Undecided FTIC students in both the FYS and FYS/LC interventions had significantly higher fall-to-spring rates of good academic standing than control students¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? FYS participants had a good-standing rate 16.7 percentage points higher than control; FYS/LC participants had a rate 13.6 percentage points higher. → Tampke 2013
Evidence¶
Tampke 2013¶
Tampke, D. R., & Durodoye, R. (2013). Improving Academic Success for Undecided Students: A First-Year Seminar/Learning Community Approach. Learning Communities Research and Practice, 1(2), Article 3. http://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss2/3
q3 · i? · causal · r1
Two-sample t-tests of fall-to-spring good academic standing (GPA at or above 2.0) for FYS (n=69), FYS/LC (n=165), and control (n=109) undecided FTIC students. Good standing: FYS 85.5% vs. 68.8% (t=2.7056, p<0.0075); FYS/LC 82.4% vs. 68.8% (t=2.5415, p<0.0118).
"The outcomes associated with both the FYS and the FYS/LC intervention show significant positive differences in GPA and percent in good standing in comparison with the control group."
Discussion¶
Related Claims¶
- The FYS produced the highest GPA and good-standing outcomes while the FYS/LC produced the highest retention, suggesting differential intervention effects — a broader claim this one bears on
- Undecided FTIC students in an FYS/learning-community intervention achieved significantly higher fall-to-spring GPA than control students — related
- Undecided FTIC students who completed a first-year seminar achieved significantly higher fall-to-spring GPA than undecided students in a control group — related
- Fall-to-spring and fall-to-fall retention rates did not differ significantly between intervention and control undecided students — related
- Statistically significant GPA and good-standing advantages for intervention groups disappeared by fall-to-fall measurement — related
- The three intervention sub-groups did not differ significantly on pre-matriculation at-risk characteristics — related
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