Book Description
The purpose of this mixed methods study was to determine if participation in a Student Success Course (SSC) influences persistence, retention, academic achievement and engagement on a community college campus. Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970's. Pressures on community colleges to improve student outcome measures continue to intensify, as do pressures to be both effective and efficient in implementing student success strategies. The Student Success Course has become a popular strategy implemented by community colleges to address the continued low persistence, retention, academic achievement and graduation rates that community colleges experience. Survey data was collected from a purposeful sample of SSC participants at a middle sized community college in Texas from the 2012-2013 academic year. Interviews were conducted to obtain student perception of the influence of participating in the SSC on staying in college (persistence and retention) and student engagement. Quantitative data was analyzed using independent t-tests and chi square analysis as well as frequencies and percentages. The qualitative data was analyzed using an inductive coding process. Results indicate that a relationship does exist between participation in the SSC and persistence, retention, and academic achievement in Math and Science. The results also indicate a significant correlation between SSC participation and student engagement.