The purpose of this study was to examine the association between Navigate, a technology-aided advisement platform to support student success, and the retention of full-time, First Time in College-Direct Entry students in the fall 2018 and 2019 cohorts, as measured by the number of credits attempted during their first year at public college in the southeastern region of the United States. Data on credit enrollment for 24,487 students in the fall 2016, 2017, 2018, and 2019 FTIC-DE cohorts during their first year in college was analyzed to measure changes in credit loads before and after the implementation of Navigate. Specifically, students' attempted credits were analyzed at two periods: the spring of their first year and the subsequent fall. Regression analyses were used to examine the relationship between Navigate adoption and credit enrollment. Results from this study revealed main findings that contradicted the initial hypothesis. The adoption of Navigate was associated with a slight decrease in the average number of credits enrolled in both, spring and fall, for students in cohorts who had access to e-advisement services compared to students in cohorts with no access to this platform. Further research is needed to make connections between the credit enrollment behavior of these students, their retention in college, and their completion rates under the implementation of Navigate. Researchers might examine the performance-based funds allocation in relation to student retention in future studies to draw conclusions related to the association of e-advisement systems with an increased retention and degree completion rates for students in the PBF cohorts to secure additional PBF funding for the institution. Recommendation for researchers who might plan to study the effects of e-advisement tools on student retention is to explore the number of interactions that students have with advisors through the e-advisement platforms to further investigate its effects on students' credits attempted and retention. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]