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Effectiveness of freshman seminars and first year programs on[1]
- 1. Effectiveness of Freshman Seminars and First-Year Programs on Student Retention Thesis Defense PRESENTER: DEBRA JOHNSON ADVISOR: DR. DAVID ROBINSON 2012 Kaplan University Davenport, Iowa
- 2. Statement of the Problem Retaining a student is fundamental to the ability of an institution to carry out its mission. A high attrition rate is a fiscal problem for schools. Loss of tuition Loss of majors in some departments
- 3. Methodology Research Question “What are the correlation of freshman seminars and first-year experiences on student persistence and retention?” Research Hypothesis “Students who participate in freshman seminars and first-year experiences tend to persist to the sophomore year.”
- 4. Methodology Participants Sophomore Students at George Fox University Sophomore Students at George Fox University
- 5. Methodology Independent Variables : Academic Advising Orientation Financial Aid Student Involvement Dependent Variables Student Retention Persistence
- 6. Mediating Variables Age Gender Race/Ethnicity Attendance Status Attendance Status in Family Freshman seminar
- 7. Instrumentation Quantitative Online Survey 5-Point Likert Scale 1= Strongly disagree 2= Disagree 3= Neither disagree nor agree 4= Agree 5= Strongly Agree (Created within SurveyMonkey.com)
- 8. DATA ANALYSIS Descriptive Statistics Inferential Statistics Spearman Rho (Rank Order) Correlation Pearson Moment (r) One-tail test Significant (p<0.01) Hypothesis Testing One Tail t Test (p < 0.05) 95%Conficence Interval mean mode median range Standard deviation
- 10. Demographics Gender/Age (N=137) Missing (female 25) or older *Females 18-25 – 60.2% Males 18-25 – 38.2% Males 25 or older – 1.5% Indicates more females than males attending college on a full-time basis *Indicates large percentage of students are traditional students attending full-time. 39% of nontraditional students are male attending full-time Race/Ethnicity (N=137) Hispanic/Latinos 3.7% American Indian/Alaskan Natives 1.5% *Black or African American 1.5% Asian 11.1% *White 82.2%
- 11. Demographics Attendance (N=137) Total Responses 130 *Full-time student >Participated in first- year seminar 89.2% Full- time student >Did not participate in first- year seminar 10.8% Part-time students (No responses) Attendance Status in family (N=137) Total Responses 130 First to attend college in family -20.8% *Not the first to attend college in family 79.2%
- 12. Perception of Respondents Quality of Advising (N=100) 37 Nonrespondents Mean – 4.06>4.29 Median – 4.00 Mode – 4.00 Std. Deviation – 0.83>0.94 Range – 4.00 Indicates the average student was satisfied with the quality of advising (Approximately 100% of students responding); Also indicates a normal distribution (Perfect Bell Curve) Advisor Interaction (N=100) 37 Nonrespondents Mean – 3.68>4.16 Median – 4.00 Mode – 4.00 Std. Deviation 0.91>0.92 Range - 4.00 Indicates the average student was satisfied with interacting with their advisor. (Normal distribution)
- 13. Perceptions of Respondents Financial Aid (N=100) 37 Nonrespondents Mean – 3.10>4.17 Median – 3.00>4.00 Mode -4.00 Range -4.00 Std. Deviation – 4.00 Indicates a normal distribution; the average student is taking advantage of all financial aid available to them. Student Involvement (N=100) 37 Nonrespondents Mean 3.55>3.77 Median 4.00 Mode 4.00 Range 4.00 Std. Deviation 4.00 Indicates majority of students are involved in activities on campus. (Normal distribution)
- 14. First-Year Experiences Genesis (N=98) 39 Nonresponses Mean 3.55>3.99 Median 4.004.00 Mode 4.00 Range 4.00 Std. Deviation 0.87>1.09 Indicates a normal distribution and First-Year Seminar (N=100) 37 Nonresponses Mean 3.38>3.74 Median 4.00 Mode 4.00 Range 4.00 Std. Deviation 0.87>1.08
- 15. Bell Curve
- 16. Bell Curve
- 17. Correlations Orientation/Genesis (p < 0.01) Pearson Correlation Perfect positive correlations of (r=1.00) indicate there is a direct association between variables, shows a strong linear relationship. and suggests that Weaker correlations (r= 0.40) indicated students who did not participate in an orientation program. Alpha levels (0.000) indicated no difference. Spearman Rank Order Triangulation of Spearman Rank Order with the Pearson Correlation are symmetrical and Also shows a strong linear relationship which substantiates these results. Results suggests that orientation programs are effective.
- 18. FIRST-YEAR SEMINAR (p < 0.01) Pearson Correlation Correlations (r=0.50) or greater between variables indicate a strong relationship; correlations (r=1.00) shows a perfect positive relationship and a direct linear relationship. These are indicated by students who participated in a first-year seminar. correlations (r=0.40) indicate a weak correlation, and also indicate students who did not participate in a first-year seminar. Spearman Rank Order Triangulation of Spearman Rank Order with the Pearson Correlation are symmetrical and Also shows a strong linear relationship which substantiates these results. Results suggests that first- year seminars are effective.
- 19. Hypothesis Testing (p < 0.05) One-Tail t Test Genesis One-Tail t Test First- Year Seminar
- 20. One-Tail t Test
- 23. Recommendations
- 25. Conclusion