This study examined the effect of a mandatory first-year experience course on retention and persistence. More specifically, this study examined the effect of a mandatory first-year experience course on in-semester retention and semester-to-semester persistence rates for rural community and technical college students at one rural community and technical college in Southeastern Kentucky. Existing data about in-semester retention and semester-to-semester retention rates was used for students who took a mandatory first-year experience course as well as for students who did not take the mandatory first-year experience course. The data was analyzed using an independent samples t-test for each group to do a comparison of means. The data for all three independent samples t-tests indicated that retention and persistence rates for students who took the mandatory first-year experience course were lower than the in-semester retention and semester-to-semester persistence rates for students who were not required to take the course. Implications for further research are discussed.
","abstract_html":"<p>This study examined the effect of a mandatory first-year experience course on retention and persistence. More specifically, this study examined the effect of a mandatory first-year experience course on in-semester retention and semester-to-semester persistence rates for rural community and technical college students at one rural community and technical college in Southeastern Kentucky. Existing data about in-semester retention and semester-to-semester retention rates was used for students who took a mandatory first-year experience course as well as for students who did not take the mandatory first-year experience course. The data was analyzed using an independent samples t-test for each group to do a comparison of means. The data for all three independent samples t-tests indicated that retention and persistence rates for students who took the mandatory first-year experience course were lower than the in-semester retention and semester-to-semester persistence rates for students who were not required to take the course. Implications for further research are discussed. </p>","abstract_has_math":false,"creators":["Spencer-Barnes, Amanda"],"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":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["First-Year Experience","Persistence","Retention","Community College Education Administration","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright 2021 Amanda Spencer-Barnes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/764","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Spencer-Barnes, Amanda"]}]},{"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-Year Experience","Persistence","Retention","Community College Education Administration","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Amanda Spencer-Barnes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/764"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effect of a mandatory first-year experience course on retention and persistence. More specifically, this study examined the effect of a mandatory first-year experience course on in-semester retention and semester-to-semester persistence rates for rural community and technical college students at one rural community and technical college in Southeastern Kentucky. Existing data about in-semester retention and semester-to-semester retention rates was used for students who took a mandatory first-year experience course as well as for students who did not take the mandatory first-year experience course. The data was analyzed using an independent samples t-test for each group to do a comparison of means. The data for all three independent samples t-tests indicated that retention and persistence rates for students who took the mandatory first-year experience course were lower than the in-semester retention and semester-to-semester persistence rates for students who were not required to take the course. Implications for further research are discussed.
"]},{"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":["Barriers To Access And Success For Rural Community College Students At Rural Community And Technical College: Understanding The Effect Of A Mandatory First-Year Experience Course On Retention And Persistence"]}]}],"canonical_facts":{"dc:creator":["Spencer-Barnes, Amanda"],"dc:description.abstract":["This study examined the effect of a mandatory first-year experience course on retention and persistence. More specifically, this study examined the effect of a mandatory first-year experience course on in-semester retention and semester-to-semester persistence rates for rural community and technical college students at one rural community and technical college in Southeastern Kentucky. Existing data about in-semester retention and semester-to-semester retention rates was used for students who took a mandatory first-year experience course as well as for students who did not take the mandatory first-year experience course. The data was analyzed using an independent samples t-test for each group to do a comparison of means. The data for all three independent samples t-tests indicated that retention and persistence rates for students who took the mandatory first-year experience course were lower than the in-semester retention and semester-to-semester persistence rates for students who were not required to take the course. Implications for further research are discussed.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/764"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2021 Amanda Spencer-Barnes"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["First-Year Experience","Persistence","Retention","Community College Education Administration","Educational Assessment, Evaluation, and Research"],"dc:title":["Barriers To Access And Success For Rural Community College Students At Rural Community And Technical College: Understanding The Effect Of A Mandatory First-Year Experience Course On Retention And Persistence"],"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":"2026-07-24T02:16:00Z"}