EXPLORING THE EFFECTIVENESS OF ACADEMIC COACHING FOR ACADEMICALLY AT-RISK COLLEGE STUDENTS

Madeline Kyle Capstick

Data is provided by the student.

Abstract

The purpose of this study was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students over the course of five academic semesters from Spring 2015 to Spring 2017. The study utilized archival data from 1,440 undergraduate students using a cohort-based, nonequivalent groups post-tests design. The students were on academic warning, meaning they had fallen below a 2.00 GPA in the previous academic semester and were within their first 59 credit hours of college. Results from the study found that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, completed 76-100% of course credit hours, and were more likely to be retained at the university the following semester. Significant findings draw attention to non-Federal Pell Grant recipients and full-time non-traditional age (at least 25 years old) students academic success and persistence, as these students were found to have higher GPAs and complete more course credits compared to their Federal Pell Grant and traditional full-time student (under 25 years old) counterparts. The number of sessions that students attended was also significant for students academic performance, persistence in course completion, and retention. Implications are discussed for higher education staff and administration working with academically vulnerable populations and for the counseling community. Considerations for future research and limitations are also provided.