoHo) null hypothesis ) null hypothesis rejected.rejected.

Test statistic falls within the Test statistic falls within the critical region (Type I Error)critical region (Type I Error)

95% Probability Rule95% Probability Rule

Assumptions and LimitationsAssumptions and Limitations Research corresponded with the statistical analyses used to Research corresponded with the statistical analyses used to

analyze the data.analyze the data.

Relationships between the independent variables and the Relationships between the independent variables and the dependent variables are bivariately normally distributed.dependent variables are bivariately normally distributed.

Primary limitation relates to sample size and measurement Primary limitation relates to sample size and measurement of attributes such as gender, race and ethnicity, age, of attributes such as gender, race and ethnicity, age, attendance, attendance status due to sample size.attendance, attendance status due to sample size.

Possible primary limitation is range of the data through Possible primary limitation is range of the data through exclusion of missing values; this could have skewed results exclusion of missing values; this could have skewed results significantly in either direction.significantly in either direction.

Other variables not used in the study that may predict Other variables not used in the study that may predict retention and persistence could have been statistically retention and persistence could have been statistically significant.significant.

Amount of variance unaccounted for suggests others Amount of variance unaccounted for suggests others variables not outlined in the literature review may be variables not outlined in the literature review may be significant in predicting persistence and retention.significant in predicting persistence and retention.

Recommendations For Future ResearchRecommendations For Future Research

Conduct surveys in class to ensure 100% student participation.Conduct surveys in class to ensure 100% student participation.Conduct surveys that disaggregate the population into groups. Conduct surveys that disaggregate the population into groups. Conduct a quantitative-qualitative survey that would produceConduct a quantitative-qualitative survey that would produce data about :data about : GenderGender MajorsMajors RaceRace EthnicityEthnicity Residential StatusResidential Status

Advantages: Advantages: Obtaining a larger sample sizeObtaining a larger sample size Allows for some subjectivityAllows for some subjectivity Better determine the specific needs of each groupBetter determine the specific needs of each group

Disadvantage:Disadvantage:Coding of responsesCoding of responses

Future ImplicationsFuture Implications

Results shows that participating in first-year initiatives is a Results shows that participating in first-year initiatives is a potentially significant factor when it comes to student potentially significant factor when it comes to student attrition, but in combination with other factors.attrition, but in combination with other factors.

No one factor is a sole predictor of potential attrition, but it No one factor is a sole predictor of potential attrition, but it is a mixture of variables that the propensity for attrition.is a mixture of variables that the propensity for attrition.

Further investigation would benefit students as well as Further investigation would benefit students as well as encourage them to persist; thus, decreasing drop-out rates encourage them to persist; thus, decreasing drop-out rates of colleges and universities.of colleges and universities.

Research adds to the growing body of knowledge in that Research adds to the growing body of knowledge in that student perception is a great indication of how effective first-student perception is a great indication of how effective first-year initiatives areyear initiatives are

ConclusionConclusion Higher persistence rates are Higher persistence rates are

associated with high response associated with high response rates on the Likert Scale, and rates on the Likert Scale, and strong correlation coefficients.strong correlation coefficients.

Wide gaps in responses and Wide gaps in responses and weak correlations indicate a weak correlations indicate a need to examine specific areas need to examine specific areas closer.closer.

There is a need for all “first-There is a need for all “first-time in college” students to time in college” students to participate in freshman participate in freshman seminars and first-year seminars and first-year programsprograms

Research hypothesis was Research hypothesis was validated:validated: “Students who “Students who participate in freshman participate in freshman seminars and first-year seminars and first-year programs will tend to persist programs will tend to persist to the sophomore year.”to the sophomore year.”

Research question was Research question was answered:answered: “What are the “What are the correlations between correlations between freshman seminars and freshman seminars and first-year initiatives?”first-year initiatives?”

Correlations showed that Correlations showed that there is a positive linear there is a positive linear relationship in students relationship in students who participate in freshman who participate in freshman seminars and first-year seminars and first-year programsprograms..

Hypothesis testing Hypothesis testing demonstrated that there is a demonstrated that there is a statistical significance in statistical significance in students who participate in students who participate in first-year initiatives and a first-year initiatives and a difference in nonparticipants difference in nonparticipants as evidenced by a 95% as evidenced by a 95% probability confidence intervalprobability confidence interval