This document discusses a study on the relationship between student involvement on campus and academic success. The researchers hypothesized that students who are not involved on campus would have lower GPAs and graduation rates than involved students. They surveyed 31 graduate students about their level of undergraduate involvement and academic performance. The results showed a negative correlation, with higher levels of involvement linked to slightly lower GPAs. However, the level of involvement did not clearly relate to time to degree completion. The implications are that a balanced approach to academics and campus activities may best support student success.

1. Student Involvement Leading to
Student Success
Rita LoGrasso, Diane Perez, Roatha Kong,
and Josie Margiotta

2. Problem
The issue of low retention and graduation rates
has become a huge concern across many
college campuses in the United States,
especially within the last 10 years (Making
Progress, 2011). This is particularly true at Salem
State University, where the graduation rate is
below 50% (Massachusetts Board of Higher
Education, 2010). In response to these concerns,
researchers have established that involvement in
school activities leads to greater retention
(Schmid, Abell, 2003). There is also evidence
that suggests that students who do not feel a
connection to the college and are not involved
in any way will be more apt to transfer or even
drop out (Elkins, Forrester, Noel-Elkins,
2006). Though these research studies may be
well known, colleges and universities still struggle
with encouraging students to focus on
involvement when the student does not want to
be involved. Through our research, we hope to
find that student involvement does affect GPA
and graduation rates.
Hypothesis
Students who are not involved on campus
have lower GPA and graduation rates than
those student who are involved.
Null Hypothesis
Students who are not involved will have the
same or higher rates of success measured by
GPA and graduation than those students who
are involved.

3. Sample
Our sample size consists of 40 to 45 graduate students
currently enrolled in an educational research course
(EDU 738) at Salem State University. These students are
enrolled in various programs within the School of
Education, including Higher Education Student Affairs,
Physical Education, Elementary Education, and others.
The actual number of students who participated is 31.

4. Instrument and
Design
Our survey uses Google
Forms and consists of 12
questions: 3 multiple choice,
6 Likert-type scales, and 3
open-ended questions. Our
questions were designed to
assess the level of
undergraduate student
involvement participants
experienced, and whether
or not they felt this related to
their academic success.

5. Results
Count of coded
measure Column Labels
Row Labels 2 2.5 3 3.5 4 5 6.5
Grand
Total
Moderately Involved 1 2 1 4
Not involved 2 3 6 1 1 13
Somewhat involved 1 1 4 1 7
Very Involved 6 1 7
Grand Total 2 1 4 1 18 4 1 31
Count of Coded
GPA Column Labels
Row Labels 2.5 2.8 2.9 2.94 3 3.2 3.3 3.4 3.5 3.6 3.67 3.7 3.8 3.9 Grand Total
0 1 1 1 2 1 2 1 2 2 13
1 1 1 3 2 7
2 2 1 1 4
3 1 1 4 1 7
Grand Total 1 1 2 1 2 4 5 1 6 2 1 2 1 2 31

6. More Results
Measure of Involvement Average GPA
Not Involved (0-2) 3.41
Somewhat Involved (3-5) 3.47
Moderately Involved (5-7) 3.2
Very Involved (8+) 3.17
Our results show a correlation of -0.31 which indicates that
the higher the level of involvement, the lower the GPA.
This is a negative correlation.

7. Implications
 Higher involvement does not always lead
to a higher GPA
 A balanced level of involvement
between academics and events on
campus leads to greater success.
 Generally speaking, our results show that
the level of involvement does not have a
significant relationship to the time of
degree completion.