Date of Award

1998

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Human Resource Education and Workforce Development

First Advisor

Betty C. Harrison

Abstract

The Remediation and Retention Program (R&R) was initiated at Louisiana State University at Alexandria to develop interventions that target first time scholastic drop students and facilitate the improvement of their overall academic performance and retention. The study was designed to provide support counseling and study skills remediation for students who self selected to readmit under the R&R Program. The study was formulated to evaluated the progress and retention rate of the R&R. Program. Objectives and results of the study included: (1) Describe the students who were placed on first time scholastic drop at LSUA. The average age was 21.97; 62.2% were female and 37.8% male; most frequent college major listed was pre-nursing, liberal arts, and elementary education; average composite ACT score was 17.63, average beginning GPA was .957 and average number of completed college credit hours was 18.99; (2) Comparing the R&R Group with the Non Participant Group on selected variables found that there was no significant difference in age, gender, and ACT scores. The Remediation and Retention Group had significantly higher beginning cumulative GPA, had previously earned more college credit hours than the Non Participant Group and had a statistically significant higher cumulative GPA after treatment; (3) No relationship was found between the number of counseling sessions attended and semester GPA; (4) No difference was found in the semester GPA and attendance at the study skills seminar for the Remediation and Retention Group; (5) Forty-eight percent of the students in the Remediation and Retention Program attained a semester GPA of 2.0 or higher; (6) A significant difference was found on the variable persistence between the R&R Group and the Non Participant Group. The Remediation and Retention Group had a significantly higher proportion of students who were still enrolled two semesters after treatment; and (7) The predictive value of 88.03% of students correctly classified on persistence is misleading because of skewed data. No students were predicted to persist.

ISBN

9780599213227

Pages

146

DOI

10.31390/gradschool_disstheses.6868

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