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ERIC Number: EJ1090528
Record Type: Journal
Publication Date: 2016-Mar
Pages: 40
Abstractor: As Provided
ISSN: ISSN-0034-6543
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness
Permzadian, Vahe; Credé, Marcus
Review of Educational Research, v86 n1 p277-316 Mar 2016
We review the effectiveness of first-year seminars based on the widely used criteria of first-year grades and the 1-year retention rate. Meta-analytic results indicate that first-year seminars have a small average effect on both first-year grades (k = 89, N = 52,406, d = 0.02) and the 1-year retention rate (k = 195, N = 169,666, d = 0.11). We discuss the implications of these small effects and show that they are meaningful and have important consequences. Results also indicate that the effectiveness of first-year seminars for both criteria is substantially moderated by first-year seminar characteristics (e.g., type of seminar), institutional characteristics (e.g., 2-year or 4-year institution), and study characteristics (e.g., study design). We use these results to make recommendations about the design of first-year seminars that can maximize the positive effect on both the grades and retention of participants.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A