Date of Award
Doctor of Education
Instruction & Curriculum Leadership
J. Helen Perkins
The purpose of this quantitative, correlational study was to examine the influence that completion of course module activities in an academic strategies course have on academic probation students academic achievement (change in term GPA) and semester-to-semester retention, while considering potentially influential demographic and environmental variables. There were two research questions included in this study: How does completion of course module activities (predictor variable) predict academic achievement (criterion variable), measured by change in term GPA, of first-time academic probation students enrolled in an academic strategies course and how does completion of course module activities (predictor variable) predict semester to semester retention (criterion variable) of first-time academic probation students enrolled in an academic strategies course? A predictive correlation design was used in this study. The results of the multiple regression analysis indicated in two of the predictor variables, gender and classification were not statistically significant in the stepwise model. However, three predictor variables, course completion, race (black) and college (College of Communication and Fine Arts; and Academic Counseling Center), were statistically significant to predicting change of term GPA. The results of the binomial logistics regression analysis indicated two predictor variables, gender and race, were not statistically significant. The other three predictor variablescourse completion, classification, and college (College of Engineering)were statistically significant to predict the criterion variable, retention.
Dissertation or thesis originally submitted to ProQuest
Clemons, Scedella, "ASSESSING THE EFFECTIVENESS OF THE ACADEMIC STRATEGIES COURSE FOR STUDENTS ON FIRST ACADEMIC PROBATION STATUS" (2019). Electronic Theses and Dissertations. 2501.