Factors Associated with Academic and Social Integration of Freshman Students in the First Year College at North Carolins State University
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Date
2003-04-30
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Abstract
Student retention continues to be a concern for two-year and four-year colleges and universities; there are a variety of factors contributing to the institutional attrition rates. The purpose of this study was to identify and examine factors associated with how freshman students enrolled in the First Year College (FYC), at North Carolina State University during the 1999 - 2000 academic year perceive their academic and social integration. The data for this research study was obtained using the College Student Experience Questionnaire (CSEQ).
The dependent variable in this research study was grade point average (GPA) of the respondents. The independent variables for this study were the academic and social factors associated with the perceptions the respondents have regarding their academic and social integration. These academic and social factors are based on the 13 activity scales on the CSEQ that measure the quality of effort known to be important to student development. They are: clubs and organizations; library; computer and information; technology; course learning; writing experiences; art, music, theater; science and quantitative experiences; experiences with faculty; campus facilities; personal experiences; student acquaintances; topic of conversation; and information in conversations.
The results revealed that there is no significant difference between male and female student involvement in organizations. Both male and female students in the FYC participated in campus clubs and organizations equally.
A correlation analysis revealed a positive relationship, indicating that as FYC student's GPA increases the amount of academic integration increases. The quality of effort score for Course Learning, Writing Experiences, and Scientific and Quantitative Experiences had the highest correlations significant with GPA. In reference to social integration, a correlation analysis revealed that as the student's GPA increases the amount of social integration increases. The findings suggest that the quality of effort score for Experiences with Faculty and Topics of Conversation had the highest correlations significant to GPA.
A logistic regression analysis was used to predict academic and social integration from GPA. There were five independent predictor variables and one dependent variable used in the model for predicting academic success. Of the five possible independent variables used in the logistic regression model, Course Learning, from the academic integration category was the only independent variable selected in the model.
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student retention, student attrition, academic integration, social integration
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EdD
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Adult and Community College Education
