Miller, J. W., & Janz, J. C. (2007). Journal of the First-Year Experience and Students in Transition, 19(1), 47–62. Retrieved from: https://eric.ed.gov/?id=EJ798193
Reviewed: July 2016
This review may not reflect the full body of research evidence for this intervention. Please see the WWC summary of evidence for First year experience courses.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Janz, J. C. (2004). The retention impact of the freshman seminar on students with varying pre-college academic performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3141095)
An indicator of the size of the effect from using the intervention. It is the expected change in percentile rank for an average comparison group student if the student had received the intervention, ranging from -50 to +50. At the study level, the improvement index is only shown if the findings are characterized as statistically significant or substantively important (greater than +10 or less than -10); dashes are displayed for an indeterminate effect.
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.
Survey and Focus Group Results
FWW overview video
Strategies for Postsecondary Students in Developmental Education—A Practice Guide for College and University Administrators, Advisors, and Faculty
Download the WWC Widget to Share Information About the WWC With Visitors to Your Website!
Newsflash
Contact Us
Facebook
Twitter
YouTube