The impact of a freshman seminar on the success of first term students at a for-profit postsecondary institution

Abstract

The purpose of this study was to compare the differences between two freshman seminar courses at a for-profit postsecondary institution. One course was a standard freshman seminar course, and the second course included an advisement component. There were three independent variables for this study. The first independent variable was treatment group, the students who took the standard freshman seminar course and the students who took the course with the advisement component added to it. The second and third independent variables respectively were, ethnicity and gender. The dependent variables were first semester grade point averages and first-to-second semester retention. In addition, the researcher was interested in the students' perceived differences between the two seminar courses and also whether or not having the instructor as an advisor made a difference in their first semester. Therefore, this study included a qualitative analysis. Since the researcher conducted this study after the time period, this study is considered an ex post facto study. Using a three-way ANOVA and chi-square statistical tests, the researcher found no statistically significant differences in the students' retention. Both groups of students had very similar retention, however, the findings on ethnicity and gender revealed that the African Americans and females were more likely to re-enroll for the second semester. Analysis on grade point averages found statistically significant differences between the two groups of students. The students who took the advisement enhanced freshman seminar course had slightly higher grade point averages. In addition, the female students had better grade point averages than the males. The results on ethnicity found statistically significant differences between the three ethnic groups, with the African Americans having the lowest GPAs. However, it appeared that they benefited more from taking the freshman seminar course because they had higher retention. The researcher collected feedback from students who took the standard freshman seminar course and the students who took the advisement enhanced course. Responses to mailed open-ended surveys and a focus group interview were mixed. The students felt that the professors were great, but often did not know their professors were their advisors.