The transition from high school to college can overwhelm many students, and among first-generation, Pell-Grant-eligible students, the transition can result in feelings of isolation, transition shock, and even depression. Academic outcomes of these transition challenges can result in lower grade point averages and attrition, and success coaching has emerged as a strategy to mitigate negative outcomes of the high-school-to-college transition. This study evaluates the impact of success coaching on first-time-in-college Pell-Grant-eligible students at Kingsley University, a large Research I institution. Using secondary data, along with the Pearson and Spearman’s rho correlation test statistics, and the independent samples t-test to conduct the evaluation, this quantitative study uses a cross-sectional, correlational design to examine the degree and strength of association between participation in success coaching sessions and second fall retention, as well as grade point average, among the population of First Time in College, Pell-Grant eligible students admitted in 2015. Three hypotheses are tested to determine any correlation between participation in success coaching sessions and second fall retention and grade point average, among first time in college, Pell Grant-eligible students. While success coaching has been linked to positive academic outcomes, its impact has not been determined at Kingsley University.
|Commitee:||Price, Sarah, Henderson, Lavetta, Davis, Cheron|
|School:||Florida Agricultural and Mechanical University|
|Department:||Educational Leadership & Human Services|
|School Location:||United States -- Florida|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Educational evaluation|
|Keywords:||Academic success, Grade point average, Pell-grant, Retention, Success coaching, Transition|
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