The Relationship Between Participation in a Student Success Course and the Retention Rate and Academic Success of First-Year Freshmen at a Historically Black University
type: CreativeWork
description: Problem Amongst the highest at-risk student populations are minority students (students of color), first-generation college students, students from low-socioeconomic status, students experiencing financial challenges, and those who enter college academically underprepared. Furthermore, studies have found a significant gap in the educational achievement of African Americans in comparison to other peer groups. Closing this achievement gap requires educators to take a closer look at the complex concept of student retention and understand the variables and factors associated with students’ successful outcomes from both an individual and institutional perspective. An in-depth examination of the effectiveness of strategies specifically designed for the retention and academic success of at-risk students is needed to help improve student outcomes. Method This was a quantitative ex post facto study that used a chi-square test of independence, regression analyses, and descriptive statistics to address the research questions. This design is characterized by a non-experimental study that sought to examine the relationship between participation in an academic success course and the retention and academic success of first-year students at a Historically Black University. Data were collected from existing student data on 1,464 first-year students enrolled in the academic success course across the Fall 2019, Fall 2020, and Fall 2021 semesters. Purposive sampling was used to identify students on academic probation who successfully completed the required student success course in the subsequent Spring 2020, Spring 2021, and Spring 2022 terms, respectively, and achieved a 2.0 GPA or higher for their second term GPA. This resulted in a sample size of 176 students who met these criteria and were invited to complete the survey, of which 44 students responded. Results Results from the study indicated there were significant differences in the first-year retention rate and academic success …
abstract: Problem Amongst the highest at-risk student populations are minority students (students of color), first-generation college students, students from low-socioeconomic status, students experiencing financial challenges, and those who enter college academically underprepared. Furthermore, studies have found a significant gap in the educational achievement of African Americans in comparison to other peer groups. Closing this achievement gap requires educators to take a closer look at the complex concept of student retention and understand the variables and factors associated with students’ successful outcomes from both an individual and institutional perspective. An in-depth examination of the effectiveness of strategies specifically designed for the retention and academic success of at-risk students is needed to help improve student outcomes. Method This was a quantitative ex post facto study that used a chi-square test of independence, regression analyses, and descriptive statistics to address the research questions. This design is characterized by a non-experimental study that sought to examine the relationship between participation in an academic success course and the retention and academic success of first-year students at a Historically Black University. Data were collected from existing student data on 1,464 first-year students enrolled in the academic success course across the Fall 2019, Fall 2020, and Fall 2021 semesters. Purposive sampling was used to identify students on academic probation who successfully completed the required student success course in the subsequent Spring 2020, Spring 2021, and Spring 2022 terms, respectively, and achieved a 2.0 GPA or higher for their second term GPA. This resulted in a sample size of 176 students who met these criteria and were invited to complete the survey, of which 44 students responded. Results Results from the study indicated there were significant differences in the first-year retention rate and academic success …
author: Martinez, Madeline
keywords: Academic Success, Retention Rate, Freshmen, Black University, Higher Education Administration
date published: 2024-01-01T08:00:00Z
date modified: 2026-07-24T00:54:19Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University