Course registration and student success: A mixed-methods study of closed classes, student enrollment, and graduation

The purpose of this study was to explore if closed classes related to credit hour enrollment and graduation for undergraduate students at a mid-size public institution. A mixed-methods study was guided by four research questions: • Research Question 1 (RQ1): How, if at all, do closed class encounters predict credit hour enrollment while controlling for student demographics and academic preparation for first-time, full-time students at a public university? • Research Question 2 (RQ2): How, if at all, do closed class encounters predict time to graduation while controlling for student demographics and academic preparation for first-time, full-time students at a public university? • Research Question 3 (RQ3): How do undergraduate students perceive their experiences with course registration and closed classes as it relates to overall enrollment? • Research Question 4 (RQ4): How do undergraduate students perceive their experiences with course registration and closed classes as it relates to their graduation? The quantitative portion of the study analyzed historical student demographic and registration data for 6,418 students from three freshmen cohorts. Hierarchical regression analyses produced a model with student demographic variables and closed class encounters that predicted between 2% to 6% of variance in enrollment hours and 11% of variance in graduation. Closed class encounters had limited predictive power in the regression models, adding between .2% to .4% of explanation in all regression models. The qualitative elements of the study used survey data to gather student perspectives regarding registration and closed classes, and 189 students participated in the survey. Their responses were analyzed and categorized through a thematic coding process, with emergent themes being reported. The findings suggested the majority of students encountered closed classes, but they used many different strategies to navigate enrollment and graduation planning, including enrolling in alternative courses over preferred classes. The enrollment changes had differing impacts on students, including conflicts with other personal, work, and academic obligations. The importance of faculty and academic advisors in supporting student success was also surfaced. Potential recommendations include revised class scheduling and registration practices, proactive registration support for students, and emphasizing the value of the courses to students.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Grisham, Stacie

Contributors dc:contributor

• Crawford, Elizabeth K.
• Williamson, Cindy T.; Rausch, David W.; Freeman, Yancy E.
• College of Health, Education, and Professional Studies

• Academic achievement--United States--Evaluation
• Education, Higher--Administration--United States
• School enrollment--Education (Higher)

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/1026

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-2213