This study examined the effect of residential learning communities on the success of first-generation first-year students. Using the theoretical framework of Tinto’s Conceptual Schema this study looked at the social and academic integration factors of living in a residential learning community through fall-to-fall retention rates and EKU GPA. A large institutional database was used to identify the first-generation first-year students in the study as well as their demographic differences. When controlling for gender, race, Pell Grant eligibility, high school GPA, and composite ACT scores, results showed participation in residential learning communities did not make a significant difference in the fall-to-fall retention rates or the EKU GPA of first-generation first-year students. It did show that gender, race, high school GPA and ACT composite scores were statistically significant in the fall-to-fall retention of first-generation first-year students. Results also showed gender, high school GPA and ACT composite scores were all statically significant covariates when looking a first-generation first-year student EKU GPA’s.
","abstract_html":"<p>This study examined the effect of residential learning communities on the success of first-generation first-year students. Using the theoretical framework of Tinto’s Conceptual Schema this study looked at the social and academic integration factors of living in a residential learning community through fall-to-fall retention rates and EKU GPA. A large institutional database was used to identify the first-generation first-year students in the study as well as their demographic differences. When controlling for gender, race, Pell Grant eligibility, high school GPA, and composite ACT scores, results showed participation in residential learning communities did not make a significant difference in the fall-to-fall retention rates or the EKU GPA of first-generation first-year students. It did show that gender, race, high school GPA and ACT composite scores were statistically significant in the fall-to-fall retention of first-generation first-year students. Results also showed gender, high school GPA and ACT composite scores were all statically significant covariates when looking a first-generation first-year student EKU GPA’s. </p>","abstract_has_math":false,"creators":["Barnes, April Dannielle"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:53Z","subjects":["First Generation Students","First Year Students","Learning Communities","Residence Halls","Residential Learning Communities","Student Success","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2019 April Dannielle Barnes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/611","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Barnes, April Dannielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["First Generation Students","First Year Students","Learning Communities","Residence Halls","Residential Learning Communities","Student Success","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 April Dannielle Barnes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/611"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effect of residential learning communities on the success of first-generation first-year students. Using the theoretical framework of Tinto’s Conceptual Schema this study looked at the social and academic integration factors of living in a residential learning community through fall-to-fall retention rates and EKU GPA. A large institutional database was used to identify the first-generation first-year students in the study as well as their demographic differences. When controlling for gender, race, Pell Grant eligibility, high school GPA, and composite ACT scores, results showed participation in residential learning communities did not make a significant difference in the fall-to-fall retention rates or the EKU GPA of first-generation first-year students. It did show that gender, race, high school GPA and ACT composite scores were statistically significant in the fall-to-fall retention of first-generation first-year students. Results also showed gender, high school GPA and ACT composite scores were all statically significant covariates when looking a first-generation first-year student EKU GPA’s.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University"]}]}],"canonical_facts":{"dc:creator":["Barnes, April Dannielle"],"dc:description.abstract":["This study examined the effect of residential learning communities on the success of first-generation first-year students. Using the theoretical framework of Tinto’s Conceptual Schema this study looked at the social and academic integration factors of living in a residential learning community through fall-to-fall retention rates and EKU GPA. A large institutional database was used to identify the first-generation first-year students in the study as well as their demographic differences. When controlling for gender, race, Pell Grant eligibility, high school GPA, and composite ACT scores, results showed participation in residential learning communities did not make a significant difference in the fall-to-fall retention rates or the EKU GPA of first-generation first-year students. It did show that gender, race, high school GPA and ACT composite scores were statistically significant in the fall-to-fall retention of first-generation first-year students. Results also showed gender, high school GPA and ACT composite scores were all statically significant covariates when looking a first-generation first-year student EKU GPA’s.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/611"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2019 April Dannielle Barnes"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["First Generation Students","First Year Students","Learning Communities","Residence Halls","Residential Learning Communities","Student Success","Educational Administration and Supervision"],"dc:title":["The Efficacy of Residential Learning Communities on First Generation, First-Year College Students' Success at a Rural Regional University"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:53Z"}