Student involvement powerpoint
- 1. Student Involvement Leading to Student Success Rita LoGrasso, Diane Perez, Roatha Kong, and Josie Margiotta
- 2. Problem The issue of low retention and graduation rates has become a huge concern across many college campuses in the United States, especially within the last 10 years (Making Progress, 2011). This is particularly true at Salem State University, where the graduation rate is below 50% (Massachusetts Board of Higher Education, 2010). In response to these concerns, researchers have established that involvement in school activities leads to greater retention (Schmid, Abell, 2003). There is also evidence that suggests that students who do not feel a connection to the college and are not involved in any way will be more apt to transfer or even drop out (Elkins, Forrester, Noel-Elkins, 2006). Though these research studies may be well known, colleges and universities still struggle with encouraging students to focus on involvement when the student does not want to be involved. Through our research, we hope to find that student involvement does affect GPA and graduation rates. Hypothesis Students who are not involved on campus have lower GPA and graduation rates than those student who are involved. Null Hypothesis Students who are not involved will have the same or higher rates of success measured by GPA and graduation than those students who are involved.
- 3. Sample Our sample size consists of 40 to 45 graduate students currently enrolled in an educational research course (EDU 738) at Salem State University. These students are enrolled in various programs within the School of Education, including Higher Education Student Affairs, Physical Education, Elementary Education, and others. The actual number of students who participated is 31.
- 4. Instrument and Design Our survey uses Google Forms and consists of 12 questions: 3 multiple choice, 6 Likert-type scales, and 3 open-ended questions. Our questions were designed to assess the level of undergraduate student involvement participants experienced, and whether or not they felt this related to their academic success.
- 5. Results Count of coded measure Column Labels Row Labels 2 2.5 3 3.5 4 5 6.5 Grand Total Moderately Involved 1 2 1 4 Not involved 2 3 6 1 1 13 Somewhat involved 1 1 4 1 7 Very Involved 6 1 7 Grand Total 2 1 4 1 18 4 1 31 Count of Coded GPA Column Labels Row Labels 2.5 2.8 2.9 2.94 3 3.2 3.3 3.4 3.5 3.6 3.67 3.7 3.8 3.9 Grand Total 0 1 1 1 2 1 2 1 2 2 13 1 1 1 3 2 7 2 2 1 1 4 3 1 1 4 1 7 Grand Total 1 1 2 1 2 4 5 1 6 2 1 2 1 2 31
- 6. More Results Measure of Involvement Average GPA Not Involved (0-2) 3.41 Somewhat Involved (3-5) 3.47 Moderately Involved (5-7) 3.2 Very Involved (8+) 3.17 Our results show a correlation of -0.31 which indicates that the higher the level of involvement, the lower the GPA. This is a negative correlation.
- 7. Implications Higher involvement does not always lead to a higher GPA A balanced level of involvement between academics and events on campus leads to greater success. Generally speaking, our results show that the level of involvement does not have a significant relationship to the time of degree completion.