The Retention Impact of a First-Year Seminar on Students With Varying Pre-college Academic Performance

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Author(s): Miller, J. W. , Janz, J. C., & CChen, C.

Citation: Miller, J. W. , Janz, J. C., & CChen, C. (2007). The Retention Impact of a First-Year Seminar on Students With Varying Pre-college Academic Performance. Journal of The First-Year Experience & Students in Transition, 19(1), 47-62.

 

Abstract

Two studies reported here sought to determine if there was a significant effect on retention to the second year of college for students who participated in a first-year seminar compared to those who did not for students of high, middle, and low levels of pre-college academic preparation. The studies also examined possible interactive effects. First-year seminar participants returned to the second year at a higher rate, as did students of higher pre-college academic preparation. No significant interaction effects were noted. All students benefited equally from participation. These results, replicated in two studies, indicate that students of all academic ability levels benefit from participation in a first-year seminar. Further, the level of the benefits does not differ based upon entering academic ability level.

 

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