Demographic risk factors, study patterns, end campus involvement as related to student success among Guilford Technical Community College students

Community College Review, Summer, 2003 by Carol Schmid, Patricia Abell

Recommendations

Based on the results of the study, it is recommended that GTCC look at ways to get students more involved in campus activities. Increased involvement in college clubs might be achieved by making students more aware of the clubs that are available and making participation in those clubs more attractive to the students. Faculty, in conjunction with the Tutoring Center, should determine ways to encourage students to form study groups. Providing selective space for such groups and encouraging students to space their classes instead of taking them back to back would allow more time for study groups. Faculty should also invite students to talk to them before the students experience academic problems.

Special study skills classes or sessions could be held to help students learn how to study and to understand the importance of studying on a consistent basis instead of cramming. These classes or sessions could also focus on the merits of study groups, as well as how to form and maintain them. Rendon (1994, 2000) observes that because most students drop out during the first semester, institutions should put these recommendations in place early in a student's community college career. Making the transition to college and making academic and social connections in college are extremely important in student success and persistence.

The Financial Aid Office should also review its efforts to inform and educate students on the availability of student aid. In addition, emergency loans might provide the difference between students staying in school or dropping out. Makaukane-Drechel & Hagedorn (2000) found that there is a positive relationship between retention and the extent of financial aid. Finally, after improvement efforts have been put into place, further research needs to be conducted to determine if the efforts have had an effect on student retention and student success.

Table 1
National Student Success and Demographic Risk Factors

                                                 Public Four-Year
                            Community Colleges       Colleges
Risk Factor                     1995-1996           1995-1996

Delayed entry                      48%                 17%
Enrolled part-time                 46%                 11%
Worked full-time                   35%                 11%
Financially independent            35%                  9%
Had dependents                     21%                  5%
Single parent                      11%                  3%
No high school diploma             11%                  3%
Four or more risk factors          24%                  4%

Data from: Coley, R. J. (2000). The American community college turns
100: A look at its students, programs and prospects. Princeton, NJ:
Educational Testing Service, Policy Information Center.

Table 2
Guilford Technical Community College Demographic Risk Factors

                              GTCC             GTCC            GTCC
Demographic               Nonreturning   Current Students    Graduates
Risk Factor                Fall 2001        Fall 2001       Spring 2002

Delayed entry                 75%              74%              76%
Enrolled part time            78%              58%              47%
Worked full-time              46%              39%              37%
Financially independent       64%              58%              51%
Had dependents                30%              35%              28%
Single parent                  9%              13%               7%
No high school diploma         5%               6%               3%

Table 3
Study Patterns of Guilford Technical Community College Students

                               GTCC            GTCC           CTCC
                           Nonreturning  Current Students   Graduates
                            Fall 2001       Fall 2001      Spring 2002

Hours studied per week

  0-5                          46%             68%             31%
  6-10                         31%             26%             33%
  11 or more                   23%              6%             36%

Hours studied on weekends

  0-5                          45%             44%             31%
  6-10                         39%             32%             38%
  11 or more                   16%             24%             31%

Study pattern that best
characterized students

  Primarily relied
  on cramming                   7%             14%              7%

  Cramming before
  exams and some study
  before exams                 28%             38%             29%

  Weekly study with
  review before exams          35%             32%             43%

  Studying almost every
  day                          19%             12%             16%

  Studying every day            7%              4%              6%

Table 4
Guilford Technical Community College and National Student Involvement

                     GTCC         GTCC
                     Non-       Current       GTCC
                  returning     Students    Graduates

Participate in
study groups         22%          41%          37%

Speak with
faculty outside
class                41%          66%          52%

Participate in
school clubs          7%          21%          19%

                                National
                   National      Public
                  Community       Four
                  Colleges *   Colleges *

Participate in
study groups         46%          77%

Speak with
faculty outside
class                69%          85%

Participate in
school clubs         18%          49%

* Data from: Coley, R. J. (2000). The American community college
turns 100: A look at its students, programs and prospects.
Princeton, NJ: Educational Testing Service, Policy Information
Center.