Assessing the Difference Between 1-, 2-, and 3-Credit First-Year Seminars on College Student Achievement
Author(s): Vaughan, A. L., Pergantis, S. I., & Moore, S. M.
Citation: Vaughan, A. L., Pergantis, S. I., & Moore, S. M. (2019). Assessing the Difference Between 1-, 2-, and 3-Credit First-Year Seminars on College Student Achievement. Journal of The First-Year Experience & Students in Transition, 31(2), 9-28.
Abstract
Research examining the differences between first-year seminars (FYS) of varying credit loads has been lacking. The purpose of this study was to investigate the effect of 1-, 2-, and 3-credit FYS on student achievement (N = 12,482). The results indicated that all students significantly benefited from participating in any of the three FYS types as compared to nonparticipants; however, at-risk subgroups (i.e., first-generation and male students, students of color, and conditionally admitted students) benefited more from participating in FYS with greater credit loads. On measures of first-term GPA and second-year fall credit load (i.e., reflecting persistence and progress toward degree completion), the achievement gap was nearly eliminated, and students exceeded their peers when participating in the 3-credit FYS. Overall, results support student participation in FYS with higher credit loads.
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