A Quantitative Examination of the Impact of College Students' Anticipated Academic Major and Risk for Early Departure on Academic Performance and Persistence
Date of Thesis
The purpose of this study was to analyze academic achievement and persistence at River City College, a four-year, private, residential institution located in north central Pennsylvania, dedicated to the undergraduate education of 1,400 students. Institutional data from River City College included multiple variables (e.g., high school class rank, SAT scores, studentsÂ¿ anticipated academic majors, first semester college GPA, cumulative college GPA, the number of semesters enrolled, and graduation status), all of which were used to analyze studentsÂ¿ achievement and persistence for eight semesters following initial matriculation. Results from a series of statistical analyses confirmed that predictors of high risk for early departure status and anticipated STEM major had significant effects on first semester GPA and cumulative GPA. Also, high risk for early departure status had significant effects on the number of semesters attended. Finally, an exploratory study confirmed high risk for early departure status had a significant effect on cumulative GPA when controlling for SAT score.
Student retention, High risk status, At risk for withdraw, Persistence, Student departure
Masters Thesis (Bucknell Access Only)
Master of Science in Education
Education - college student personnel
Sue Ellen Henry
Moran, Jason Robert, "A Quantitative Examination of the Impact of College Students' Anticipated Academic Major and Risk for Early Departure on Academic Performance and Persistence" (2014). Master’s Theses. 113.