Relationship of Freshman Orientation Seminars to Sophomore Return Rates

Abstract

A series of studies which compiled data annually from 1973 to 1988 compared sophomore return rates of participants versus nonparticipants in freshman orientation seminars. Chi-square analyses found that participants achieved significantly higher sophomore return rates in 11 of the 16 years studied. In the remaining five years, participants also returned in somewhat higher percentages than did nonparticipants although the differences were not significant. To determine why participants obtained higher return rates, the following intervening variables were examined: a) input variables to measure self-selection and b) process and content variables to measure course impact. None of the input variables which included academic ability, race, sex, course load, and motivation accounted for higher retention rates of participants. Participants, regardless of race or sex, were better retained than nonparticipants. In addition, participants had lower academic ability, higher course loads, and no differences in motivation. In contrast, course content and process as measured by finding a faculty mentor, using student services, and joining extra-class activities favored participants. In sum, brighter, more highly motivated students did not self-select into the freshman seminar; yet course participants achieved higher sophomore return rates probably because of the process and content of the course itself.

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