An evaluation of an orientation to college course in a community college setting
type: CreativeWork
description: Community colleges are especially in need of programs to improve student persistence. Orientation to college courses have been linked to increased persistence in four-year and two-year colleges. An orientation course in a community college was evaluated for its impact on student persistence and for its effect on student attitudes and behaviors. In a quasi-experimental design, Treatment and Control groups of full-time, first-time, degree-seeking students were selected from three fall semesters. Treatment groups consisted of students who had successfully completed the orientation course. Control group students were matched to treatment group students by age, gender, ethnicity, writing placement, and high school percentile rank. Treatment group students reenrolled in subsequent spring semesters at significantly higher rates than control groups students. Findings for reenrollment fall to subsequent fall were inconclusive. No differences between treatment and control groups were found for semester grade point averages or completion ratios of number of credit hours earned to number attempted. A content analysis of final projects revealed treatment group students reporting improved goal setting ability, increased self-assessment of academic and general life skills, and enhanced self-esteem.
abstract: Community colleges are especially in need of programs to improve student persistence. Orientation to college courses have been linked to increased persistence in four-year and two-year colleges. An orientation course in a community college was evaluated for its impact on student persistence and for its effect on student attitudes and behaviors. In a quasi-experimental design, Treatment and Control groups of full-time, first-time, degree-seeking students were selected from three fall semesters. Treatment groups consisted of students who had successfully completed the orientation course. Control group students were matched to treatment group students by age, gender, ethnicity, writing placement, and high school percentile rank. Treatment group students reenrolled in subsequent spring semesters at significantly higher rates than control groups students. Findings for reenrollment fall to subsequent fall were inconclusive. No differences between treatment and control groups were found for semester grade point averages or completion ratios of number of credit hours earned to number attempted. A content analysis of final projects revealed treatment group students reporting improved goal setting ability, increased self-assessment of academic and general life skills, and enhanced self-esteem.
author: Walls, Gina Denise
language: eng
keywords: Education, Community College
date published: 2011-05-07T12:33:56Z
date modified: 2026-07-22T22:25:15Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/20258