Differences in On-campus and Off-campus Relationships, Student Efforts and Engagement, and the use of Support Services between First-Time in College and non First-Time in College Community College Students: A Nationwide Study

Purpose

The purpose of this study was to determine the degree to which differences were present between First-Time in College (FTIC) community college students and non-FTIC community college students with respect to specific student behaviors. Of particular interest was whether reported student effort and student engagement differed between these two groups of community college students. Also of interest was whether these two groups of community college students differed with respect to student motivation and academic challenges. By analyzing responses to four survey items on a national dataset, information was obtained concerning the presence, or absence, of differences between FTIC community college students and non-FTIC community college students.

Method

A causal-comparative research design was used in this journal-ready dissertation. Data from the Community College Survey of Student Engagement (CCSSE) were used in this investigation. Specifically analyzed herein were archival data, a 25% random sample from a 2014 three-year CCSSE cohort of community college students.

Findings

Statistically significant differences were revealed in on-campus and off-campus relationships, student engagement and effort, and the use of institutional support services between FTIC and non-FTIC community college students. Overall, higher levels of support from family and friends were reported by FTIC students than by their non-FTIC peers. However, FTIC students were less likely to report supportive on-campus relational engagement (i.e., student-student, student-faculty, and administrative/personnel) than was indicated by their non-FTIC peers. Results regarding active and collaborative learning and academic challenge benchmark scores were not congruent with the existing literature as both FTIC students and non-FTIC students responded in a similar manner. Statistically significant differences were revealed between FTIC and non-FTIC students, in their student effort benchmark scores and in their use of institutional support services (i.e., use of academic advising/planning, use of peer tutoring, use of skill labs, use of computer labs, and use of student organizations). Albeit with small effect sizes, FTIC students reported higher levels of student effort and engagement than did their non-FTIC peers. Concerning institutional support services, all FTIC students were more likely to use the support services than were their non-FTIC counterparts at the community college.