Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school preparation, first-year academic performance, multi-institution enrollment, and financial aid support on second-year persistence. Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience, math intensity of the declared major, simultaneous enrollment at another college/university, and second-year financial aid offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters. Middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions.     

Assessing students’ perceptions of fit between secondary and higher education: a validation study of the SPFQ

ABSTRACT

Supporting first-year students to adjust to their new academic environment is a crucial task in higher education. Investigating students’ perceptions of fit between secondary and higher education could give higher education institutions valuable information for student feedback and support, when captured in a reliable and valid way. This study examines the construct validity, reliability, and criterion-related validity of the Students’ Perceived Fit Questionnaire (SPFQ) by using a longitudinal dataset (N?=?930, first-year students). The results of exploratory and confirmatory factor analysis supported a three-factor structure measuring students’ perceptions of: 1) the extent to which secondary education prepared them for higher education in terms of content knowledge; 2) resemblance in the teaching approach between secondary and higher education, and 3) the need to adapt to their higher education study programme. Concerning the criterion-related validity, it was found that first-year students who experienced similarities in teaching approach are more likely to persist in their studies. Furthermore, our results indicated that first-year students who experienced less need to adapt to their higher education study programme felt more self-efficacious regarding their own learning and, consequently, were more likely to persist in their studies.     

The Impact of Centralized Advising on First-Year Academic Performance and Second-Year Enrollment Behavior

To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve specific student groups. In this study, I used propensity score matching to estimate the impact of using centralized academic advising at a large metropolitan public research university on undergraduate students’ first-year GPA and second-year enrollment behavior. Using a cohort of 2,745 first-time full-time freshmen who matriculated in fall 2010, I matched students who used centralized advising with those who used no advising, over the course of two semesters. I then fit an OLS regression model to examine the impact of centralized advising on first-year GPA and a Zero Inflated Negative Binomial model to examine its impact on students’ enrollment behavior in the second year. I used these parametric results to simulate average treatment effects. Results indicated that students who used centralized academic instead of no advising experienced an increase in their first-term GPA, second-term GPA, and first-year cumulative GPA. Also, students who used centralized advising during the second term experienced a decrease in their probability of first-year attrition.     

Staying the distance: students’ perceptions of enablers of transition to higher education

Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.     

Teacher effects on student attrition and performance in mass-market tertiary education

Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely on two things to protect the quality of the degrees they award: selection mechanisms operating during students’ tenure, and effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students). Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers’ formal university affiliation.     

A longitudinal analysis of the reciprocal relationship between academic procrastination,study satisfaction,and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

     

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.     

National Evidence of the Impact of First-Year Online Enrollment on Postsecondary Students’ Long-Term Academic Outcomes

This study examines the influence of first-year online enrollment on the long-term academic outcomes of postsecondary students. Using a nationally representative sample and propensity score weighting, I find that enrolling in some online courses is associated with lower odds of dropping out of college. Additional results reveal a positive relationship between enrolling in some online courses and sub-baccalaureate indicators of long-term academic success, such as earning an associate’s degree and transferring from a community college to a 4-year institution.     

Financial aid and student persistence in online education in the United States

Distance education has historically had lower completion rates. Several models of persistence, for on-campus students, indicate that students’ financial status affects their decision to persist. This study involved providing distance education students’ financial aid in the form of institutional scholarships (N = 545) at Penn State University in the United States. The recipients were students who were not overachievers and not at-risk of failing, but somewhere in the middle. The purpose of the study was to test if receiving financial aid was related to students’ persistence. Using logistic regression and Chi-square analysis, this study found that scholarship-receiving students with higher financial need were two times more likely to persist in their studies than those with lower financial need. Results suggest that there is a positive relationship between providing even small financial aid to students with high-financial need and their persistence in their studies.     

Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance

Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.     

Characterizing the Decision Process Leading to Enrollment in Master's Programs: Further Application of the Enrollment Process Model

ABSTRACT

As part of an ongoing market research function, the administration at a private university's business school implemented a project to better understand the composition of its master's students. This research was an extension of a similar study conducted for the school's doctoral programs. Like the earlier study on doctoral students, a behavioral approach that employed a theoretical model of the decision process leading to enrollment was applied to master's students. This enrollment process model was utilized to guide the implementation of a survey that sampled the school's current students. Application of this model to questionnaire development procedures is also presented. Based on the information collected, the decision process leading to enrollment in the master's business programs was characterized. Quadrant analysis was applied to selected data derived from the enrollment process model in order to develop a two dimensional profile of students. In practice, this depiction provided insight to student perception of ideal versus actual program characteristics. The usefulness and applicability of the enrollment process model in achieving enrollment management objectives is also discussed.     

Patterns and Factors of High School Dropout Risks of Racial and Linguistic Groups

This study examined the dropout trajectories of racial and linguistic minority students and explored the effects of students' contextual factors on their high school dropout risks. Our motivation was to identify the dropout patterns of Black, Hispanic, and Hispanic English language learner (ELL) students, who have comparatively high dropout rates, and to suggest ways to promote high school completion. We employed a survival analysis using the National Longitudinal Survey of Youth 1997 (NLSY97) from the U.S. Bureau of Labor Statistics. The results showed that the 3 minority groups displayed significantly higher dropout risks than the White group. The overall pattern of dropout risks increased over time, with the dropout rates of the Black students high in the 1st and 2nd years of high school and the highest dropout rates for Hispanic ELL students in their senior year. A gender difference was found among the students, with male students having higher dropout risks than female students. It was also found that students' positive relationships with their teachers were associated with lower dropout risks.     

An exploratory study of first-year students at a historically black university campus in South Africa: their academic experiences,success and failure

Abstract

This article reports on a study focusing on the first-year academic experiences, success and failure of a cohort of students at a historically black university campus in South Africa. It examines their academic experiences and factors which influenced their success and failure at the end of the first year. Views were sought from a sample of 100 lecturers and 500 first-year students using quantitative (survey) and qualitative (questionnaire) data collection methods. The results indicate that on the one hand, academic success for this cohort was influenced by class attendance, completion and timely submission of assignments, and group discussions/group work. On the other hand, academic failure was attributed to late submission of assignments, inability to ask questions and poor communication skills. The results also point to a need to pay serious attention to improving the academic learning environment of first-year students in order to enhance students’ chances of success.     

The effects of tuition and financial aid on the enrollment decision at a state university

Students admitted to more than one institution of higher education face one of the most difficult decisions of their lives. The determinants of these enrollment decisions are crucially important to the yield of qualified students from the number admitted to colleges and universities. This paper specifies an empirical model of the enrollment decision for students admitted both to Rutgers University and to at least one alternate college. Our estimates of the parameters of the model with a binary choice multiple regression equation show that students base their enrollment decision on the relative quality of the schools, their own abilities and family resources, and the net costs of the schools. The results are relevant to university tuition and financial aid policies. The general methodology is replicable by other institutions seeking information on the determinants of the enrollment decision.     

Learning and Study Strategies among First-Year Students at a South African University: A Mixed Methods Study

South African higher education is plagued by low academic success rates. Academic development and support units can play an important role in addressing low academic success rates by assisting students in developing appropriate learning and study strategies. Limited information is available on students’ learning and study strategy profiles and their needs regarding intervention programmes. This article reports on a mixed methods study that investigated learning and study strategies among a sample of first-year students enrolled at a South African university. Quantitative data, collected using the Learning and Study Strategies Inventory (LASSI) from a sample of first-year students, pointed to an urgent need for learning and study strategy intervention programmes to be provided. The qualitative data offered a more in-depth understanding of participants’ needs regarding learning and study strategy intervention programmes. Implications for practice and avenues for further research are discussed.     

Understanding College-Student Roles: Perspectives of Participants in a High School/Community College Dual-Enrollment Program

Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education.     

DROPOUT AND STOPOUT PATTERNS AMONG DEVELOPMENTAL EDUCATION STUDENTS IN TEXAS COMMUNITY COLLEGES

The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns.     

Academic Mentoring and Dropout Prevention for Students in Math,Science and Technology

In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group.