Student Success: The Effects of a Community College First-Year Course

Many first-year seminar courses focus on helping students adjust academically and socially to college life with the intent of increasing persistence and ultimately degree completion. While there is evidence in the literature that these courses positively affect persistence and academic success at universities, research is limited in documenting the effectiveness of these courses at community colleges. This research addressed the deficiency in the literature by examining the effects of a first-year seminar or course at one urban community college. Students who were in college for the first time and took an FY course at Midwest Community College between fall 2006 and spring 2008 were randomly selected for this study. These students were matched to first-time students who did not take the course on variables known to impact persistence and academic success and included age, gender, ethnicity, enrollment status, federal aid eligibility, and pre-enrollment academic ability. Chi square analyses revealed no differences in persistence to the next academic term, however there was a statistically significant difference in yearly persistence for all students, especially part-time and underprepared students. Independent samples t tests showed that although mean cumulative GPA's were higher for students who took the FY course, the differences were not statistically significant. Partial correlation holding academic preparedness and enrollment status constant also revealed no statistically significant differences in final grades in specific gatekeeper courses, English Composition and elementary mathematics.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership

Grantor dc:publisher

University of Dayton

Year dc:date

2012

Author dc:creator

• Kronenberger, Judy L.

Contributors dc:contributor

• Twale, Darla

• Community College Education
• Community Colleges
• Education
• Educational Leadership
• Higher Education
• Higher Education Administration
• student success
• first-year courses

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=dayton1355257609

OAI identifier oai:identifier

oai:etd.ohiolink.edu:dayton1355257609