The effect of specialized orientation programs on high-risk students in a south central Texas community college vocational nursing program (Doctoral dissertation).
Kimmel, K. D. (2000). Available from ProQuest Dissertations and Theses database. (UMI No. 9980168).
-
examining92Students, gradePS
Practice Guide
Review Details
Reviewed: July 2021
- Practice Guide (findings for Freshman orientation)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Semester Grade Point Average (GPA) |
Freshman orientation vs. Business as usual |
1 Semester |
Full sample;
|
3.09 |
2.65 |
No |
-- | |
|
Semester Grade Point Average (GPA) |
Freshman orientation vs. Business as usual |
1 Semester |
treatment group 2 (orientation + success skills curriculum) vs. passive control group (orientation + student discussion);
|
3.04 |
2.65 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Attrition |
Freshman orientation vs. Business as usual |
1 Semester |
treatment group 1 (orientation + mathematics skills curriculum) vs. passive control group (orientation + student discussion);
|
13.00 |
52.20 |
Yes |
|
|
|
Mean number of semester hours completed |
Freshman orientation vs. Business as usual |
1 Semester |
treatment group 1 (orientation + mathematics skills curriculum) vs. passive control group (orientation + student discussion);
|
18.74 |
13.17 |
Yes |
|
|
|
Attrition |
Freshman orientation vs. Business as usual |
1 Semester |
treatment group 2 (orientation + success skills curriculum) vs. passive control group (orientation + student discussion);
|
21.70 |
52.20 |
No |
-- | |
|
Mean number of semester hours completed |
Freshman orientation vs. Business as usual |
1 Semester |
treatment group 2 (orientation + success skills curriculum) vs. passive control group (orientation + student discussion);
|
16.39 |
13.17 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 89%
Male: 11% -
Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Texas
-
Race Asian 4% Black 26% Other or unknown 44% White 26% -
Ethnicity Hispanic 39% Not Hispanic or Latino 61%
Study Details
Setting
The intervention took place at St. Philip's College, which is a comprehensive, public community college located in the Alamo Community College District in San Antonio, Texas. The study involved the college’s vocational nursing program. The intervention was delivered in group orientation settings before the spring 2000 semester began.
Study sample
The sample was majority female (89.1%). Over a quarter (26.1%) of students in the sample were Black, 4.3% were Asian, 26.1% were White, and 43.5% were of another race. About forty percent (39.1%) of the students were Latino. The mean age was 27.8 years old.
Intervention Group
The first intervention, which was delivered to treatment group 1, consisted of 50 minutes of orientation information and 50 minutes of Mathematics Skills curriculum delivered to students each day for 7 days. The second intervention, which was delivered to treatment group 2, consisted of 50 minutes of orientation information and 50 minutes of Success Skills curriculum each day for 7 days. These sessions were delivered immediately prior to the start of the students' first semester, in spring 2000.
Comparison Group
The passive control group received 50 minutes of orientation information and 50 minutes of general discussion on topics selected by the students each day for 7 days. These sessions were delivered immediately prior to the start of the students' first semester, in spring 2000.
Support for implementation
There is limited information pertaining to intervention implementation details. The instructor followed a pre-specified script and schedule of instruction.
First year experience courses Intervention Report - Supporting Postsecondary Success
Review Details
Reviewed: July 2016
- The study is ineligible for review because it does not use a sample aligned with the protocol.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for First year experience courses.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.First Year Experience Courses for Students in Developmental Education Intervention Report - Developmental Education
Review Details
Reviewed: April 2016
- The study is ineligible for review because it does not use a sample aligned with the protocol.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for First Year Experience Courses for Students in Developmental Education.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).