Statistically significant GPA and good-standing advantages for intervention groups disappeared by fall-to-fall measurement¶
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? Fall-to-fall GPA and good-standing differences between intervention and control groups were not statistically significant, though the pattern of results remained stable. → 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-fall GPA and good academic standing for FYS (n=69), FYS/LC (n=165), and control (n=109) undecided FTIC students. Fall-to-fall GPA: FYS 2.87 vs. 2.61 (t=-1.67, p<0.10); FYS/LC 2.78 vs. 2.61 (t=-1.23, p<0.22). Good standing: FYS 81.0% vs. 75.0% (p<0.39); FYS/LC 77.0% vs. 75.0% (p<0.73).
"After one academic year, the statistically significant differences disappeared. The pattern of results remain ed stable, however, as the FYS showed the highest GPA and good st anding percentage and the FYS/LC showed the highest retention rates."
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 who completed a first-year seminar achieved significantly higher fall-to-spring GPA than undecided students in a control group — related
- Undecided FTIC students in an FYS/learning-community intervention achieved significantly higher fall-to-spring GPA than control students — related
- Fall-to-spring and fall-to-fall retention rates did not differ significantly between intervention and control undecided students — related
- The three intervention sub-groups did not differ significantly on pre-matriculation at-risk characteristics — related
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