Examining the Impact of a First-Year Seminar Course on the Success of Community College Developmental Students

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Autor/in	Yorkshire, Kathy L.
Titel	Examining the Impact of a First-Year Seminar Course on the Success of Community College Developmental Students
Quelle	(2016), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-8093-2
Schlagwörter	Hochschulschrift; Dissertation; First Year Seminars; Community Colleges; Two Year College Students; Longitudinal Studies; Academic Persistence; Grade Point Average; School Holding Power; Academic Achievement; College Freshmen; Regression (Statistics); African American Students; Hispanic American Students; Statistical Analysis; Predictor Variables; Gender Differences; Part Time Students; Full Time Students; Ethnicity; Race + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Studienanfänger; Regression; Regressionsanalyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Statistische Analyse; Prädiktor; Geschlechterkonflikt; Part-time students; Teilzeitstudent; Vollzeitstudium; Ethnizität; Rasse; Abstammung
Abstract	The purpose of this longitudinal study was to examine the impact of a first-year seminar (FYS) course on the success of community college developmental students as it relates to the years 2011-2014. Student success was examined by persistence, retention, and grade point average. Student success was also examined by selected demographic variables (gender, age, and race). Participants in this study were full-time and part-time, degree-seeking first year students who placed in at least one developmental course in fall 2011. SPSS was used to conduct the analysis. Regression Analyses were conducted using pre-existing data and revealed that participation in an FYS course, the age of students, and the race/ethnicity of students who were Black/African American or Hispanic/Latino were significant predictors of full-time students persisting to graduation. The race/ethnicity of students who were Black/African American or Hispanic/Latino were significant predictors of part-time students graduating but participation in the FYS course was not a predictor. Full-time students who were female and students whose race/ethnicity was Black/African American or Hispanic/Latino were significant predictors of full-time students being retained fall 2012. Female students, students' age, Black/African American, or Hispanic/Latino students were significant predictors of part-time students being retained fall 2012. Participation in the FYS course, gender, age, and the racial identity of the students were not significant predictors of students being retained in fall 2013. Race/ethnicity of students who were Hispanic students was a significant predictor of part-time students being retained in fall 2013. No significant predictors were found for full-time students being retained in fall 2014. Female students and students' age were significant predictors of students being retained in fall 2014. One-way Analysis of Covariance (ANCOVA) analyses found no significant main effects of participation in an FYS course on the GPA of full-time or part-time students. Regression analyses as a supplemental analysis revealed that participation in an FYS course was not a predictor of GPA for full-time students but was a predictor of GPA for part-time students. Overall, the findings in this study suggest that developmental students are likely to be successful in their academic career without taking developmental coursework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01