Title: RELATIONSHIPS BETWEEN PARTICIPATION IN A COMMUNITY COLLEGE STUDENT
        SUCCESS COURSE AND ACADEMIC PERFORMANCE AND PERSISTENCE

Abstract

The study examined the relationship between participation in a community college student success course and grade point average, credit hour completion percentage, persistence, and graduation for a three-year period following initial college enrollment. The sample included 2,280 students who enrolled at one rural public community college and was divided into two groups based on first-term participation (n = 97) or nonparticipation (n = 2183) in a success course.

Utilizing both linear and logistic regression analyses to control for individual differences believed to influence student performance and persistence, four null hypotheses were tested, Hypothesis I tested the differences in grade point averages between course participants and nonparticipants. Statistically significant positive relationships were found between participation and first-term grade point average. There were no significant differences in second-term, first-year, second-year, second-year cumulative, or third-year cumulative grade, point averages based on participation. Hypothesis II tested the differences in credit hour completion percentages between course participants and nonparticipant. Again, a statistically significant positive relationship was found between participation and first-term credit hour completion percentage but there were, no significant differences in second-term, first-year, second-year, second-year cumulative, or third-year cumulative credit hour completion percentages. Hypothesis III tested the differences, in persistence between course participants and nonparticipants. Both continuous enrollment and total terms of enrollment were investigated. A statisfical1y significant positive association was found between participation and continuous enrollment to the second term, second year, and third year. There also was a statistically significant positive relationship between participation and total terms of enrollment. Hypothesis IV tested the differences in graduation between course participants and nonparticipants. No differences in graduation by the end of the second year following initial college enrollment were found; however, there was a statistically significant positive relationship between participation in a success course and graduation by the end of the third year.

The study examined the differential impact of success course participation for subgroups of students. Some differences were revealed; however, results were inconsistent across terms of the study. The investigator concluded that, overall, when compared to peers who did not participate, success course participants were more likely to continue enrollment and graduate from the community college.