The three intervention sub-groups did not differ significantly on pre-matriculation at-risk characteristics¶

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? Chi-square analyses found no significant differences among FYS/LC, FYS, and control groups on SAT score, Pell eligibility, ethnicity, or high school graduation percentile. → 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

Chi-square analysis comparing FYS/LC (n=165), FYS (n=69), and control (n=109) undecided FTIC students on SAT score, Pell grant eligibility, ethnicity, and high school graduation percentile. All comparisons non-significant (e.g., SAT: χ²=7.3283, df=4, p<0.120; Pell: χ²=3.6910, df=2, p<0.158).

"Despite the numerical differences, the chi-square an alysis suggests that the three groups— FYS/LC, LC, and Control—did not di ffer significantly across the at-risk categories included in the analysis."

Discussion¶

Related Claims¶

• 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
• The three groups were equivalent in self-regulated and self-directed learning scores before treatment — related
• Statistically significant GPA and good-standing advantages for intervention groups disappeared by fall-to-fall measurement — related