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dc.contributor.advisorRosser, Vicki J.eng
dc.contributor.authorPurdie, John R.eng
dc.coverage.spatialUnited Stateseng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on October 8, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.description.abstractBased on Tinto's (1993) theory of student departure and Astin's (1993) Inputs- Environments-Outputs model, this dissertation presents the findings of a single-institution study into the effect participating in a living-learning community (LLC), FreshmenInterest Group (FIG) and First Year Experience course (FYE course) had on the academic performance and retention of first-year students. Multiple regression was conducted on institutional data covering a three-year period. After controlling for entering characteristic (i.e., high school GPA, ACT score, sex, race, and family income level) and environmental characteristics (i.e., initial major, residence hall living, and Greek membership) the researcher found that students who participate in FIGs did earn higher grades (standardized [beta] = .02, p [less than] .01). Students in LLCs and FYE courses did not. This same dataset was analyzed using logistic regression to determine if, after controlling for these same variables plus the co-variable of first-semester GPA, participating in LLCs, FIGs and FYEs increased the odds of being retained. Participating in a FIG increased students' odds of being retained by 18% (Exp[(beta)] 1.18, p. [less than] .05), but no change in odds was found for students in LLCs or FYE courses. The results of this study reinforce current research regarding the efficacy of FIG programs, but draw into question the benefits students gain from participating in an LLC or FYE course offered on this campus.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.identifier.merlinb60061522eng
dc.identifier.oclc173842996eng
dc.identifier.urihttps://doi.org/10.32469/10355/4710eng
dc.identifier.urihttps://hdl.handle.net/10355/4710
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshCollege student development programseng
dc.subject.lcshStudent housingeng
dc.subject.lcshCollege freshmeneng
dc.subject.lcshCollege student orientationeng
dc.subject.lcshCollege students -- Conduct of lifeeng
dc.titleExamining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courseseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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