Undecided FTIC students in an FYS/learning-community intervention achieved significantly higher fall-to-spring GPA 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/LC participants achieved a fall-to-spring GPA of 2.72 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 in a learning community plus first-year seminar (n=165) against control undecided students (n=109). The article reports a ".34 higher GPA" with t=2.2843, p<0.0235.
"The FYS/LC group exhibited similar results: .34 higher GPA and a good standing rate 13.6% higher than that of 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 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 who completed a first-year seminar achieved significantly higher fall-to-spring GPA than undecided students in a control group — possibly the same claim (merge candidate)
- 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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