Date of Award

January 2021

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Stella Ann Burns

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Andrew W. Place

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Todd McCardle

Department Affiliation

Teaching, Learning, and Educational Leadership

Abstract

This study examined the effect of a mandatory first-year experience course on retention and persistence. More specifically, this study examined the effect of a mandatory first-year experience course on in-semester retention and semester-to-semester persistence rates for rural community and technical college students at one rural community and technical college in Southeastern Kentucky. Existing data about in-semester retention and semester-to-semester retention rates was used for students who took a mandatory first-year experience course as well as for students who did not take the mandatory first-year experience course. The data was analyzed using an independent samples t-test for each group to do a comparison of means. The data for all three independent samples t-tests indicated that retention and persistence rates for students who took the mandatory first-year experience course were lower than the in-semester retention and semester-to-semester persistence rates for students who were not required to take the course. Implications for further research are discussed.

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