Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University

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This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit hours, and place of residence. The study was conducted at Midwestern State University, a public, regional four-year institution and followed the incoming transfer classes of the fall 2005 (N = 292), 2006 (N = 323), and 2007 (N = 286) semesters. The subjects included in this study were all new transfer students who met the university.s requirement to live on campus. The dependent variable, three year academic success, was defined as whether or not the ... continued below

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Mills, Michael Thomas December 2011.

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  • Mills, Michael Thomas

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Description

This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit hours, and place of residence. The study was conducted at Midwestern State University, a public, regional four-year institution and followed the incoming transfer classes of the fall 2005 (N = 292), 2006 (N = 323), and 2007 (N = 286) semesters. The subjects included in this study were all new transfer students who met the university.s requirement to live on campus. The dependent variable, three year academic success, was defined as whether or not the student was still persisting or had graduated within three years from the date of initial enrollment. The independent variables were housing status during the first semester after transfer, age at time of transfer, gender, race, and the number of credit hours at the time of transfer. The first research question aimed to determine if housing status impacted the three year academic success in the population. Chi-square analysis found that there were no significant distributions of the students who lived on-campus and the students who lived off-campus during their first semester after transfer. The second research question aimed to determine if the variables of age at the time of transfer, credit hours at the time of transfer, gender, race, and campus housing status impacted three year success. Logistic Regression showed that only gender (.003) was significant at ? = .05. The Exp(B) value for gender (1.514), showed that females were 1.514 times more likely to be successful than males when all other variables were controlled. The effect size of .019 indicated that the model only accounted for 1.9% of the variance, indicating that the model may not be a great predictor of student academic success. The results of this study, conducted at a regional, public, four-year institution, show that transfer students who lived in campus housing during their first semester after transfer did not achieve three year academic success at a significantly different rate than those students who lived off-campus. However, the study did find that females were 1.514 more time likely to be successful than their male counterparts.

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UNT Theses and Dissertations

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  • December 2011

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  • Oct. 2, 2012, 4:18 p.m.

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  • Nov. 16, 2016, 12:07 p.m.

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Mills, Michael Thomas. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University, dissertation, December 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc103360/: accessed March 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .