Rowsell, LoriLynn (2005) The impact of an academic support program on the success and performance of at-risk freshmen residence students. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
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This study investigated the effects of an academic support program on at-risk freshmen students living in residence. The study sought to determine if academic averages and student persistence at university was impacted by an intervention program. The locally developed program at Memorial University's residence addressed topics including study skills, test anxiety and time management. The effects of several demographic factors (such as gender, origin of students, and academic entrance average) were also assessed. Data collected included: academic entrance average, students' year of study, end-of-semester academic average, gender, place of origin (urban or rural) of students, continuance at university the next fall semester, and use of the "forgiveness clause" (a university regulation allowing students to return to university once after failing out). Results indicated that attending or providing only one type of intervention program to students, as was done for this research, is not an effective means in improving retention or academic averages. Data collected on demographic factors was largely not significant. Recommendations for future research include using multiple or alternative interventions, identifying other factors that may affect students, using a larger sample, collecting information over a longer time period, and providing more focused and personalized academic supports.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 67-72.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||College dropouts--Newfoundland and Labrador--St. John's--Prevention; College freshmen--Newfoundland and Labrador--St. John's; College student development programs--Evaluation--Newfoundland and Labrador--St. John's; Dormitory life--Newfoundland and Labr|
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