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An Examination of Factors that Predi...

Harmon, Alyssa Paige.

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An Examination of Factors that Predict Student Persistence after Academic Probation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of Factors that Predict Student Persistence after Academic Probation./
Author:	Harmon, Alyssa Paige.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	147 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27669800
ISBN:	9781392524138

An Examination of Factors that Predict Student Persistence after Academic Probation.
Harmon, Alyssa Paige.

An Examination of Factors that Predict Student Persistence after Academic Probation. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 147 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2019.

This item must not be sold to any third party vendors.

Retention of students has been a problem within higher education across the U.S. Freshman students represent the largest group of non-persisting students, and there is a gap in the literature related to credit load during the first semester of probationary status and how it affects student persistence. This problem should be explored through research to provide guidance on the recommended credit load for students on academic probation in order to improve probationary student persistence rates, and how higher education professionals can take measurable action to benefit these students. This dissertation addressed the relationship between credit load for freshman students on academic probation during the first probationary semester, and academic persistence. Pre-existing, archival data from student records at a large, public, research institution in the U.S were examined. The targeted sample included undergraduate, full-time freshman at the university, who were placed on academic probation after their first semester. The sample was (n = 561) freshman students, and data was analyzed using binary logistic regressions. Findings revealed that the credit load during the first semester after the issuance of probationary status predicts academic persistence. Another statistically significant variable in predicting persistence was GPA, whereas gender and the presence of transfer credits were not statistically significant. As a result, institutions should prioritize modifying practice and policy by increasing support for students on academic probation to promote their persistence. It is recommended that this research be replicated by conducting similar studies at various higher education institutions.

ISBN: 9781392524138Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic persistence

An Examination of Factors that Predict Student Persistence after Academic Probation.
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500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Dereshiwsky, Mary.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2019.
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506 $a This item must not be added to any third party search indexes.
520 $a Retention of students has been a problem within higher education across the U.S. Freshman students represent the largest group of non-persisting students, and there is a gap in the literature related to credit load during the first semester of probationary status and how it affects student persistence. This problem should be explored through research to provide guidance on the recommended credit load for students on academic probation in order to improve probationary student persistence rates, and how higher education professionals can take measurable action to benefit these students. This dissertation addressed the relationship between credit load for freshman students on academic probation during the first probationary semester, and academic persistence. Pre-existing, archival data from student records at a large, public, research institution in the U.S were examined. The targeted sample included undergraduate, full-time freshman at the university, who were placed on academic probation after their first semester. The sample was (n = 561) freshman students, and data was analyzed using binary logistic regressions. Findings revealed that the credit load during the first semester after the issuance of probationary status predicts academic persistence. Another statistically significant variable in predicting persistence was GPA, whereas gender and the presence of transfer credits were not statistically significant. As a result, institutions should prioritize modifying practice and policy by increasing support for students on academic probation to promote their persistence. It is recommended that this research be replicated by conducting similar studies at various higher education institutions.
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