ERIC Number: ED453724
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
The Relative Contribution of Participating in a First-Year Seminar on Student Satisfaction and Retention into the Sophomore Year.
Hendel, Darwin D.
The focus of this paper is on the relative contribution of participating in a first-year seminar to student satisfaction and the retention of students in the second year at a Research I, urban, and public university. The study compared the measured satisfaction levels of students enrolled in a first-year seminar with students who were not enrolled in such seminars. The relationship between participation in a first-year seminar and retention was investigated by using a logistic regression model to determine if seminar participation increased the probability of gender, ethnicity, and academic potential as measured by high school rank. Overall, the first-year to second-year retention rate for all new freshmen at the study institution was 83.1% for students who began in fall 1998. The study used survey data from a random sample of undergraduates (n=1,6000) surveyed in the spring of 1999 as well as survey data from first-year students who had enrolled in a first-year seminar sometime during the 1998-1999 academic year. Results of t-tests between the two groups of students indicate statistically significant differences at p<0.05 for 15 of the 92 items on the Student Experiences Survey. For all but one of the items, the more positive responses came from students enrolled in a first-year seminar. Results of the logistic regression analysis indicate that only high school rank was a significant contributor to the logistic regression equation predicting retention into the second year. The model correctly classified 82.2% of the cases in the sample. The log odds ratios, which indicate the strength of the effect of variables in the mode, for the variables in the model were 2.158 and 1.565 respectively, for the two upper quartile high school rank categories. (Contains 5 tables and 13 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/83929