Undecided FTIC students who completed a first-year seminar achieved significantly higher fall-to-spring GPA than undecided students in a control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? FYS participants achieved a fall-to-spring GPA of 2.76 vs. 2.38 for control undecided students, a statistically significant difference. → 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-test comparing fall-to-spring cumulative GPA of undecided FTIC students completing a first-year seminar (n=69) against a control group of undecided students in neither intervention (n=109). The article reports the FYS group achieved a ".38 higher GPA" with t=2.1893, p<0.0299.

"The FYS group achieved a .38 higher GPA and a higher rate of good standing (16.7%)."

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 both the FYS and FYS/LC interventions had significantly higher fall-to-spring rates of good academic standing than control students — related
• Undecided FTIC students in an FYS/learning-community intervention achieved significantly higher fall-to-spring GPA than control students — possibly the same claim (merge candidate)
• 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
• Fall-to-spring and fall-to-fall retention rates did not differ significantly between intervention and control undecided students — related