Business Student Retention Research Project

CMU Business Student Retention Research Report
May 6th, 2016
Dr. Morgan Bridge
Mav Retention
Cody Daniels, Alberto Delgado, Omar Delgado, Gina Jagoda, Matt Merola
Colorado Mesa University Department of Business
Marketing Research 350 Section 001

CMU Business Student Retention 1
Table of Contents
Executive Summary............................................................................................................................5
Project Background.........................................................................................................................5
Research Questions ........................................................................................................................6
Concise Statement of Method.........................................................................................................7
Summary of Major Findings.............................................................................................................7
Conclusions & Recommendations....................................................................................................8
Introduction.....................................................................................................................................16
Background Information................................................................................................................16
Research Questions ......................................................................................................................17
Research Methodology....................................................................................................................19
Secondary Data ............................................................................................................................19
Primary Data................................................................................................................................19
Research Population.....................................................................................................................20
SamplingPlan...............................................................................................................................21
Sampling Type..............................................................................................................................21
Statistical Results.............................................................................................................................23
Question #1..................................................................................................................................23
1.1 Descriptive, Descriptive........................................................................................................23
1.2 Means Based Crosstab Q1 Graduate CMU * Q5 Join a Club or Organization ............................24
1.3 Means Based Crosstab Q1 Graduate CMU * Q15 Campus, Classrooms, Facilities .....................24
1.4 Means Based Crosstab Q1 Graduate CMU * Q21 FBS Contributed to Retention.......................25
1.5 Descriptive Based Crosstab Q10 Use TLC * Q1 Graduate CMU ................................................26
1.6 Descriptive Based Crosstab Q14 Quality of Education * Q15 Campus, Classrooms, Facilities.....27
Question #2..................................................................................................................................28
2.2 Independent Sample Test Q34 Current GPA * Q1 Graduate CMU ...........................................29
2.3 Descriptive Based Crosstab Q1 Graduate CMU * Q25 Economy Affects Retention ...................30
2.4 Descriptive BasedCrosstabQ1Graduate CMU * Q23 AcademicSupportHelpsKeepme in
School ......................................................................................................................................31
2.5 Descriptive Based Crosstab Q13 Tuition and Fees * Q17 Access to Financial Aid......................32

2.6 Descriptive BasedCrosstabQ9MeetAcademicAdvisor*Q23 AcademicSupportHelpsKeep me
in School...................................................................................................................................33
Question #3..................................................................................................................................34
3.2 Descriptive Based Crosstab Q1 Graduate from CMU * Q28 Gender.........................................35
3.3 Descriptive Based Crosstab Q1 Graduate CMU * Q39 Learning Style.......................................36
3.4 Descriptive Based Crosstab Based Q1 Graduate from CMU * Q6 Attend Class Regularly...........37
3.5 Descriptive Based Crosstab Q24 Passion for Field of Work * Q28 Gender................................38
3.6 One Way Anova Q36 Hours Worked * Q34 Current GPA ........................................................39
3.7 Descriptive Based Crosstab Q6 Attend Class Regularly * Q36 Hours Worked Per Week............40
3.8 Means Based Crosstab Q1 Graduate from CMU * Q31 Student Race.......................................41
Question #4..................................................................................................................................42
4.2 Means Based Crosstab Q1 Graduate CMU * Q37 Economic Family Status ...............................42
4.3 Means Based Crosstab Q1 Graduate CMU * Q35 Education of Parents....................................43
4.4 Descriptive Based Crosstab Q2 Receive Emotional Support * Q1 Graduate CMU .....................44
4.5 Descriptive Crosstab Q27 Parents Expectations * Q1 Graduate CMU ......................................45
4.6 Linear Regression Q37 Economic Family Status......................................................................46
4.7 PairedSamplesT-TestQ2Receive EmotionalSupport*Q27 ParentsExpectationsInfluenced
College .....................................................................................................................................46
4.8 Independent Samples Test Q2 Receive Emotional Support * Q28 Gender................................47
Question #5..................................................................................................................................48
5.2 Descriptive Based Crosstab Q3 Financial Support * Q1 Graduate CMU....................................49
5.3 Descriptive BasedCrosstabQ18Educationto Employment*Q26 JobMarket Motivates
Retention..................................................................................................................................50
5.4 Descriptive BasedCrosstabQ26Job MarketMotivatesRetention*Q25 EconomyAffects
Retention..................................................................................................................................51
5.5 Independent Samples Test Q3 Financial Support * Q13 Tuition and Fees ................................52
5.6 Descriptive Based Crosstab Q18 Education to Employment * Q25 Economy Affects Retention.53
Question #6..................................................................................................................................54
6.2 Descriptive Based Crosstab Q22 Socially Connectedness * Q1 Obtaining Degree from CMU.....55

6.3 Descriptive Based Crosstab Q1 Obtaining Degree from CMU * Q9 Meet Academic Advisor......56
6.4 Linear Regression Q1 Obtaining Degree from CMU, Q4, Q9, Q10, Q14, Q22, Q23 ....................57
6.5 Paired Samples Test Q10 Using the TLC * Q14 Quality of Education at CMU ............................57
Question #7..................................................................................................................................58
7.1 Frequency Distribution Q39 Learning Style............................................................................58
Pie Chart......................................................................................................................................59
Why Student Wouldn’t Complete Their Degree at CMU...............................................................59
Conclusions & Recommendations.....................................................................................................61
Limitations ...................................................................................................................................68
Appendix A: Frequency Distribution .................................................................................................71
Appendix B: Questionnaire...............................................................................................................94
Appendix C: Literature Review.........................................................................................................97

Executive Summary

Executive Summary
Project Background
The purpose of this study was to design and collect data and findings on the contributing
factors in retention for the students in the department of business programs at Colorado Mesa
University. Our professor Deborah Parman directed and supervised our class all semester long
for the research of this study. Our group for our marketing research class focused completely on
the upper division students (sophomores, juniors, and seniors) in the business program for the
course of this study. As a class, our group developed a survey questionnaire that our group
believed would produce dependable and accurate data that into interesting findings of
contributing factors on what accounts for student retention and departure at Colorado Mesa
University. After printing the final questionnaire surveys, our group administered these surveys
to multiple upper division business classes to collect data. This data was then collected and
inputted onto a software program called SPSS so the data could be analyzed. The results of this
analysis are presented in this report.

Research Questions
1. What are some institutional values/practices that positively affect student retention in
higher education? i/e., what prevents students from leaving before the completion of
their course of study?
2. Why do college students depart voluntarily from their institutions? What accounts for
student departure?
3. Do individual characteristics (academic ability, race, or gender) play a role in the college
student departure/retention process?
4. Do family background characteristics (family socioeconomic status, parental educational
level, and parental expectations) play a role in the college student departure/retention
process?
5. How do external factors, such as a weak economy or doubtful job outlook impact
retention rates at institutions of higher education?
6. Compare and contrast the effectiveness of academic vs. social support in boosting rates of
retention at institutions of higher education?
7. Do student learning styles affect retention rates?

Concise Statement of Method
In the early stages of this project, our group conducted a literature review that came from
research for relevant information on each of the seven research questions. Our group then
accumulated the information our group found into a literature review to provide background
knowledge and understanding on research already done on what accounts for students retention
and departure at academic institutions. This research and findings on the subject helped our
marketing class in developing questions that should be asked on the business student retention
survey. The data that was collected was from using non-probability convenience sampling and
questions used were ordinally-interval hybrid scales with sematic differential. At Colorado Mesa
University there are approximately 1400 students enrolled in the upper division business classes
and our group collected a population sample size of 480. To figure out our confidence interval,
our group had to use the sample size calculator which our group found we had a confidence
interval of +/- 4.
Summary of Major Findings
The information that our research gathered from analyzing the data that our group
received had revealed some interesting findings related to the student retention and departure in
the department of business programs at Colorado Mesa University. The research revealed that
the issues of student retention are multifaceted and there is no one factor that determines whether
or not a student is likely to finish their degree program at Colorado Mesa University. Of the
respondent’s 32.38% identified that the most likely reason they would not complete their course
of study at CMU would be financial reasons.

Conclusions & Recommendations
1. What are some institutional values/practices that positively affect student retention
in higher education? i/e., what prevents students from leaving before the
completion of their course of study?
Our group can conclude that the top factors ran in our descriptive statistics that
keep upper division business students at CMU are campus, classrooms, facilities, class
sizes department of business, quality of education, and business classes available. Also,
our group can conclude that most of the upper division business students are very
satisfied with the CMU campus, classrooms, and facilities of students being very satisfied
and will most likely graduate from CMU.
Recommendation:
Our group recommend that join a club or organization and the usage of the TLC
continue to be promoted because out of all the factors that affected CMU retention
positively, those were the lowest satisfaction. CMU needs to continue to promote all the
networking opportunities and the benefits in joining a club or organization so that more
students are satisfied with the clubs and organizations on campus and in particular, the
CMU business clubs.
2. Why do college students depart voluntarily from their institutions? What accounts
for student departure?
Throughout this project, our group were able to conduct various tests, which
allowed us to find the top three factors that impact why college students depart
voluntarily form their institutions. These three top factors are: Tuition and Fees,
Economy Affects Retention, and Academic Support Helps Keep Me in School. The

group can go ahead and conclude what accounts for upper division business student’s
departures. Tuition and fees are getting higher, the economy does not allow students to
maintain in school, and those students do not receive the academic support needed for
them to graduate from CMU.
Recommendation:
After analyzing what makes students depart voluntarily and what accounts for
student’s departure, our group recommends that CMU should not consider increasing
tuition and fees so much in a very short amount of time. A reason various students come
to CMU is because it is one of the lower cost universities in Colorado; however, if tuition
increase dramatically within couple of years, most students will not be able to keep
affording going to school. Another recommendation is to have CMU reach out and help
students who are truly getting affected by the economy and might not be able to continue
going to school. This would not only create a great press for CMU, but could also attract
more students. The last recommendation made was if CMU could also reach out to
students who need more academic support. Perhaps CMU could make an “Academic
Support Center”, where it allows students to go there and get the support and advice
needed.
3. Do individual characteristics (academic ability, race, or gender) play a role in the
college student departure/retention process?
In the process of performing hundreds of tests at different test levels our group
found factors in individual characteristics that have an effect in the way that college
students perceive their education and graduating from CMU. The question race and

likelihood to graduate from CMU showed the most intriguing result where students
coming from minorities had higher mean responses on likelihood to stays and graduate
from CMU even though they are way underrepresented in the business department. This
result might have some factors such as students coming from minorities usually have less
economic support from parents than those who are the majority and have more economic
support to go or transfer to other universities away from home, that comes with more
expenses.
It was also interesting to find that students working 10-30 hours are more likely to
attend class than students working only 0-9 hours, it does look like this individual
characteristic plays a role on how much effort students put into attending class, at the
same time where hours worked have no effect on student’s GPA. One would think that
the most you work the less effort and time is put into a grade and consequently an overall
GPA. Another interesting finding was that students with concrete random learning styles
are less likely to graduate from CMU in contrast of the other three learning styles. This
could be accounted that it is hard for students with this style to create formal reports,
have routines; redoing papers once it’s done, choosing only one answer and having no
other options. The business department teachers sometimes have firm rules on their
teaching, which could have an effect on students with this learning style.
Recommendation:
Not all individual characteristics play a role in the performance of students
attending CMU and consequently graduating from CMU. Although, there is still room for
improvement for example in attracting more students from different races to have a more

balances diversity in the business department, and at the same time increase the rate of
retention on those that are in the majority race in the business department. This could be
done promoting the importance of diverse business people in a global business industry.
For the majority it could be promoted and proved that Colorado Mesa University has the
same and/or higher quality level of educations that those bigger universities have in other
states or bigger cities. It does not seem like there is a lot the business department can do
about concrete random learners because the world of business there are really tight
deadlines and failures, which need to be redone. A lot of the time in the business world
there has to be really good formal reports. It may be that this learning style just does not
go along with the business world.
4. Do family background characteristics (family socioeconomic status, parental
educational level, and parental expectations) play a role in the college student
departure/retention process?
After running these tests, our group can conclude that the top family background
characteristic ran in our descriptive statistics that keeps upper division business students
at CMU is emotional support. The data also stated that parental expectations and financial
support are top contributing variables for student retention. From additional tests ran, the
group can also conclude that a student’s economic family status and the education of their
parents contribute to the retention of upper division business students.
Recommendation:
Based on the data, the university should consider reaching out to parents of
students as soon as the students begin to attend and through their experience at CMU. By

reaching out and elaborating on the importance of their involvement with their loved
ones, the university can capitalize on building an emotionally strong student-parent
relationships to better control the outcome of student retention. A common pattern or
trend is for parents to drop their loved ones off at college to learn on their own and from
experience. This is a great idea when it comes to learning responsibilities but the result
can be negative without a consistent emotional connection to home and remembering
why a student is put there in the first place. Strengthening relationships at home will
overall grow larger retention rates for upper division business students.
Our group found that external factors that lead to doubtful job outlook impact
have a big impact on retention. The question, do you agree that education at CMU will
lead to desired employment is one of the biggest factors, and the current economy has
affected their decision to stay in school is the less likely external reason for business
student retention.
Recommendation:
A weak or unstable economy does play a role in a student’s decision to remain in
school. CMU should provide students ongoing information related to potential economic
outlooks and job opportunities for when they enter the job market. The group
recommends that CMU keeps improving their education to employment and financial
support. This is recommended because our group found that all the upper division
students that took the survey strongly agree that their education at CMU will lead to

desired employment and the current economy has affected their decision to stay in
school. The group also recommends that CMU really emphasizes on helping the
graduating students find employment and their desired job when they receive their
business degree.
6. Compare and contrast the effectiveness of academic vs. social support in boosting
rates of retention at institutions of higher education?
Our group can conclude that the largest factors dealing with the social and
academic support and how it effects on the retention rate are meeting with academic
advisors, socializing, and academic support (TLC) and participation in campus activities.
These are the most important relevant factors that motivates student at CMU to continue
on and get a degree from CMU. Socializing was also one of the most important factors
for students when it comes to continuing their education at CMU with the mean answer
being 4.04.
Recommendation:
The group recommends that the use of academic advisors and getting involved
with groups of fellow students whether it is clubs and organizations or just a group of
friends can improve the quality and outcomes of college to the students at CMU. The
guidance and academic support that advisors provide students should be more
encouraged.
It appears that learning styles don’t have much of an effect on retention rates. The
different learning styles are somewhat close in their overall percentages with abstract

random having an overall percentage of 29.9 (+/- 4), abstract sequential 28.8% (+/- 4),
and concrete sequential 26.1 (+/- 4). The learning style that had the least overall
percentage was the concrete random learning style with 15.2% (+/- 4).
Recommendation:
The learning objectives for the upper division business student’s focus on helping
students identify their learning style and how to best utilize their learning style to increase
success and satisfaction at CMU. Not only will this help instructors reach a variety of
students through multiple teaching methods, but it will also ensure that student’s needs
are being met.

Introduction

Introduction
Background Information
The purpose of this study was to design and collect data and findings on the contributing
factors in retention for the students in the department of business programs at Colorado Mesa
University. Our professor Deborah Parman directed and supervised our class all semester long
for the research of this study. Our group for our marketing research class focused completely on
the upper division students (sophomores, juniors, and seniors) in the business program for the
course of this study. As a class, our group developed a survey questionnaire that our group
believed would produce dependable and accurate data that into interesting findings of
contributing factors on what accounts for business student retention and departure at Colorado
Mesa University. After printing the final questionnaire surveys, the group administered these
surveys to multiple upper division business classes to collect data. Our group ended up with a
sample size of 1400 out of a sample population of 480 and found that there was a confidence
interval of +/- 4 by using the sample size calculator. This data was then collected and inputted
onto a software program called SPSS so the data could be analyzed. The results of this analysis
are presented in this report.

Research Questions
1. What are some institutional values/practices that positively affect student retention in
higher education? i/e., what prevents students from leaving before the completion of
their course of study?
2. Why do college students depart voluntarily from their institutions? What accounts for
student departure?
3. Do individual characteristics (academic ability, race, or gender) play a role in the college
student departure/retention process?
4. Do family background characteristics (family socioeconomic status, parental educational
level, and parental expectations) play a role in the college student departure/retention
process?
6. Compare and contrast the effectiveness of academic vs. social support in boosting rates of
retention at institutions of higher education?

Research Methodology

Research Methodology
The research our group conducted on the business student retention study report was
descriptive-quantitative. The research data that our group collected was to provide the class with
descriptive information on the quantitative results of the survey questionnaires. The descriptive-
quantitative research information our group found was then used to develop conclusions and
provide recommendations on the relationships and statistical significance that was uncovered in
the data set that leads to business student retention and departure at Colorado Mesa University.
Secondary Data
The secondary data information tends to be readily available and inexpensive to obtain.
The secondary data that was collected were from other sources that our group used in order to
research and record our findings in the literature review at the beginning of the semester of
student retention and departure at academic institutions. The articles in the literature review that
our group cited from were written by other people based on their own independent research and
findings. By quoting and using some of their research in the literature review means our group
used it as secondary data for our report. The purpose of using secondary data is so that primary
research that is being researched can be compared to data collected by other people because the
researcher does not have the ability to collect for themselves. It is also good to have secondary
data for background knowledge and information to your primary data so it can show the facts in
supporting researcher’s statements.
Primary Data
The primary data information is data that has been collected first-hand experience or data
that is generated by participants in a survey to help researchers with their study. In the study our

group conducted as a class the main form of primary data was the questionnaire surveys that our
group distributed to the upper division students that are enrolled in in the upper division business
classes for the Spring of 2016. Before handing out the survey, members of the marketing
research sections would explain who our group are, what the reasoning was in our class
surveying the students, and then our group explained the process to fill out each of the surveys to
the upper division business students. The group then collected the surveys from each class and
input the data onto SPSS and began to use analytical tools to discover statistical results such as
statistical significance and tendencies relating to student retention and departure among students
in the department of business at Colorado Mesa University.
Research Population
The population included in the research included all upper division business seminar
students attending class during the Spring of 2016 semester at Colorado Mesa University.
Sample Population: A total of 1400 students are enrolled in the upper division business classes at
CMU.
Sample Size: A total of 480 surveys were administered and made available to the upper division
business students at CMU.
Sample Type: Non-probability convenience sampling
Confidence Interval: The confidence interval was +/- 4. The confidence interval was calculated
using the Creative Research Systems Sample Size Calculator. The confidence level of 95% was
used.

Sampling Plan
1. Define target population
a. Colorado Mesa University Business Students
b. January 19th, 2016 – May 6th 2016
c. Upper division students
2. Data Collection method
a. Primary data: survey administered to upper division business classes
b. Secondary data: Literature review
3. Identify Sample size needed
a. 1400 upper division business students
4. Determine appropriate sampling method
a. Written survey was deemed appropriate
5. Determine necessary sample sizes
a. Our group determined that with a sample size of 1400 out of a sample population
of 480 there would have a confidence interval of +/- 4.
Sampling Type
Throughout the course of this semester project our group used a non-probability
convenience sampling plan for the purpose of this project. The non-probability part of the plans
means that the random selection is not involved in the sampling; this means that not all the
individuals that our group wanted to test and record data from have an equal chance of being
selected to take part for the survey. This sampling plan was used so our group could focus on the
upper division students exclusively, so the questionnaire surveys were only administered to
sophomore, junior, and senior students.

Statistical Results

Statistical Results
Question #1
1.1 Descriptive, Descriptive
Descriptive Statistics
N Mean
Graduate CMU 480 4.76
Campus,Classrooms,Facilities 480 4.42
Class Sizes Dept.of Bus 478 4.30
Quality of Education 479 3.95
Business Classes Available 479 3.64
Meet Academic Advisor 479 3.58
Access to Financial Aid 475 3.57
Academic SupportHelps Keep me in School 480 3.46
Tuition and Fees 478 3.37
Campus Activities 467 3.25
Join a Club or Organization 479 3.22
FBS Confirmed Concentration 285 2.94
FBS Contributed to Retention 286 2.81
Use TLC 478 2.49
Valid N (listwise) 269
In the descriptive, descriptive crosstab ran above, the means for the 14 different survey
questions are calculated and listed in descending order. The means were based on a Likert scale
of 1 being less satisfied and 5 being most satisfied. These questions correlated with the positive
retention rates of upper division CMU business students and what affects them from
staying/leaving.

1.2 Means Based Crosstab Q1 Graduate CMU * Q5 Join a Club or Organization
Q1 Graduate CMU * Q5 Join a Club or Organization
Graduate CMU
Join a Club or Organization Mean N % of Total N
Very Unlikely 4.80 74 15.4%
2 4.59 81 16.9%
3 4.82 107 22.3%
4 4.71 99 20.7%
Very Likely 4.86 118 24.6%
Total 4.76 479 100.0%
In the means based crosstab ran above, shows the percentage for upper division business
students that said they would join a club or organization and how likely they are to graduate from
CMU. Out of all the upper division students that took the survey 24.6% (+/- 4) of them said they
are very likely to join a club or organization before they graduate from CMU.
1.3 Means Based Crosstab Q1 Graduate CMU * Q15 Campus, Classrooms, Facilities
Q1 Graduate CMU * Q15 Campus, Classrooms, Facilities
Graduate CMU
Campus,Classrooms,
Facilities
Mean N % of Total N
2 3.67 6 1.3%
3 4.28 36 7.5%
4 4.81 190 39.6%
Very Satisfied 4.83 248 51.7%
Total 4.76 480 100.0%
In the means based crosstab ran above, shows the percentage for upper division business
students of how satisfied they are with CMU’s campus, classrooms, and facilities and how likely
they are to graduate from CMU. Out of all the upper division students that took the survey 51.7%
(+/- 4) of them said that they are very satisfied with the CMU’s campus, classrooms, and
facilities.

1.4 Means Based Crosstab Q1 Graduate CMU * Q21 FBS Contributed to Retention
Q1 Graduate CMU * Q21 FBS Contributed to Retention
Graduate CMU
FBS Contributed to
Retention
Mean N % of Total N
Strongly Disagree 4.72 64 22.4%
2 4.76 51 17.8%
3 4.82 84 29.4%
4 4.73 49 17.1%
Strongly Agree 4.84 38 13.3%
Total 4.78 286 100.0%
In the means based crosstab ran above, shows the percent for upper division business
students that said the FBS class contributed to their retention and how likely they are to graduate
from CMU. Out of all the upper division students that took the survey 29.4% (+/- 4) of them said
they agree that the FBS class contributed to their retention.

1.5 Descriptive Based Crosstab Q10 Use TLC * Q1 Graduate CMU
Q10 Use TLC * Q1 Graduate CMU Crosstabulation
Graduate CMU Total
Very Unlikely 2 3 4 Very Likely
Use TLC
Very Unlikely
Count 0 0 2 8 119 129
% of Total 0.0% 0.0% 0.4% 1.7% 24.9% 27.0%
2
Count 0 1 4 13 109 127
% of Total 0.0% 0.2% 0.8% 2.7% 22.8% 26.6%
3
Count 3 1 4 7 109 124
% of Total 0.6% 0.2% 0.8% 1.5% 22.8% 25.9%
4
Count 5 1 1 7 42 56
% of Total 1.0% 0.2% 0.2% 1.5% 8.8% 11.7%
Very Likely
Count 1 0 2 7 32 42
% of Total 0.2% 0.0% 0.4% 1.5% 6.7% 8.8%
Total
Count 9 3 13 42 411 478
% of Total 1.9% 0.6% 2.7% 8.8% 86.0% 100.0%
In the descriptive crosstab ran above, shows the percentage of upper division business
students that use the TLC and how likely they are to graduate from CMU. Out of all the upper
division students that took the survey 24.9% (+/- 4) are very unlikely and 6.7% (+/- 4) are very
likely to use the TLC before they graduate from CMU.

1.6 Descriptive Based Crosstab Q14 Quality of Education * Q15 Campus, Classrooms,
Facilities
Q14 Quality of Education * Q15 Campus, Classrooms, Facilities Crosstabulation
Campus, Classrooms, Facilities Total
2 3 4 Very Satisfied
Quality of Education
Not Satisfied
Count 1 1 2 0 4
% of Total 0.2% 0.2% 0.4% 0.0% 0.8%
2
Count 5 3 11 4 23
% of Total 1.0% 0.6% 2.3% 0.8% 4.8%
3
Count 0 21 49 22 92
% of Total 0.0% 4.4% 10.2% 4.6% 19.2%
4
Count 0 11 113 112 236
% of Total 0.0% 2.3% 23.6% 23.4% 49.3%
Very Satisfied
Count 0 0 15 109 124
% of Total 0.0% 0.0% 3.1% 22.8% 25.9%
Total
Count 6 36 190 247 479
% of Total 1.3% 7.5% 39.7% 51.6% 100.0%
student’s satisfaction on the quality of education they are receiving at CMU and their satisfaction
of the CMU campus, classrooms, and education. Out of all the upper division students that took
the survey 22.8% (+/- 4) are very satisfied with the quality of education they are receiving at
CMU and their satisfaction of the CMU campus, classrooms, and education.

Question #2
N Mean
Campus, Classrooms,Facilities 480 4.42
Class Sizes Dept.of Bus 478 4.30
Education to Employment 480 4.10
Passion for Field of Work Motivates Retention 480 4.08
Quality of Education 479 3.95
EconomyAffects Retention 478 3.39
Tuition and Fees 478 3.37
In the descriptive crosstab ran above, the means for the 12 different survey questions are
calculated and listed in descending order. The means were based on a Likert scale of 1 being less
satisfied and 5 being most satisfied. These questions correlated with the positive retention rates
of upper division CMU business students and what affects them from staying/leaving.

2.2 Independent Sample Test Q34 Current GPA * Q1 Graduate CMU
Statistics
CurrentGPA
N
Valid 435
Missing 45
Median 3.4000
Independent Samples Test
Levene's Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Graduate
CMU
Equal
variances
assumed
16.352 .000 2.220 433 .027 .149 .067 .017 .281
Equal
variances not
assumed
2.168 362.420 .031 .149 .069 .014 .284
In the Independent Sample ran above, it shows the significance level of .031 (+/- 4),
meaning there is a statistical significance difference in students who will graduate CMU based
on their GPA when using a 3.4 cut point.

2.3 Descriptive Based Crosstab Q1 Graduate CMU * Q25 Economy Affects Retention
Q1 Graduate CMU * Q25 Economy Affects Retention Crosstabulation
Economy Affects Retention Total
Strongly
Disagree
2 3 4 Strongly Agree
Graduate
CMU
Very
Unlikely
Count 1 2 3 1 2 9
% of Total 0.2% 0.4% 0.6% 0.2% 0.4% 1.9%
2
Count 0 1 0 0 2 3
% of Total 0.0% 0.2% 0.0% 0.0% 0.4% 0.6%
3
Count 1 3 4 3 2 13
% of Total 0.2% 0.6% 0.8% 0.6% 0.4% 2.7%
4
Count 1 9 9 16 7 42
% of Total 0.2% 1.9% 1.9% 3.3% 1.5% 8.8%
Very Likely
Count 45 66 89 105 106 411
% of Total 9.4% 13.8% 18.6% 22.0% 22.2% 86.0%
Total
Count 48 81 105 125 119 478
% of Total 10.0% 16.9% 22.0% 26.2% 24.9% 100.0%
In the descriptive crosstab ran above, shows the percent of upper division business
students that will graduate CMU and how likely they economy will affect their retention. Out of
all the upper division students that took the survey 22% (+/- 4) agree the economy affects
retention and are very likely to graduate from CMU.

2.4 Descriptive Based Crosstab Q1 Graduate CMU * Q23 Academic Support Helps Keep me
in School
Q1 Graduate CMU * Q23 Academic Support Helps Keep me in School Crosstabulation
Academic Support Helps Keep me in School Total
Strongly
Disagree
2 3 4 Strongly
Agree
Graduate
CMU
Very
Unlikely
Count 2 4 1 1 1 9
% of Total 0.4% 0.8% 0.2% 0.2% 0.2% 1.9%
2
Count 0 1 0 1 1 3
% of Total 0.0% 0.2% 0.0% 0.2% 0.2% 0.6%
3
Count 2 2 6 2 1 13
% of Total 0.4% 0.4% 1.3% 0.4% 0.2% 2.7%
4
Count 1 8 13 15 5 42
% of Total 0.2% 1.7% 2.7% 3.1% 1.0% 8.8%
Very Likely
Count 25 43 125 137 83 413
% of Total 5.2% 9.0% 26.0% 28.5% 17.3% 86.0%
Total
Count 30 58 145 156 91 480
% of Total 6.3% 12.1% 30.2% 32.5% 19.0% 100.0%
students that believe academic support helps them stay in school and how likely they are to
graduate from CMU. Out of all the upper division students that took the survey 28.5% (+/- 4)
only agree that academic support helps them stay in school and are very likely that they will
graduate from CMU.

2.5 Descriptive Based Crosstab Q13 Tuition and Fees * Q17 Access to Financial Aid
Q13 Tuition and Fees * Q17 Access to Financial Aid Crosstabulation
Access to Financial Aid Total
Not
Satisfied
2 3 4 Very
Satisfied
Tuition and
Fees
Not Satisfied
Count 9 4 7 4 2 26
% of Total 1.9% 0.8% 1.5% 0.8% 0.4% 5.5%
2
Count 2 12 22 13 8 57
% of Total 0.4% 2.5% 4.6% 2.7% 1.7% 12.0%
3
Count 10 16 68 48 24 166
% of Total 2.1% 3.4% 14.3% 10.1% 5.1% 35.0%
4
Count 1 11 39 74 40 165
% of Total 0.2% 2.3% 8.2% 15.6% 8.4% 34.8%
Very
Satisfied
Count 1 1 12 15 31 60
% of Total 0.2% 0.2% 2.5% 3.2% 6.5% 12.7%
Total
Count 23 44 148 154 105 474
% of Total 4.9% 9.3% 31.2% 32.5% 22.2% 100.0%
In the descriptive crosstab ran above, shows the percentage of how upper division
business students feel about CMU’s tuition and fees and if they access to financial aid. Out of all
the upper division students that took the survey 15.6% (+/- 4) are only satisfied with CMU’s
tuition and fees and only satisfied with access to financial aid.

2.6 Descriptive Based Crosstab Q9 Meet Academic Advisor * Q23 Academic Support Helps
Keep me in School
students that meet with their academic advisor and if academic support helps them stay in school.
Out of all the upper division students that took the survey 11.3% (+/- 4) are likely to meet with
their advisors and only agree that academic support will help them stay in school.
Q9 Meet Academic Advisor * Q23 Academic Support Helps Keep me in School Crosstabulation
Academic Support Helps Keep me in School Total
Strongly
Disagree
2 3 4 Strongly Agree
Meet Academic
Advisor
Very
Unlikely
Count 3 8 8 3 3 25
% of Total 0.6% 1.7% 1.7% 0.6% 0.6% 5.2%
2
Count 3 14 24 12 8 61
% of Total 0.6% 2.9% 5.0% 2.5% 1.7% 12.7%
3
Count 8 14 45 47 14 128
% of Total 1.7% 2.9% 9.4% 9.8% 2.9% 26.7%
4
Count 6 16 42 54 22 140
% of Total 1.3% 3.3% 8.8% 11.3% 4.6% 29.2%
Very Likely
Count 10 6 26 39 44 125
% of Total 2.1% 1.3% 5.4% 8.1% 9.2% 26.1%
Total
Count 30 58 145 155 91 479
% of Total 6.3% 12.1% 30.3% 32.4% 19.0% 100.0%

Question #3
N Mean
YOB 421 1992.47
Attend Class Regularly 480 4.66
Growth/DevelopmentMotivates Retention 479 4.30
Passion for Field of Work Motivates Retention 480 4.08
Take Part in Class Discussions 480 3.82
HS GPA 446 3.3804
CurrentGPA 435 3.3305
Suggested Study Time 479 2.94
Learning Style 468 2.34
Race 472 1.62
Gender 478 1.44
questions are calculated and listed in descending order according to their mean. The means were
based on a Likert scale of 1 being less satisfied and 5 being most satisfied. These questions
correlated with the positive retention rates of upper division CMU business students and to what
extend these individual characteristics play a role in the college student departure and retention
rate.

3.2 Descriptive Based Crosstab Q1 Graduate from CMU * Q28 Gender
Q1 Graduate CMU * Q28 Gender Crosstabulation
Gender Total
Male Female
Graduate CMU
Very Unlikely
% within Graduate CMU 44.4% 55.6% 100.0%
% within Gender 1.5% 2.4% 1.9%
% of Total 0.8% 1.0% 1.9%
2
% of Total 0.4% 0.2% 0.6%
3
% of Total 2.1% 0.4% 2.5%
4
% within Gender 11.2% 5.7% 8.8%
% of Total 6.3% 2.5% 8.8%
Very Likely
% within Gender 82.8% 90.5% 86.2%
% of Total 46.4% 39.7% 86.2%
Total
% within Gender 100.0% 100.0% 100.0%
% of Total 56.1% 43.9% 100.0%
The descriptive based crosstab ran above shows the percent for upper division business
students based on gender that are likely to graduate from CMU. Males show a percentage of
82.8% (+/- 4) with in gender, females have a percentage of 90.5% (+/- 4) with in gender. The
total percentage of participants accounted for 56.1% males and 43.9% females. Even though the
percentage participation for females is less, Females have a larger percentage of likelihood of
graduating from CMU.

3.3 Descriptive Based Crosstab Q1 Graduate CMU * Q39 Learning Style.
Q1 Graduate CMU * Q39 Learning Style Crosstabulation
Learning Style Total
CS AS AR CR
Graduate CMU
Very Unlikely
Count 2 2 3 1 8
% of Total 0.4% 0.4% 0.6% 0.2% 1.7%
2
Count 0 1 1 1 3
% of Total 0.0% 0.2% 0.2% 0.2% 0.6%
3
Count 1 4 4 4 13
% of Total 0.2% 0.9% 0.9% 0.9% 2.8%
4
Count 8 13 12 8 41
% of Total 1.7% 2.8% 2.6% 1.7% 8.8%
Very Likely
Count 111 115 120 57 403
% of Total 23.7% 24.6% 25.6% 12.2% 86.1%
Total
Count 122 135 140 71 468
% of Total 26.1% 28.8% 29.9% 15.2% 100.0%
The descriptive based crosstab ran above shows the percent for upper division business
students with different learning styles and their likelihood to graduate from CMU. Out of all the
upper division students that took the survey, the concrete random style showed the let percentage
of likelihood to graduate from CMU at 12.2% (+/- 4). This is a significantly lower percentage in
comparison with the other 3 learning styles. There are fewer students with this learning style, but
within those students, less of them are likely to graduate from CMU.

3.4 Descriptive Based Crosstab Based Q1 Graduate from CMU * Q6 Attend Class Regularly.
Q1 Graduate CMU * Q6 Attend Class Regularly Crosstabulation
Attend Class Regularly Total
Very
Unlikely
2 3 4 Very
Likely
Graduate
CMU
Very Unlikely
Count 2 1 0 1 5 9
% of Total 0.4% 0.2% 0.0% 0.2% 1.0% 1.9%
2
Count 0 0 0 2 1 3
% of Total 0.0% 0.0% 0.0% 0.4% 0.2% 0.6%
3
Count 0 0 2 5 6 13
% of Total 0.0% 0.0% 0.4% 1.0% 1.3% 2.7%
4
Count 0 0 0 17 25 42
% of Total 0.0% 0.0% 0.0% 3.5% 5.2% 8.8%
Very Likely
Count 0 0 14 95 304 413
% of Total 0.0% 0.0% 2.9% 19.8% 63.3% 86.0%
Total
Count 2 1 16 120 341 480
% of Total 0.4% 0.2% 3.3% 25.0% 71.0% 100.0%
In the previous descriptive based crosstab ran above it is found the percent for upper
division business students that believe that attending class regularly is directly related to graduate
from CMU. Out of all the upper division students that took the survey 63.0% (+/- 4) of them said
they think attending class regularly is important to graduate from CMU.

3.5 Descriptive Based Crosstab Q24 Passion for Field of Work * Q28 Gender.
Q24 Passion for Field of Work Motivates Retention * Q28 Gender Crosstabulation
Gender Total
Male Female
Passion for Field of Work
Motivates Retention
Strongly Disagree
Count 8 3 11
% of Total 1.7% 0.6% 2.3%
2
Count 10 5 15
% of Total 2.1% 1.0% 3.1%
3
Count 46 39 85
% of Total 9.6% 8.2% 17.8%
4
Count 93 86 179
% of Total 19.5% 18.0% 37.4%
Strongly Agree
Count 111 77 188
% of Total 23.2% 16.1% 39.3%
Total
Count 268 210 478
% of Total 56.1% 43.9% 100.0%
In the previous descriptive based crosstab ran above, the percent for upper division
business male students that believe that their passion for their field of work is shown directly
related to graduate from CMU. In comparison, only 16.1% of females had the passion for their
field of work motivates them to graduate from CMU at (+/- 4). Males hold a higher percentage at
23.2% (+/- 4).

3.6 One Way Anova Q36 Hours Worked * Q34 Current GPA
Test of Homogeneity of Variances
CurrentGPA
Levene Statistic df1 df2 Sig.
2.792 5 429 .017
ANOVA
CurrentGPA
Sum of Squares df Mean Square F Sig.
Between Groups 1.790 5 .358 1.643 .147
Within Groups 93.520 429 .218
Total 95.310 434
The one way anova test performed above between hours worked and current GPA shows
that there is no statistical significance at .147 (+/- 4). No further tests are needed because there is
no statistical significance difference.

3.7 Descriptive Based Crosstab Q6 Attend Class Regularly * Q36 Hours Worked Per Week
Q6 Attend Class Regularly * Q36 Hours Worked Per Week Crosstabulation
% of Total
Hours Worked Per Week Total
None 1-9 10-19 20-29 30-39 40+
Attend Class
Regularly
Very
Unlikely
0.2% 0.2% 0.4%
2 0.2% 0.2%
3 0.2% 0.2% 1.0% 0.4% 0.8% 0.4% 3.1%
4 5.7% 1.7% 7.5% 5.9% 2.5% 1.5% 24.7%
Very Likely 17.6% 8.2% 17.8% 15.7% 6.5% 5.7% 71.5%
Total 23.5% 10.1% 26.8% 22.0% 10.1% 7.5% 100.0%
The descriptive based crosstab ran above, shows the percent for upper division business
students who work different hours and their likelihood to attend class. Surprisingly people who
work 1-9 hours are less likely to attend class at only 8.2% (+/- 4) in contrast with people who
work more hours (10-19) who are more likely to attend class at 17.8 % (+/- 4).

3.8 Means Based Crosstab Q1 Graduate from CMU * Q31 Student Race
Report
Graduate CMU
Race Mean N % of Total N
Caucasian 4.75 377 79.9%
African American 4.76 17 3.6%
Hispanic 4.88 40 8.5%
Asian 4.63 8 1.7%
Native American 4.80 5 1.1%
Pacific Islander 5.00 4 0.8%
Other 5.00 15 3.2%
N/A 5.00 6 1.3%
Total 4.77 472 100.0%
In the means based crosstab ran above, shows the percent for upper division business
students according to race and how likely they are to graduate from CMU. Out of all the upper
division students that took the survey, Hispanics had a mean of 4.88 likelihood to graduate from
CMU even though they had only an 8.5% (+/- 4) of total respondents. African Americans with
only 3.6% (+/- 4), are in the second place with a mean of 4.76 likelihood to graduate from CMU.
79.9% (+/- 4) were Caucasians with a mean of 4.75 likely to graduate from CMU.

Question #4
N Mean
Emotional Support 480 4.45
Parents Expectations Influenced College 476 3.75
Financial Support 479 3.73
Economic FamilyStatus 477 2.53
Contributor to Financing 451 2.13
Education Parents 474 1.38
In the descriptive crosstab ran above, the means for the 7 different survey questions are
calculated and listed in descending order. The means were based on a Likert scale of 1 being less
satisfied and 5 being most satisfied. These questions correlated with the positive retention rates
of upper division CMU business students and what affects them from staying/leaving.
4.2 Means Based Crosstab Q1 Graduate CMU * Q37 Economic Family Status
Q1 Graduate CMU * Q37 Economic Family Status
Graduate CMU
Economic FamilyStatus Mean N % of Total N
low 4.78 37 7.8%
low/mid 4.79 173 36.3%
mid/high 4.79 242 50.7%
high 4.40 25 5.2%
Total 4.77 477 100.0%
In the means based crosstab ran above, shows the percent of upper division business
student’s families and their economic status and how likely they are to graduate from CMU. Out
of all the upper division students that took the survey, 50.7% (+/- 4) of them said their economic
family status was mid to high.

4.3 Means Based Crosstab Q1 Graduate CMU * Q35 Education of Parents
Q1 Graduate CMU * Q35 Education of Parents
Graduate CMU
Education Parents Mean N % of Total N
Yes 4.72 304 64.1%
No 4.85 162 34.2%
Not Sure 5.00 8 1.7%
Total 4.77 474 100.0%
In the means based crosstab ran above, shows the percent of upper division business
student’s parents and if they obtained a college degree and how likely they are to graduate from
CMU. Out of all the upper division students that took the survey 64.1% (+/- 4) of them said that
their parents do indeed have a college degree.

4.4 Descriptive Based Crosstab Q2 Receive Emotional Support * Q1 Graduate CMU
Q2 Receive Emotional Support * Q1 Graduate CMU Crosstabulation
Graduate CMU Total
Very
Unlikely
2 3 4 Very
Likely
Emotional
Support
Very
Unlikely
Count 2 0 1 2 7 12
% of
Total
0.4% 0.0% 0.2% 0.4% 1.5% 2.5%
2
Count 1 0 2 2 6 11
% of
Total
0.2% 0.0% 0.4% 0.4% 1.3% 2.3%
3
Count 4 0 3 4 35 46
% of
Total
0.8% 0.0% 0.6% 0.8% 7.3% 9.6%
4
Count 1 1 2 10 79 93
% of
Total
0.2% 0.2% 0.4% 2.1% 16.5% 19.4%
Very Likely
Count 1 2 5 24 286 318
% of
Total
0.2% 0.4% 1.0% 5.0% 59.6% 66.3%
Total
Count 9 3 13 42 413 480
% of
Total
1.9% 0.6% 2.7% 8.8% 86.0% 100.0%
In the descriptive crosstab ran above, shows the emotional support received by upper
division level business students that is contributed to their retention and how likely they are to
graduate from CMU. Out of all of the respondents, 76.1% (+/- 4) are very likely to receive
emotional support from their family and graduate from CMU.

4.5 Descriptive Crosstab Q27 Parents Expectations * Q1 Graduate CMU
Q27 Parents Expectations Influenced College * Q1 Graduate CMU Crosstabulation
Graduate CMU Total
Very
Unlikely
2 3 4 Very
Likely
Parents Expectations
Influenced College
Strongly
Disagree
Count 2 0 2 5 44 53
% of
Total
0.4% 0.0% 0.4% 1.1% 9.2% 11.1%
2
Count 0 0 1 0 27 28
% of
Total
0.0% 0.0% 0.2% 0.0% 5.7% 5.9%
3
Count 2 1 3 5 73 84
% of
Total
0.4% 0.2% 0.6% 1.1% 15.3% 17.6%
4
Count 1 0 4 18 107 130
% of
Total
0.2% 0.0% 0.8% 3.8% 22.5% 27.3%
Strongly Agree
Count 4 2 3 14 158 181
% of
Total
0.8% 0.4% 0.6% 2.9% 33.2% 38.0%
Total
Count 9 3 13 42 409 476
% of
Total
1.9% 0.6% 2.7% 8.8% 85.9% 100.0%
In the descriptive crosstab ran above, shows the parental expectations that influenced
students to attend college by upper division level business students that is contributed to their
retention and how likely they are to graduate from CMU. Out of all of the respondents, 55.7%
(+/- 4) are likely to be influenced by parental expectations to attend college and very likely to
graduate from CMU.

4.6 Linear Regression Q37 Economic Family Status
Model Summary
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .058a
.003 .001 .698
a. Predictors:(Constant),Economic FamilyStatus
There is a .3% (+/- 4) of variance for the economic family status of upper class division
business students.
4.7 Paired Samples T-Test Q2 Receive Emotional Support * Q27 Parents Expectations
Influenced College
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
Emotional Support 4.45 476 .933 .043
Parents Expectations
Influenced College
3.75 476 1.318 .060
Paired Samples Test
Paired Differences t df Sig. (2-
tailed)Mean Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
Emotional Support
- Parents
Expectations
Influenced College
.695 1.398 .064 .569 .821 10.849 475 .000
According to the Paired Samples test, the significance number shows that there is a
statistically significant difference with a significance number of .000. Based on the mean of 4.45
for emotional support and 3.75 for parental expectations influencing college attendance, both
variables contribute to student retention at CMU.

4.8 Independent Samples Test Q2 Receive Emotional Support * Q28 Gender
Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Emotional Support
Male 268 4.37 .961 .059
Female 210 4.55 .896 .062
Levene's
Test for
Equality of
Variances
F Sig. t df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Emotional
Support
Equal variances
assumed
5.293 .022 -2.128 476 .034 -.183 .086 -.352 -.014
Equal variances
not assumed
-2.146 461.742 .032 -.183 .085 -.351 -.015
According to the Independent Samples test, the significance number shows that there is a
statistically significant difference with a significance number of .032. Based upon the mean of
4.37 for males and 4.55 for females, females are more likely to receive emotional support from
their family.

Question #5
N Mean
Education to Employment 480 4.10
Financial Support 479 3.73
Job Market Motivates Retention 479 3.70
EconomyAffects Retention 478 3.39
staying/leaving.

5.2 Descriptive Based Crosstab Q3 Financial Support * Q1 Graduate CMU
Q3 Financial Support * Q1 Graduate CMU Crosstabulation
Graduate CMU Total
Very
Unlikely
2 3 4 Very
Likely
Financial
Support
Very
Unlikely
Count 2 0 1 2 67 72
% of Total 0.4% 0.0% 0.2% 0.4% 14.0% 15.0%
2
Count 1 0 1 7 30 39
% of Total 0.2% 0.0% 0.2% 1.5% 6.3% 8.1%
3
Count 1 1 2 4 55 63
% of Total 0.2% 0.2% 0.4% 0.8% 11.5% 13.2%
4
Count 2 1 0 10 64 77
% of Total 0.4% 0.2% 0.0% 2.1% 13.4% 16.1%
Very Likely
Count 3 1 9 19 196 228
% of Total 0.6% 0.2% 1.9% 4.0% 40.9% 47.6%
Total
Count 9 3 13 42 412 479
% of Total 1.9% 0.6% 2.7% 8.8% 86.0% 100.0%
students that how likely are they to receive financial support and how likely they are to graduate
from CMU. Out of all the upper division students that took the survey 40.9% (+/- 4) are very
likely to receive financial support before they graduate from CMU.

5.3 Descriptive Based Crosstab Q18 Education to Employment * Q26 Job Market Motivates
Retention
Q18 Education to Employment * Q26 Job Market Motivates Retention Crosstabulation
Job Market Motivates Retention Total
Strongly
Disagree
2 3 4 Strongly
Agree
Education to
Employment
Strongly
Disagree
Count 1 1 1 0 0 3
% of Total 0.2% 0.2% 0.2% 0.0% 0.0% 0.6%
2
Count 1 6 5 0 3 15
% of Total 0.2% 1.3% 1.0% 0.0% 0.6% 3.1%
3
Count 6 8 25 28 13 80
% of Total 1.3% 1.7% 5.2% 5.8% 2.7% 16.7%
4
Count 6 27 55 79 47 214
% of Total 1.3% 5.6% 11.5% 16.5% 9.8% 44.7%
Strongly Agree
Count 12 11 21 41 82 167
% of Total 2.5% 2.3% 4.4% 8.6% 17.1% 34.9%
Total
Count 26 53 107 148 145 479
% of Total 5.4% 11.1% 22.3% 30.9% 30.3% 100.0%
students are confident that their education at CMU will lead to desired employment and the state
of the job market motivates them to stay in school. Out of all the upper division students that
took the survey 17.1% (+/- 4) strongly agree that their education at CMU will lead to desired
employment and the state of the job market motivates them to stay in school.

5.4 Descriptive Based Crosstab Q26 Job Market Motivates Retention * Q25 Economy Affects
Retention
Q26 Job Market Motivates Retention * Q25 Economy Affects Retention Crosstabulation
Strongly
Disagree
2 3 4 Strongly
Agree
Job Market
Motivates Retention
Strongly
Disagree
Count 18 4 3 1 0 26
% of Total 3.8% 0.8% 0.6% 0.2% 0.0% 5.4%
2
Count 7 36 5 2 3 53
% of Total 1.5% 7.5% 1.0% 0.4% 0.6% 11.1%
3
Count 6 19 65 12 5 107
% of Total 1.3% 4.0% 13.6% 2.5% 1.0% 22.4%
4
Count 10 10 25 91 12 148
% of Total 2.1% 2.1% 5.2% 19.0% 2.5% 31.0%
Strongly Agree
Count 7 12 7 19 99 144
% of Total 1.5% 2.5% 1.5% 4.0% 20.7% 30.1%
Total
Count 48 81 105 125 119 478
% of Total 10.0% 16.9% 22.0% 26.2% 24.9% 100.0%
students that state of the job market motivates them to stay in school and the current economy
has affected their decision to stay in school. Out of all the upper division students that took the
survey 17.1% (+/- 4) strongly agree that the state of the job market motivates them to stay in
school and the current economy has affected their decision to stay in school.

5.5 Independent Samples Test Q3 Financial Support * Q13 Tuition and Fees
Statistics
Financial Support
N
Valid 479
Missing 1
Median 4.00
Group Statistics
Tuition and Fees N Mean Std. Deviation Std. Error Mean
Financial Support
>= 4 226 3.84 1.503 .100
< 4 251 3.65 1.469 .093
Levene's Test
for Equality of
Variances
F Sig. t df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Financial
Support
Equal
variances
assumed
.004 .948 1.434 475 .152 .195 .136 -.072 .463
Equal
variances not
assumed
1.432 467.338 .153 .195 .136 -.073 .463
In the Independent sample test ran above, financial support from family while attending
CMU was ran against how satisfied are you with tuition and fees at CMU. There is statistical
significance between the two questions with a significance level of 1.95% (+/- 4) with using a
cut point of 4.00.

5.6 Descriptive Based Crosstab Q18 Education to Employment * Q25 Economy Affects
Retention
Q18 Education to Employment * Q25 Economy Affects Retention Crosstabulation
Strongly
Disagree
2 3 4 Strongly
Agree
Education to
Employment
Strongly
Disagree
Count 2 0 1 0 0 3
% of Total 0.4% 0.0% 0.2% 0.0% 0.0% 0.6%
2
Count 2 3 3 2 5 15
% of Total 0.4% 0.6% 0.6% 0.4% 1.0% 3.1%
3
Count 5 12 29 23 11 80
% of Total 1.0% 2.5% 6.1% 4.8% 2.3% 16.7%
4
Count 17 49 52 59 37 214
% of Total 3.6% 10.3% 10.9% 12.3% 7.7% 44.8%
Strongly Agree
Count 22 17 20 41 66 166
% of Total 4.6% 3.6% 4.2% 8.6% 13.8% 34.7%
Total
Count 48 81 105 125 119 478
% of Total 10.0% 16.9% 22.0% 26.2% 24.9% 100.0%
students are confident that their education at CMU will lead to desired employment and the
current economy has affected their decision to stay in school. Out of all the upper division
students that took the survey 13.8% (+/- 4) strongly agree that their education at CMU will lead
to desired employment and the current economy has affected their decision to stay in school.

Question #6
N Mean
Socialize with Friends 479 4.04
Socializing Motivates Retention 480 3.63
Campus Activities 467 3.25
Join a Club or Organization 479 3.22
FBS Contributed to Retention 286 2.81
Use TLC 478 2.49
staying/leaving.

6.2 Descriptive Based Crosstab Q22 Socially Connectedness * Q1 Obtaining Degree from
CMU
Q1 Graduate CMU * Q22 Socializing Motivates Retention Crosstabulation
Socializing Motivates Retention Total
Strongly
Disagree
2 3 4 Strongly
Agree
Graduate CMU
Very
Unlikely
Count 1 1 3 3 1 9
% of
Total
0.2% 0.2% 0.6% 0.6% 0.2% 1.9%
2
Count 0 0 1 1 1 3
% of
Total
0.0% 0.0% 0.2% 0.2% 0.2% 0.6%
3
Count 3 0 3 6 1 13
% of
Total
0.6% 0.0% 0.6% 1.3% 0.2% 2.7%
4
Count 3 4 10 18 7 42
% of
Total
0.6% 0.8% 2.1% 3.8% 1.5% 8.8%
Very Likely
Count 25 40 92 148 108 413
% of
Total
5.2% 8.3% 19.2% 30.8% 22.5% 86.0%
Total
Count 32 45 109 176 118 480
% of
Total
6.7% 9.4% 22.7% 36.7% 24.6% 100.0%
students that are staying socially connected motivates them to stay in school and how likely they
are to graduate from CMU. Out of all the upper division students that took the survey 22.5%
(+/- 4) strongly agree that staying socially connected helps motivates them to stay in school.

6.3 Descriptive Based Crosstab Q1 Obtaining Degree from CMU * Q9 Meet Academic
Advisor
Graduate CMU * Meet Academic Advisor Crosstabulation
Meet Academic Advisor Total
Very
Unlikely
2 3 4 Very
Likely
Graduate
CMU
Very Unlikely
Count 2 3 3 1 0 9
% of Total 0.4% 0.6% 0.6% 0.2% 0.0% 1.9%
2
Count 0 0 1 1 1 3
% of Total 0.0% 0.0% 0.2% 0.2% 0.2% 0.6%
3
Count 1 3 5 2 2 13
% of Total 0.2% 0.6% 1.0% 0.4% 0.4% 2.7%
4
Count 2 5 17 14 4 42
% of Total 0.4% 1.0% 3.5% 2.9% 0.8% 8.8%
Very Likely
Count 20 50 102 122 118 412
% of Total 4.2% 10.4% 21.3% 25.5% 24.6% 86.0%
Total
Count 25 61 128 140 125 479
% of Total 5.2% 12.7% 26.7% 29.2% 26.1% 100.0%
students that are meeting with their academic advisor (Q9) helps them to stay in school and how
likely they are to graduate from CMU (Q1). Out of all the upper division students that took the
survey 24.6% (+/- 4) strongly agree that meeting with an advisor would help and motivate them
to stay in school.

6.4 Linear Regression Q1 Obtaining Degree from CMU, Q4, Q9, Q10, Q14, Q22, Q23
Model Summary
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .368a
.136 .124 .670
a. Predictors:(Constant),Academic SupportHelps Keep me in School,
Meet Academic Advisor, Quality of Education,Campus Activities,Use
TLC, Socializing Motivates Retention
In the linear regression test ran above, shows that 13.6% of social and academic support
accounts for retentions and the likeliness of obtaining a degree from CMU.
6.5 Paired Samples Test Q10 Using the TLC * Q14 Quality of Education at CMU
Paired Samples Test
Paired Differences t df Sig. (2-
tailed)Mean Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
Quality of
Education - Use
TLC
1.456 1.494 .068 1.322 1.590 21.309 477 .000
In the paired samples test ran above, shows the significance of upper division business
between students visiting and using the TLC at CMU (Q10) and the quality of education they are
receiving at CMU (Q14). There is statistical significance of .000 between the use of the TLC
and the quality of education at CMU.

Question #7
7.1 Frequency Distribution Q39 Learning Style
Q39 Learning Style
Frequency Percent Valid Percent Cumulative
Percent
Valid
CS 122 25.4 26.1 26.1
AS 135 28.1 28.8 54.9
AR 140 29.2 29.9 84.8
CR 71 14.8 15.2 100.0
Total 468 97.5 100.0
Missing System 12 2.5
Total 480 100.0
A frequency distribution reveals that the majority of students responded as having
concrete sequential learning style 26.1% (+/- 4), abstract random learning style 28.8% (+/- 4),
and abstract sequential 29.9% (+/- 4), and concrete random learning style 15.2% (+/- 4).

Pie Chart
Why Student Wouldn’t Complete Their Degree at CMU
This chart shows the distribution of the reasons that the respondents in the student survey
listed that they might not complete their degree at Colorado Mesa University. The biggest factor
for a student’s departure is financial reasons 32.28% (+/- 4).

1. What are some institutional values/practices that positively affect student retention
in higher education? i/e., what prevents students from leaving before the
completion of their course of study?
A conclusion from the tests our group ran, the top factors ran in our descriptive
statistics that keep upper division business students at CMU are campus, classrooms,
facilities with 51.7% (+/- 4) of students being very satisfied, class sizes department of
business, and quality of education with, and business classes available. Also, our group
can conclude that most of the upper division business students are satisfied with the CMU
campus, classrooms, and facilities of students being very satisfied and will most likely
graduate from CMU.
Recommendation:
The group recommends that joining a club or organization and the usage of the
TLC need to continue to be promoted because out of all the factors that affected CMU
retention positively, those were the lowest satisfaction. From the tests our group ran, only
24.6% (+/- 4) were very likely to join a club or organization and 22.8% (+/- 4) were very
unlikely usage of the TLC need CMU needs to continue to promote all the networking
opportunities and the benefits in joining a club or organization so that more students are
satisfied with the clubs and organizations on campus and in particular, the CMU business
clubs.
2. Why do college students depart voluntarily from their institutions? What accounts
for student departure?

Overall, after running all the test needed to find various statistical significance
answers, allowed us to find the top three factors that impact why college students depart
voluntarily form their institutions. These three top factors are: Tuition and Fees (+/- 4)
impact student’s retention; Economy Affects Retention (+/- 4) impacts student’s
retention, and Academic Support Helps Keep Me in School (+/- 4) impacts student’s
retention. Our group then conclude what accounts for upper division business student’s
departures. Tuition and fees are getting higher, the economy does not allow students to
maintain in school, and those students do not receive the academic support needed for
them to graduate from CMU.
Recommendation:
Finally, our group can make recommendations that can help CMU answer what
departs students voluntarily and what accounts for student’s departure. The group
recommends that CMU’s tuition and fees should be lowered or not increase throughout a
short period of time. Various students come to CMU is because it is one of the lower cost
universities in Colorado; however, there is a large percentage who are only satisfied with
tuition fees and have access to financial aid which is a 15.6% (+/- 4). CMU should reach
out and help students who are truly getting affected by the economy and might not be
able to continue going to school because there is a very high rate of 22% (+/- 4) who are
affected by the economy which could affect if they will graduate from CMU. The last
recommendation made was if CMU could also reach out to students who need more
academic support. This is because 28.5% (+/- 4) of upper division business students only
agreed to get enough academic support.

3. Do individual characteristics (academic ability, race, or gender) play a role in the
college student departure/retention process?
In the process of performing hundreds of tests at different test levels our group
found factors in individual characteristics that have an effect in the way that college
students perceive their education and graduating from CMU. The question race and
likelihood to graduate from CMU showed the most intriguing result where students
coming from minorities had higher mean responses on likelihood to stays and graduate
from CMU even though they are way underrepresented in the business department. This
result might have some factors such as students coming from minorities usually have less
economic support from parents than those who are the majority and have more economic
support to go or transfer to other universities away from home, that comes with more
expenses.
It was also interesting to find that students working 10-30 hours are more likely to
attend class than students working only 0-9 hours, it does look like this individual
characteristic plays a role on how much effort students put into attending class, at the
same time where hours worked have no effect on student’s GPA. One would think that
the most you work the less effort and time is put into a grade and consequently an overall
GPA. Another interesting finding was that students with concrete random learning styles
are less likely to graduate from CMU in contrast of the other three learning styles. This
could be accounted that it is hard for students with this style to create formal reports,
have routines; redoing papers once it’s done, choosing only one answer and having no
other options. The business department teachers sometimes have firm rules on their
teaching, which could have an effect on students with this learning style.

Recommendation:
Not all individual characteristics play a role in the performance of students
attending CMU and consequently graduating from CMU. Although, there is still room for
improvement for example in attracting more students from different races to have a more
balances diversity in the business department, and at the same time increase the rate of
retention on those that are in the majority race in the business department. This could be
done promoting the importance of diverse business people in a global business industry.
For the majority it could be promoted and proved that Colorado Mesa University has the
same and/or higher quality level of educations that those bigger universities have in other
states or bigger cities. It does not seem like there is a lot the business department can do
about concrete random learners because the world of business there are really tight
deadlines and failures, which need to be redone. A lot of the time in the business world
there has to be really good formal reports. It may be that this learning style just does not
go along with the business world.
4. Do family background characteristics (family socioeconomic status, parental
educational level, and parental expectations) play a role in the college student
departure/retention process?
After running these tests, our group can conclude that the top family background
characteristic in our descriptive statistics keeping upper division business students at
CMU is emotional support with 76.1% (+/- 4) of respondents receiving support. The data
also stated that parental expectations and financial support are top contributing variables
for student retention as well. From additional tests ran, the group can also conclude that a

student’s economic family status and the education of their parents contribute to the
retention of upper division business students.
Recommendation:
Based on the data, the university should consider reaching out to parents of
students as soon as the students begin to attend and through their experience at CMU. By
reaching out and elaborating on the importance of their involvement with their loved
ones, the university can capitalize on building an emotionally strong student-parent
relationships to better control the outcome of student retention. A common pattern or
trend is for parents to drop their loved ones off at college to learn on their own and from
experience. According to our tests, 55.7% (+/- 4) of the respondents are likely to be
influenced by parental expectations to attend college and very likely to graduate from
CMU. 64.1% (+/- 4) of them said that their parents do indeed have a college degree as
another influence as well. This is a great idea when it comes to learning everyday
responsibilities about life and how the world works but the result can be negative without
a consistent emotional connection to home and remembering why a student is put there in
the first place. Strengthening relationships at home will overall grow larger retention
rates for upper division business students.
Our group found that external factors that lead to doubtful job outlook impact
have a big impact on retention. The question, do you agree that education at CMU will
lead to desired employment is one of the biggest factors, and the current economy has

affected their decision to stay in school is the less likely external reason for business
student retention with a perfect significance level of 0.00% (+/- 4).
Recommendation:
A weak or unstable economy does play a role in a student’s decision to remain in
school. CMU should provide students ongoing information related to potential economic
outlooks and job opportunities for when they enter the job market. The group
recommends that CMU keeps improving their education to employment and financial
support. This is recommended because our group found that all the upper division
students that took the survey 13.8% (+/- 4) strongly agree that their education at CMU
will lead to desired employment and the current economy has affected their decision to
stay in school. The group also recommends that CMU really emphasizes on helping the
graduating students find employment and their desired job when they receive their
business degree.
6. Compare and contrast the effectiveness of academic vs. social support in boosting
rates of retention at institutions of higher education?
Within our tests it was discovered that academic and social support accounts for
13.6% (+/- 4) of the motivation to obtain a degree from CMU. Along with all the other
factors that could possibly affect students retention form CMU, academic and social
support is a large chuck of what motivates them from receiving a degree from CMU.
Recommendation:
The group recommends that the use of academic advisors and getting involved
with groups of fellow students whether it is clubs and organizations or just a group of

friends can improve the quality and outcomes of college to the students at CMU. The
guidance and academic support that advisors provide students should be more
encouraged as it has a lower impact on student’s retention at 3.46 compared to socializing
at 4.04.
It appears that learning styles don’t have much of an effect on retention rates. The
different learning styles are somewhat close in their overall percentages with abstract
random having an overall percentage of 29.9 (+/- 4), abstract sequential 28.8% (+/- 4),
and concrete sequential 26.1 (+/- 4). The learning style that had the least overall
percentage was the concrete random learning style with 15.2% (+/- 4).
Recommendation:
The learning objectives for the upper division business student’s focus on helping
students identify their learning style and how to best utilize their learning style to increase
success and satisfaction at CMU. Not only will this help instructors reach a variety of
students through multiple teaching methods, but it will also ensure that student’s needs
are being met.

Limitations
Limitations are things that researcher cannot control despite how much they try to. These
limitations can put restrictions and problems for researchers on what they are trying to
accomplish. The limitations of this report should be considered important and to mention to
future students conducting this survey so that these limitations can be improved upon in the
future.
 One big limitation the group could have been not being able to distribute the
survey to all of the sophomores, juniors, and seniors. Our group was only able to
get students that were only present in upper division business classes. Some
students could have been missing class these days for multiple reasons so the
group wasn’t able to get these students to fill out the survey.
 It could be possible that some of the upper division students did not take the
survey seriously and rush through the survey without taking their time and
spending time being able to read each question truthfully. This could have caused
students to misrepresent themselves or how they feel about the business class and
Colorado Mesa University in general.
 Some of the students our group handed the survey too did not follow the written
and verbal survey instructions such as the questions numbers 32 asking the
primary contributor to college financing and question 38 asking if you had to
speculate on what factor why you might not complete your degree. This caused
our marketing research class to have complications with the data entry process by
resulting in multiple responses to single-response questions. This could have
possibility limited some of statistical analysis tests our group could have ran.

Appendices

Appendix A: Frequency Distribution

Appendix A: Frequency Distribution
Statistics
N Mean
Valid Missing
Graduate CMU 480 0 4.76
Emotional Support 480 0 4.45
Financial Support 479 1 3.73
Campus Activities 467 13 3.25
Join a Club or Organization 479 1 3.22
Attend Class Regularly 480 0 4.66
Take Part in Class Discussions 480 0 3.82
Socialize with Friends 479 1 4.04
Meet Academic Advisor 479 1 3.58
Use TLC 478 2 2.49
Suggested Study Time 479 1 2.94
Class Sizes Dept.of Bus 478 2 4.30
Tuition and Fees 478 2 3.37
Quality of Education 479 1 3.95
Campus,Classrooms,Facilities 480 0 4.42
Business Classes Available 479 1 3.64
Access to Financial Aid 475 5 3.57
Education to Employment 480 0 4.10
Growth/DevelopmentMotivates Retention 479 1 4.30
FBS Confirmed Concentration 285 195 2.94
FBS Contributed to Retention 286 194 2.81
Socializing Motivates Retention 480 0 3.63
Academic SupportHelps Keep me in School 480 0 3.46
Passion for Field of Work Motivates Retention 480 0 4.08
EconomyAffects Retention 478 2 3.39
Job Market Motivates Retention 479 1 3.70
Parents Expectations Influenced College 476 4 3.75
Gender 478 2 1.44

Statistics
N Mean
Valid Missing
age 421 59 23.53
Learning Style 468 12 2.34
Why No Complete Degree 454 26 4.96
Economic FamilyStatus 477 3 2.53
Hours Worked Per Week 477 3 3.08
Education Parents 474 6 1.38
CurrentGPA 435 45 3.3305
HS GPA 446 34 3.3804
Contributor to Financing 451 29 2.13
Race 472 8 1.62
Class Level 475 5 2.25
YOB 421 59 1992.47
Frequency Table
1.
Graduate CMU
Percent
Valid
Very Unlikely 9 1.9 1.9 1.9
2 3 .6 .6 2.5
3 13 2.7 2.7 5.2
4 42 8.8 8.8 14.0
Very Likely 413 86.0 86.0 100.0
Total 480 100.0 100.0

2.
Emotional Support
Percent
Valid
2 11 2.3 2.3 4.8
3 46 9.6 9.6 14.4
4 93 19.4 19.4 33.8
Very Likely 318 66.3 66.3 100.0
Total 480 100.0 100.0
3.
Financial Support
Percent
Valid
Very Unlikely 72 15.0 15.0 15.0
2 39 8.1 8.1 23.2
3 63 13.1 13.2 36.3
4 77 16.0 16.1 52.4
Very Likely 228 47.5 47.6 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0
4.
Campus Activities
Percent
Valid
Very Unlikely 50 10.4 10.7 10.7
2 71 14.8 15.2 25.9
3 146 30.4 31.3 57.2
4 111 23.1 23.8 80.9
Very Likely 89 18.5 19.1 100.0
Total 467 97.3 100.0
Total 480 100.0

5.
Join a Club or Organization
Percent
Valid
Very Unlikely 74 15.4 15.4 15.4
2 81 16.9 16.9 32.4
3 107 22.3 22.3 54.7
4 99 20.6 20.7 75.4
Very Likely 118 24.6 24.6 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0
6.
Attend Class Regularly
Percent
Valid
Very Unlikely 2 .4 .4 .4
2 1 .2 .2 .6
3 16 3.3 3.3 4.0
4 120 25.0 25.0 29.0
Very Likely 341 71.0 71.0 100.0
Total 480 100.0 100.0
7.
Take Part in Class Discussions
Percent
Valid
2 33 6.9 6.9 7.9
3 135 28.1 28.1 36.0
4 176 36.7 36.7 72.7
Very Likely 131 27.3 27.3 100.0
Total 480 100.0 100.0

8.
Socialize with Friends
Percent
Valid
2 24 5.0 5.0 7.5
3 92 19.2 19.2 26.7
4 154 32.1 32.2 58.9
Very Likely 197 41.0 41.1 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0
9.
Meet Academic Advisor
Percent
Valid
2 61 12.7 12.7 18.0
3 128 26.7 26.7 44.7
4 140 29.2 29.2 73.9
Very Likely 125 26.0 26.1 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0

10.
Use TLC
Percent
Valid
Very Unlikely 129 26.9 27.0 27.0
2 127 26.5 26.6 53.6
3 124 25.8 25.9 79.5
4 56 11.7 11.7 91.2
Very Likely 42 8.8 8.8 100.0
Total 478 99.6 100.0
Missing System 2 .4
Total 480 100.0
11.
Suggested Study Time
Percent
Valid
Very Unlikely 65 13.5 13.6 13.6
2 97 20.2 20.3 33.8
3 162 33.8 33.8 67.6
4 111 23.1 23.2 90.8
Very Likely 44 9.2 9.2 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0

12.
Class Sizes Dept. of Bus
Percent
Valid
Not Satisfied 1 .2 .2 .2
2 5 1.0 1.0 1.3
3 57 11.9 11.9 13.2
4 202 42.1 42.3 55.4
Very Satisfied 213 44.4 44.6 100.0
Total 478 99.6 100.0
Missing System 2 .4
Total 480 100.0
13.
Tuition and Fees
Percent
Valid
Not Satisfied 26 5.4 5.4 5.4
2 57 11.9 11.9 17.4
3 168 35.0 35.1 52.5
4 166 34.6 34.7 87.2
Very Satisfied 61 12.7 12.8 100.0
Total 478 99.6 100.0
Missing System 2 .4
Total 480 100.0

14.
Quality of Education
Percent
Valid
Not Satisfied 4 .8 .8 .8
2 23 4.8 4.8 5.6
3 92 19.2 19.2 24.8
4 236 49.2 49.3 74.1
Very Satisfied 124 25.8 25.9 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0
15.
Campus, Classrooms, Facilities
Percent
Valid
2 6 1.3 1.3 1.3
3 36 7.5 7.5 8.8
4 190 39.6 39.6 48.3
Very Satisfied 248 51.7 51.7 100.0
Total 480 100.0 100.0
16.
Business Classes Available
Percent
Valid
2 55 11.5 11.5 16.3
3 107 22.3 22.3 38.6
4 179 37.3 37.4 76.0
Very Satisfied 115 24.0 24.0 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0

17.
Access to Financial Aid
Percent
Valid
2 45 9.4 9.5 14.3
3 148 30.8 31.2 45.5
4 154 32.1 32.4 77.9
Very Satisfied 105 21.9 22.1 100.0
Total 475 99.0 100.0
Total 480 100.0
18.
Education to Employment
Percent
Valid
Strongly Disagree 3 .6 .6 .6
2 15 3.1 3.1 3.8
3 80 16.7 16.7 20.4
4 215 44.8 44.8 65.2
Strongly Agree 167 34.8 34.8 100.0
Total 480 100.0 100.0
19.
Growth/Development Motivates Retention
Percent
Valid
Strongly Disagree 3 .6 .6 .6
2 16 3.3 3.3 4.0
3 49 10.2 10.2 14.2
4 179 37.3 37.4 51.6
Strongly Agree 232 48.3 48.4 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0

20.
FBS Confirmed Concentration
Percent
Valid
Strongly Disagree 56 11.7 19.6 19.6
2 47 9.8 16.5 36.1
3 80 16.7 28.1 64.2
4 62 12.9 21.8 86.0
Strongly Agree 40 8.3 14.0 100.0
Total 285 59.4 100.0
Total 480 100.0
21.
FBS Contributed to Retention
Percent
Valid
2 51 10.6 17.8 40.2
3 84 17.5 29.4 69.6
4 49 10.2 17.1 86.7
Strongly Agree 38 7.9 13.3 100.0
Total 286 59.6 100.0
Total 480 100.0
22.
Socializing Motivates Retention
Percent
Valid
2 45 9.4 9.4 16.0
3 109 22.7 22.7 38.8
4 176 36.7 36.7 75.4
Strongly Agree 118 24.6 24.6 100.0
Total 480 100.0 100.0

23.
Academic Support Helps Keep me in School
Percent
Valid
2 58 12.1 12.1 18.3
3 145 30.2 30.2 48.5
4 156 32.5 32.5 81.0
Strongly Agree 91 19.0 19.0 100.0
Total 480 100.0 100.0
24.
Passion for Field of Work Motivates Retention
Percent
Valid
2 15 3.1 3.1 5.4
3 86 17.9 17.9 23.3
4 180 37.5 37.5 60.8
Strongly Agree 188 39.2 39.2 100.0
Total 480 100.0 100.0
25.
Economy Affects Retention
Percent
Valid
2 81 16.9 16.9 27.0
3 105 21.9 22.0 49.0
4 125 26.0 26.2 75.1
Strongly Agree 119 24.8 24.9 100.0
Total 478 99.6 100.0
Missing System 2 .4
Total 480 100.0

26.
Job Market Motivates Retention
Percent
Valid
2 53 11.0 11.1 16.5
3 107 22.3 22.3 38.8
4 148 30.8 30.9 69.7
Strongly Agree 145 30.2 30.3 100.0
Total 479 99.8 100.0
Missing System 1 .2
Total 480 100.0
27.
Parents Expectations Influenced College
Percent
Valid
2 28 5.8 5.9 17.0
3 84 17.5 17.6 34.7
4 130 27.1 27.3 62.0
Strongly Agree 181 37.7 38.0 100.0
Total 476 99.2 100.0
Missing System 4 .8
Total 480 100.0
28.
Gender
Percent
Valid
Male 268 55.8 56.1 56.1
Female 210 43.8 43.9 100.0
Total 478 99.6 100.0
Missing System 2 .4
Total 480 100.0

29.
YOB
Percent
Valid
1964 1 .2 .2 .2
1969 1 .2 .2 .5
1970 1 .2 .2 .7
1971 3 .6 .7 1.4
1972 1 .2 .2 1.7
1975 1 .2 .2 1.9
1976 2 .4 .5 2.4
1977 3 .6 .7 3.1
1978 5 1.0 1.2 4.3
1979 1 .2 .2 4.5
1980 6 1.3 1.4 5.9
1981 1 .2 .2 6.2
1982 3 .6 .7 6.9
1983 3 .6 .7 7.6
1984 4 .8 1.0 8.6
1985 2 .4 .5 9.0
1986 4 .8 1.0 10.0
1987 3 .6 .7 10.7
1988 2 .4 .5 11.2
1989 5 1.0 1.2 12.4
1990 12 2.5 2.9 15.2
1991 16 3.3 3.8 19.0
1992 26 5.4 6.2 25.2
1993 57 11.9 13.5 38.7
1994 87 18.1 20.7 59.4
1995 102 21.3 24.2 83.6
1996 63 13.1 15.0 98.6
1997 5 1.0 1.2 99.8
1998 1 .2 .2 100.0
Total 421 87.7 100.0
Total 480 100.0

30.
Class Level
Percent
Valid
Sophomore 97 20.2 20.4 20.4
Junior 167 34.8 35.2 55.6
Senior 207 43.1 43.6 99.2
Graduate Student 4 .8 .8 100.0
Total 475 99.0 100.0
Total 480 100.0
31.
Race
Percent
Valid
Caucasian 377 78.5 79.9 79.9
African American 17 3.5 3.6 83.5
Hispanic 40 8.3 8.5 91.9
Asian 8 1.7 1.7 93.6
Native American 5 1.0 1.1 94.7
Pacific Islander 4 .8 .8 95.6
Other 15 3.1 3.2 98.7
N/A 6 1.3 1.3 100.0
Total 472 98.3 100.0
Total 480 100.0

32.
Contributor to Financing
Percent
Valid
parents 174 36.3 38.6 38.6
self/work 81 16.9 18.0 56.5
financial aid 159 33.1 35.3 91.8
other 37 7.7 8.2 100.0
Total 451 94.0 100.0
Total 480 100.0
33.
HS GPA
Percent
Valid
1.50 1 .2 .2 .2
1.70 2 .4 .4 .7
1.80 1 .2 .2 .9
1.90 1 .2 .2 1.1
2.00 8 1.7 1.8 2.9
2.30 3 .6 .7 3.6
2.40 4 .8 .9 4.5
2.43 1 .2 .2 4.7
2.50 10 2.1 2.2 7.0
2.51 1 .2 .2 7.2
2.60 3 .6 .7 7.8
2.70 8 1.7 1.8 9.6
2.75 3 .6 .7 10.3
2.76 2 .4 .4 10.8
2.77 1 .2 .2 11.0
2.80 18 3.8 4.0 15.0
2.89 1 .2 .2 15.2
2.90 10 2.1 2.2 17.5
2.93 1 .2 .2 17.7
2.97 1 .2 .2 17.9

2.98 1 .2 .2 18.2
3.00 45 9.4 10.1 28.3
3.07 1 .2 .2 28.5
3.10 9 1.9 2.0 30.5
3.20 22 4.6 4.9 35.4
3.21 1 .2 .2 35.7
3.25 4 .8 .9 36.5
3.29 1 .2 .2 36.8
3.30 19 4.0 4.3 41.0
3.33 3 .6 .7 41.7
3.34 1 .2 .2 41.9
3.35 1 .2 .2 42.2
3.38 1 .2 .2 42.4
3.40 23 4.8 5.2 47.5
3.50 46 9.6 10.3 57.8
3.52 1 .2 .2 58.1
3.54 2 .4 .4 58.5
3.58 1 .2 .2 58.7
3.60 18 3.8 4.0 62.8
3.62 1 .2 .2 63.0
3.64 1 .2 .2 63.2
3.65 1 .2 .2 63.5
3.66 1 .2 .2 63.7
3.67 1 .2 .2 63.9
3.69 1 .2 .2 64.1
3.70 17 3.5 3.8 67.9
3.73 1 .2 .2 68.2
3.74 2 .4 .4 68.6
3.75 10 2.1 2.2 70.9
3.78 1 .2 .2 71.1
3.80 45 9.4 10.1 81.2
3.82 1 .2 .2 81.4
3.83 2 .4 .4 81.8
3.84 1 .2 .2 82.1
3.85 2 .4 .4 82.5
3.87 2 .4 .4 83.0

3.89 1 .2 .2 83.2
3.90 16 3.3 3.6 86.8
3.93 1 .2 .2 87.0
3.94 2 .4 .4 87.4
3.95 2 .4 .4 87.9
3.96 2 .4 .4 88.3
3.97 2 .4 .4 88.8
3.98 1 .2 .2 89.0
4.00 34 7.1 7.6 96.6
4.02 1 .2 .2 96.9
4.03 1 .2 .2 97.1
4.06 1 .2 .2 97.3
4.10 6 1.3 1.3 98.7
4.12 2 .4 .4 99.1
4.20 3 .6 .7 99.8
4.25 1 .2 .2 100.0
Total 446 92.9 100.0
Total 480 100.0

34.
Current GPA
Percent
Valid
1.75 1 .2 .2 .2
2.00 2 .4 .5 .7
2.10 3 .6 .7 1.4
2.20 3 .6 .7 2.1
2.30 2 .4 .5 2.5
2.39 1 .2 .2 2.8
2.40 3 .6 .7 3.4
2.46 1 .2 .2 3.7
2.50 16 3.3 3.7 7.4
2.53 1 .2 .2 7.6
2.60 5 1.0 1.1 8.7
2.61 1 .2 .2 9.0
2.67 1 .2 .2 9.2
2.70 7 1.5 1.6 10.8
2.80 19 4.0 4.4 15.2
2.81 1 .2 .2 15.4
2.85 1 .2 .2 15.6
2.88 1 .2 .2 15.9
2.89 1 .2 .2 16.1
2.90 18 3.8 4.1 20.2
2.91 1 .2 .2 20.5
2.95 2 .4 .5 20.9
2.96 1 .2 .2 21.1
2.97 1 .2 .2 21.4
2.98 2 .4 .5 21.8
3.00 39 8.1 9.0 30.8
3.02 2 .4 .5 31.3
3.03 1 .2 .2 31.5
3.04 1 .2 .2 31.7
3.06 1 .2 .2 32.0
3.07 2 .4 .5 32.4
3.08 1 .2 .2 32.6

3.10 11 2.3 2.5 35.2
3.11 1 .2 .2 35.4
3.12 1 .2 .2 35.6
3.14 1 .2 .2 35.9
3.20 21 4.4 4.8 40.7
3.22 2 .4 .5 41.1
3.23 1 .2 .2 41.4
3.25 1 .2 .2 41.6
3.28 2 .4 .5 42.1
3.30 12 2.5 2.8 44.8
3.34 1 .2 .2 45.1
3.36 1 .2 .2 45.3
3.37 1 .2 .2 45.5
3.38 1 .2 .2 45.7
3.40 25 5.2 5.7 51.5
3.41 1 .2 .2 51.7
3.42 1 .2 .2 52.0
3.44 1 .2 .2 52.2
3.45 1 .2 .2 52.4
3.47 1 .2 .2 52.6
3.48 1 .2 .2 52.9
3.50 31 6.5 7.1 60.0
3.51 1 .2 .2 60.2
3.52 2 .4 .5 60.7
3.53 4 .8 .9 61.6
3.57 1 .2 .2 61.8
3.59 3 .6 .7 62.5
3.60 30 6.3 6.9 69.4
3.61 1 .2 .2 69.7
3.62 2 .4 .5 70.1
3.64 2 .4 .5 70.6
3.65 1 .2 .2 70.8
3.66 1 .2 .2 71.0
3.68 2 .4 .5 71.5
3.69 1 .2 .2 71.7
3.70 14 2.9 3.2 74.9

3.71 3 .6 .7 75.6
3.72 1 .2 .2 75.9
3.73 2 .4 .5 76.3
3.75 6 1.3 1.4 77.7
3.76 2 .4 .5 78.2
3.78 3 .6 .7 78.9
3.79 1 .2 .2 79.1
3.80 28 5.8 6.4 85.5
3.81 4 .8 .9 86.4
3.85 7 1.5 1.6 88.0
3.86 3 .6 .7 88.7
3.88 1 .2 .2 89.0
3.90 5 1.0 1.1 90.1
3.91 1 .2 .2 90.3
3.92 4 .8 .9 91.3
3.93 5 1.0 1.1 92.4
3.96 1 .2 .2 92.6
3.98 1 .2 .2 92.9
4.00 31 6.5 7.1 100.0
Total 435 90.6 100.0
Total 480 100.0
35.
Education Parents
Percent
Valid
Yes 304 63.3 64.1 64.1
No 162 33.8 34.2 98.3
Not Sure 8 1.7 1.7 100.0
Total 474 98.8 100.0
Total 480 100.0

36.
Hours Worked Per Week
Percent
Valid
None 112 23.3 23.5 23.5
1-9 48 10.0 10.1 33.5
10-19 128 26.7 26.8 60.4
20-29 105 21.9 22.0 82.4
30-39 48 10.0 10.1 92.5
40+ 36 7.5 7.5 100.0
Total 477 99.4 100.0
Missing System 3 .6
Total 480 100.0
37.
Economic Family Status
Percent
Valid
low 37 7.7 7.8 7.8
low/mid 173 36.0 36.3 44.0
mid/high 242 50.4 50.7 94.8
high 25 5.2 5.2 100.0
Total 477 99.4 100.0
Missing System 3 .6
Total 480 100.0

38.
Why No Complete Degree
Percent
Valid
financial 147 30.6 32.4 32.4
academic 21 4.4 4.6 37.0
too much socializing 12 2.5 2.6 39.6
lacking familysupport 2 .4 .4 40.1
lacking social connections 1 .2 .2 40.3
personal reasons 58 12.1 12.8 53.1
Stress of Balancing school,
work, life
115 24.0 25.3 78.4
other 23 4.8 5.1 83.5
N/A 75 15.6 16.5 100.0
Total 454 94.6 100.0
Total 480 100.0
39.
Learning Style
Percent
Valid
CS 122 25.4 26.1 26.1
AS 135 28.1 28.8 54.9
AR 140 29.2 29.9 84.8
CR 71 14.8 15.2 100.0
Total 468 97.5 100.0
Total 480 100.0

Appendix B: Questionnaire

Appendix B: Questionnaire
Spring 2016 CMU Business Student Retention Study – S/J/S No.
This survey is part of a research study by marketing students under the direction of Deborah Parman, Assistant
Professor of Business at CMU. While we would like you to answer all of the questions,you are not required to do so
and may end your participation at any time. By completing this survey, you are giving your consent to participate in
this marketing research project.
Please use the rating scale to the right while completing the questionnaire. Circle the number that most closely reflects your opinion.
How likely are you to: Very Unlikely Very Likely
1. Obtainyour degree fromCMU?
1 2 3 4 5
2. Receive emotional support from familywhile attending CMU?
1 2 3 4 5
3. Receive financial support from familywhile attending CMU?
1 2 3 4 5
4. Get involved incampus activities?
1 2 3 4 5
5. Join a student clubor organization?
1 2 3 4 5
6. Attend classes regularly?
1 2 3 4 5
7. Take an active part inclass discussions?
1 2 3 4 5
8. Spendtime socializing withfriends?
1 2 3 4 5
9. Meet with your academic advisor during the semester?
1 2 3 4 5
10. Use the Tutorial Learning Center?
1 2 3 4 5
11. Spendthe suggestedamount of studytime for eachhour of class time?
1 2 3 4 5
How satisfiedare you with: Not Satisfied Very Satisfied
12. Class sizes withinthe Department ofBusiness?
1 2 3 4 5
13. Tuitionandstudent fees at CMU?
1 2 3 4 5
14. The qualityof educationyou are receiving at CMU?
1 2 3 4 5
15. The CMU campus, classrooms, and facilities?
1 2 3 4 5
16. The number of Business classesavailable?
1 2 3 4 5
17. Access to financialaid?
1 2 3 4 5
Please indicate if you agree or disagree with the following statements: Strongly Disagree Strongly Agree
18. I am confident that my education at CMU will leadto desiredemployment.
1 2 3 4 5

Business Student Retention Research Project

Business Student Retention Research Project

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