Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University

Abstract

Students in gateway business, math, and science courses at Northern Arizona University receive non-passing grades (grades of D, F, and W) at high rates. To identify possible trends in demographic groups that receive DFWs and to investigate why students receive DFWs in these courses, a student survey was administered to 719 students in 7 gateway courses, and institutional data were collected on 23255 students enrolled in 15 gateway courses. Student achievement and socioeconomic data on high schools from which gateway students originated were also collected. Student and high school data were analyzed to elucidate differences between ABC and DFW students, and to determine if differences in DFW rates existed between genders and among ethnicities. To determine if instructional style of gateway courses affected DFW rates or patterns in the demographics of DFW distribution, an instrument was used to characterize instructional styles used in the 15 gateway courses. Resulting data were analyzed for trends in DFW rates, gender, and ethnicity. Data suggest that possible causes of DFWs are inadequate student recruitment standards, student academic underpreparedness, lack of student and faculty ethnic and cultural diversity and interaction, and ineffective and inequitable instructional techniques. Possible interventions are discussed.