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ERIC Number: EJ798191
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1542-3077
EISSN: N/A
The Impact of a First-Year Experience Course on the Academic Performance, Persistence, and Graduation Rates of First-Semester College Students at a Public Research University
Lang, David J.
Journal of The First-Year Experience & Students in Transition, v19 n1 p9-25 2007
This study assessed the impact of a first-year experience course on the academic performance, persistence, and graduation rates of first-semester college students enrolled at a public research university in fall 1998. Two groups of first-year college students were matched according to their gender, race, SAT score, high school GPA, and intended program of study. Comparisons indicated that first-year experience course completers achieved a higher mean GPA in their first semester than those of similar academic potential who chose not to take the elective course. Moreover, course completers persisted to their second, third, and fourth semesters at greater rates than the group of nonparticipants. Likewise, first-year experience course completers graduated within four, five, and six years of study at higher rates than their nonparticipant counterparts. Consequently, the first-year experience course had an overall positive impact on the academic performance, persistence, and graduation rates of the first-semester students in this study.
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://www.sc.edu/fye/publications/index.html; Web site: http://bibliotheek.ehb.be:3017
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards