THE RELATIONSHIP BETWEEN FIRST YEAR SEMINAR COURSE MODALITY AND COMMUNITY COLLEGE STUDENT SUCCESS

Date

2022-12-01T06:00:00.000Z

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Abstract

The purpose of this study was to examine the impact of first-year seminar (FYS) course modality on first-semester GPA and second-semester retention of community college students’ system-wide. For many student’s community colleges serve as an affordable option for higher education. The first-year seminar course connects students to the college to create better academic outcomes. With the increase in technology the FYS course is available in three different course modalities; face-to-face, hybrid, and online. Understanding which course modality has the largest academic outcomes of FYS course will present administrators of the benefits of one modality over others. The study investigated academic outcomes of the FYS course by examining course modality at Lone Star Community College (LSC). Findings revealed no statistical differences between full-time enrolled students in any of the course modalities. Part-time students in the face-to-face FYS had higher first-semester GPA’s than those enrolled in the other modalities. Results revealed students in the online FYS course modality were less likely to be retained the second semester. When predicting second-semester retention, enrollment status was a stronger predictor than course modality.

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Keywords

Education, Community College, Education, Curriculum and Instruction, Education, Administration, Education, Adult and Continuing

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