ABSTRACT:
For first time students, arriving at college can be an overwhelming
experience. Compared to high school, college is a different
world and new students are strangers in a strange land. Higher
education is a symbiotic relationship, one in which colleges
need students and students need colleges. Keeping the two
together is becoming a challenge. Schools have implemented
college success courses; often called Freshman Seminars, as
a way to acclimate students to college, and in doing so, retain
students at their initial college.
In order to add to the data about the relationship between
such courses and academic success; six hypotheses were investigated.
Two questions considered the impact of a college success course
on specific groups of students. Two questions dealt with gender
and ethnic differences for students who took the college success
courses. One question examined the relationship of final college
success course grades to academic success. The final question
delved into academic indicators that show which group "needed"
a college success course the most.
Data from traditionally aged first year, first time students
was analyzed in order to find possible relationships between
college success courses and academic success. Data relating
to retention to the sophomore year, cumulative GPA, and accumulated
credit hours was considered in terms of college success course
length, taking or not taking a colleges success course, gender,
ethnicity, course grade, and Colorado Commission of Higher
Education Index Scores
Several research projects have found statistically significant
relationships between similar courses and academic success.
Results from the majority of questions within this project
reflect previous findings, but lack the statistical significance
of those investigations. However, two findings are worth noting.
First, it does not appear that freshman with similar academic
preparedness faired better academically due to completion
of either a one-week or a sixteen-week college success course.
Second, final course grades in the college success course
were found to be statistically significant in terms of predicting
academic success. There are indications in the data that suggest
that completion of a college success course may help retain
students who start college with low standardized test score
and/or low GPAs.
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