Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Craig Shepherd

Committee Member

Andrew Tawfik

Committee Member

Eric Bailey

Abstract

This study examined the effectiveness of a New Student Orientation (NSO) based on the program’s mode (blended or in-person only) while controlling for race, high school GPA, and first-generation status. While NSO programs are common at various universities, there has been limited research to evaluate the impact of delivery mode as it relates to students’ perceptions of support services and key institutional resources when particularly controlling demographic factors. This study addresses the gap in research by evaluating how the NSO mode impacts students’ perceptions of resources learned during both the in-person and blended NSO programs. Grounded in Tinto’s 1993 Institutional Departure Theory and Council for Advancement Standards (CAS), this research explores how NSO mode affects students’ perceptions of key resources and institutional information at The University of Memphis. The researcher-developed survey aligns with both CAS standards and Tinto’s framework and was administered to first-time, second-semester freshmen who attended an in-person or blended NSO program in the Summer of 2024 (n = 191). The instrument measured perceptions across six subscales, which included schedule formation and advising, academic services, social services, social interactions, general impressions, and accessibility. Survey data was collected and analyzed from first-time freshmen who attended NSO in the summer of 2024 through descriptive analysis, an Analysis of Covariance (ANCOVA), and a Multivariate Analysis of Covariance (MANCOVA). Though the omnibus MANCOVA was not significant, univariate findings suggest that students who attend a blended NSO reported higher effectiveness scores compared to students who attend an in-person-only NSO in the academic services, social services, social interactions, general impressions, and accessibility subscales. The results show the importance of a blended NSO format as it relates to students entering and persisting in the college environment. Additionally, the blended approach could offer an equitable format that gives students an opportunity to be introduced and re-introduced to key policies and resources during the student’s transition from high school. Multiple exposures to content could allow students to access information at their own pace before attending the in-person orientation, which reinforces their understanding of institutional expectations, services, and policies. The findings from this study have practical implications for institutions looking to increase program accessibility and promote student persistence.

Comments

Data is provided by the student.

Library Comment

PDF

Notes

Open access.

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