Fall-to-spring and fall-to-fall retention rates did not differ significantly between intervention and control undecided students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Fall-to-spring retention: FYS 84.0% vs. control 84.4% (p<0.9513); FYS/LC 92.1% vs. control 84.4% (p<0.0599); neither significant. → Tampke 2013 q3 i? Fall-to-fall retention: FYS 71.0% vs. control 71.6% (p<0.93); FYS/LC 78.8% vs. control 71.6% (p<0.17); neither significant. → Tampke 2013 (2)

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 retention for FYS (n=69), FYS/LC (n=165), and control (n=109) undecided FTIC students. The article reports "Fall-to-spring retention rates did not differ significantly across the sub-groups" with t=-0.0612, p<0.9513 (FYS) and t=1.8934, p<0.0599 (FYS/LC).

"Fall-to-spring retention rates did not differ significantly across the sub-groups, although it is worth noting that the FYS/LC intervention produced the highest numerical retention rates of all of the groups, a rate that exceeded the overall retention rate for all FTICs on the subject campus."

Tampke 2013 (2)¶

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-fall retention for FYS (n=69), FYS/LC (n=165), and control (n=109) undecided FTIC students. FYS: 71.0% vs. 71.6% (t=0.08, p<0.93); FYS/LC: 78.8% vs. 71.6% (t=-1.37, p<0.17).

"While the outcomes are similar to those indicated for the previous semester, statistically significant differences vanish."

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 — related
• 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 — related
• Statistically significant GPA and good-standing advantages for intervention groups disappeared by fall-to-fall measurement — 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