Transfer Transfer Transitions: Transitions: First Semester First Semester Persistence and Persistence and Adjustment of Adjustment of Transfer Students Transfer Students Presented by Dr. Eric Gumm Presented by Dr. Eric Gumm gummj@acu.edu gummj@acu.edu
Agenda For This Session Agenda For This Session Need for this study Need for this study Conceptual Framework & Methodology Conceptual Framework & Methodology Research Questions & Data Analysis Research Questions & Data Analysis Major Findings Major Findings Implications of the Study Implications of the Study Recommendations for Practice Recommendations for Practice Additional Research Suggestions Additional Research Suggestions Questions and discussion Questions and discussion
Need for the Study Need for the Study With more students desiring to With more students desiring to transfer, there is a signifjcant need for transfer, there is a signifjcant need for information regarding transferring and information regarding transferring and its efgects on students. its efgects on students. Before interventions can be created to Before interventions can be created to assist transfer students, we must have assist transfer students, we must have a clearer understanding of transfer a clearer understanding of transfer student transition (Flaga, 2002). student transition (Flaga, 2002).
Need for the Study Need for the Study An exploration of both Academic and An exploration of both Academic and Social integration was necessary to Social integration was necessary to understand the experiences of transfer understand the experiences of transfer students (Harrison, 1999). students (Harrison, 1999). Several sources pointed to the need for Several sources pointed to the need for studies to counterbalance those in large, studies to counterbalance those in large, public universities by looking at private public universities by looking at private universities (Cejda, 1999, 2000; Cejda & universities (Cejda, 1999, 2000; Cejda & Kaylor, 1997; Townsend, 1995; Walter, 2000) Kaylor, 1997; Townsend, 1995; Walter, 2000)
Need for the Study Need for the Study Woosley (2005) noted that transfer Woosley (2005) noted that transfer students also tend to have a lower students also tend to have a lower retention rate than freshmen retention rate than freshmen students (10% lower on average). students (10% lower on average).
Conceptual Framework Conceptual Framework Tinto’s (1993) “Theory of Student Tinto’s (1993) “Theory of Student Departure.” Departure.”
Conceptual Framework Conceptual Framework This model presents a dual framework of This model presents a dual framework of both academic and social systems into which both academic and social systems into which the student is to integrate. the student is to integrate. Tinto’s model is the most widely used to Tinto’s model is the most widely used to examine student transition and attrition, with examine student transition and attrition, with over 775 citations (Braxton, Hirschy, and over 775 citations (Braxton, Hirschy, and McClendon, 2004; Pascarella and Terenzini, 2005). McClendon, 2004; Pascarella and Terenzini, 2005). It was especially relevant to this study It was especially relevant to this study because residential universities are exactly because residential universities are exactly the type of insitutions this model is most the type of insitutions this model is most reliable in studying (Robbins, et al, 2004; Tinto, reliable in studying (Robbins, et al, 2004; Tinto, 1998). 1998).
Methodology Methodology Two data sources: Two data sources: Transfer Student Experiences Survey (a 70- Transfer Student Experiences Survey (a 70- item questionnaire) item questionnaire) Ofgicial university records for enrollment and Ofgicial university records for enrollment and grade point average grade point average Three participating private universities Three participating private universities Institution A with 1,400 students (50 transfers) Institution A with 1,400 students (50 transfers) Institution B with 4,700 students (140 Institution B with 4,700 students (140 transfers) transfers) Institution C with 14,000 students (400 Institution C with 14,000 students (400 transfers) transfers)
Methodology Methodology Student sample included all students Student sample included all students who: who: Transferred there in the Fall of 2005 Transferred there in the Fall of 2005 Had at least 12 credit hours of transfer work Had at least 12 credit hours of transfer work Had graduated from high school before Had graduated from high school before January 1, 2005 January 1, 2005 The survey instrument was sent by mail The survey instrument was sent by mail and email to all of the students in the and email to all of the students in the sample. sample.
Methodology Methodology The fjnal population for this study The fjnal population for this study included 603 transfer students at the included 603 transfer students at the three universities. three universities. After multiple rounds of follow-up After multiple rounds of follow-up and reminder, completed surveys and reminder, completed surveys were received from 348 of the 603 were received from 348 of the 603 transfer students – an overall transfer students – an overall response rate of 58%. response rate of 58%.
Research Questions Research Questions The primary research problem or question was: What The primary research problem or question was: What variables predict transfer students’ successful variables predict transfer students’ successful persistence and transition experience during their fjrst persistence and transition experience during their fjrst semester at Christian universities? semester at Christian universities? Two specifjc questions which fmowed out of this Two specifjc questions which fmowed out of this overarching research question: overarching research question: 1. After controlling for statistically signifjcant pre-enrollment After controlling for statistically signifjcant pre-enrollment 1. variables, were academic integration, social integration, goal academic integration, social integration, goal variables, were and institutional commitment, or spiritual integration and institutional commitment, or spiritual integration signifjcant predictors of transfer students’ fjrst semester to signifjcant predictors of transfer students’ fjrst semester to second semester persistence at these Christian institutions of second semester persistence at these Christian institutions of higher education? higher education? 2. What demographic, previous institution and current university What demographic, previous institution and current university 2. factors afgected the transfer students’ successful academic and factors afgected the transfer students’ successful academic and social adjustment to these Christian universities? social adjustment to these Christian universities?
Data Analysis Data Analysis Chi-square and t-tests were utilized Chi-square and t-tests were utilized to examine the relationships between to examine the relationships between the twenty pre-enrollment variables the twenty pre-enrollment variables and the outcome variable of and the outcome variable of persistence. persistence. Logistic regression was then utilized Logistic regression was then utilized to examine the impact of the to examine the impact of the predictor variables on the student’s predictor variables on the student’s persistence at the same institution. persistence at the same institution.
Data Analysis Data Analysis Linear regression was then utilized Linear regression was then utilized to determine which variables to determine which variables signifjcantly afgected the academic signifjcantly afgected the academic and social adjustment of this and social adjustment of this population of transfer students. population of transfer students.
Major Findings Major Findings Pre-enrollment variables Pre-enrollment variables Only one was signifjcant (at the p<.05 level) Only one was signifjcant (at the p<.05 level) with regard to student persistence – Highest with regard to student persistence – Highest Degree Planned at the Current Institution. Degree Planned at the Current Institution. The logistic regression analysis examined The logistic regression analysis examined each of the three main constructs in Tinto’s each of the three main constructs in Tinto’s Longitudinal Model of Student Departure: Longitudinal Model of Student Departure: Academic Integration Academic Integration Social Integration Social Integration Goal and Institutional Commitments Goal and Institutional Commitments
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