Factors That Influence Transfer Student Academic Performance and Retention.

Abstract

The purpose of this study was to identify factors related to the academic performance and retention of students who transferred to a fouryear university. The population for this study consisted of 232 transfer students. Data were collected via questionnaire surveys and from existing records. Descriptive and correlational statistics were used to analyze and summarize the data. It was found that academic deficiency was one of the major reasons why transfer students canceled enrollment in the college. Students who dropped out earned a lower grade point average (GPA) both at their previous institution and after transferring than those who persisted. Findings also suggest that younger students and male students tended to persist to a greater extent than others. Of all the characteristics examined in this study, GPA on transferring was the best indicator of expected academic performance at the four-year university. Transfer students' academic goals may influence their academic performance. (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document 1 FACTORS THAT INFLUENCE TRANSFER STUDENTS ACADEMIC PERFORMANCE AND RETENTAION PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Lijuan Zhai, Ph.D. San Diego Community College District 3375 Camino del Rio South, Suite 120 San Diego, CA 92108 Tel: [phone] Fax: [phone] [e-mail] L.H. Newcomb, Professor The Ohio State University Room 100, 2120 Fyffe Road Columbus, OH 43210 Tel.[phone] Fax: [phone] E-mail: [e-mail] U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) GI/I< document has been reproduced as received hom the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BEST COPY MAILABLE FACTORS THAT INFLUENCE TRANSFER STUDENTS ACADEMIC PERFORMANCE AND RETENTAION AT A FOUR-YEAR UNIVERSITY The purpose of this study was to identify factors related the academic performance and retention of students who transferred to a four-year university. The population for this study consisted of 232 transfer students. Data were collected via questionnaire surveys and from existing records. Descriptive and correlational statistics were used to analyze and summarize the data. It was found that academic deficiency was one of the major reasons why transfer students canceled enrollment in the college. Students who dropped out earned a lower GPA both at their previous institution and after transferring than those who persisted. Findings also suggested that younger students and male students tended to persist to a greater extent than others. Of all the characteristics examined in this study, GPA upon transferring was the best indicator of expected academic performance at the four-year university. Transfer students' academic goals may influence their academic performance. Introduction One of the crucial challenges for higher education today is to improve the retention of college students. It is a challenge sparked by the increased number of students leaving colleges or universities prior to degree completion and the decreased number of college going student population in the United States. Despite efforts to curb attrition by various college and university programs, only 46.7% of students in four-year public universities and 38.7% of students in two-year public institutions complete their degrees (Tinto, 1993). This large scale of student leaving higher education without degree completion has concerned most campus administrators, faculty and student service personnel (Umoh, Eddy, Spaulding, 1994; Tinto, 1993; Beal & Noel, 1980; Beatty-Guenter, 1994; Astin, 1977). Agriculture is an industry of major importance in the United States. Therefore the retention of students majoring in agriculture is of special concern. Decreases in the number of students interested in agriculture combined with the problem of losing students who drop out of colleges before receiving their baccalaureate degrees has drastically reduced the number of students available for employment in food, agricultural and natural resource industries and agencies. Therefore, it is necessary for schools of agricultural and natural resources to adjust and develop