Hollie L. Gammel

Nancy K. Jeffcoat

Ralph R. Busby

Journal of College Orientation Transition and Retention

Directory of Open Access Journals

45Fall 2002  •  Volume 10, Number 1
ARTICLE
Grades, Graduation, and Orientation: 
A Longitudinal Study of How New Student Programs
Relate to Grade Point Averages and Graduation
Ralph R. Busby, Hollie L. Gammel, and Nancy K. Jeffcoat
Many colleges and universities provide freshmen with the opportunity to attend a brief
two or three-day orientation prior to the beginning of classes in the fall.  In many cases,
the orientation program of an institution is the initial introduction a student has to the
college community.  As a result, a comprehensive orientation program is a necessity in
order to enhance the overall perception of the institution. 
The broad goal of an orientation program is to serve as a transition structure between 
a student’s past and future learning experiences.  An orientation program should 
familiarize new students with campus procedures and administrative regulations,
acquaint students with student services, provide an opportunity to meet faculty and staff,
and introduce students to campus organizations.  Overall, most orientation programs
focus on the specific goal of encouraging the academic success of first year college 
students.  A successful program is one that promotes the academic mission of the 
institution and helps students make the difficult transition to the new world of college
life.
Orientation programs are designed to teach incoming freshmen about campus 
procedures and college life.  This process emphasizes academic achievement and campus
awareness and is structured to encourage student retention and overall academic success.
For years college administrators have struggled to find ways to decrease student 
problems and increase student persistence.  One of the most popular methods toward
increasing retention is to help facilitate student success through freshmen orientation
programs (Forrest, 1982).  Previous research has shown that orientation is a key factor in
a multifaceted approach to retention (Beal & Noel, 1980).  Research has also reflected
that orientation can improve student grade point average (GPA) and re-enrollment (Beal
& Noel, 1980).
How does the research provide a background for the current study?  Previous 
research supports the promising benefits of freshmen orientation programs (Forrest,
1982).  Orientation programs have been shown to improve retention, academic 
program completion, and the level of academic achievement (Green, 1998).  Academic
achievement, in this current study, can be defined through first semester GPA and 
graduation rates.  Results from the American College Testing Program (ACT) College
Outcome Measures Program (COMP) reported that the presence of formal orientation
Ralph R. Busby is the Director of Counseling and Career Services, Hollie L. Gammel is an 
Orientation Intern, and Nancy K. Jeffcoat is the Director of Orientation, all at Stephen F. Austin State
University.
46 The Journal of College Orientation and Transition
has a positive effect on student persistence towards graduation (Beal, 1980).
This longitudinal study assessed the orientation program by means of freshmen first
semester GPA, and graduation rates.  The issue was "does Orientation at Stephen F.
Austin State University have any demonstrable relationship to the academic success of
students?"  The mission of the Orientation program at Stephen F. Austin State University
is to provide sessions for all new students and their parents that will aid families in the
transition process; that will inform students of educational opportunities; and that will
integrate students and families into the life of the University. 
Method
The average GPAs of the students for the years 1986-1994 were collapsed into a 
grand mean each year, thus defining the dependent variable.  An independent t-test was
conducted to see if there would be a difference between the two groups. An independent
t-test was conducted to see if there would be a difference between the two matched
groups.  A chi-square was conducted to measure the frequency of graduation rates of the
two groups. 
Participants
The freshmen classes of Stephen F. Austin State University between the years of
1986-1994 were the participants of this study.  The student body annually consisted of
approximately 11,500 students.  Of that enrollment 28% of the students have typically
been from the Houston, Texas region, 25% from the Dallas, Texas region, and 98% 
overall have been from Texas.  Approximately, 14% of the students were African
American and 6% were Hispanic.  In recent years almost 95% of freshmen students
attended orientation.  Prior to 1995 approximately 80% of freshmen attended orientation. 
Results
The results of data analysis indicated a significant difference between the college
freshmen who attended orientation and the college freshmen who did not attend in terms
of first semester GPA [t (16)=11.88, p< .01].  The average GPA of the college freshmen
who attended orientation between the years 1986-1994 was 2.11 on a 4.0 scale with a
standard deviation of .059.  The average GPA of the college freshmen who did not attend
orientation between the years 1986-1994 was 1.73 on a 4.0 scale with a standard 
deviation of .077. 
47Fall 2002  •  Volume 10, Number 1
FIGURE 1. First semester fall GPA comparison of college freshmen students attending
orientation versus students that did not.
An independent t-test for matched samples was conducted on the orientation 
attendance group and the non-orientation attendance students.  The freshmen students
were matched according to gender and standardized test scores.  Those who did not have
a match were eliminated from the t-test to ensure the groups were evenly distributed.
The average GPAs for the students for the years 1986-1994 were collapsed into a grand
mean for each year.  The results indicated a significant difference between the college
freshmen who attended orientation and the college freshmen who did not attend 
orientation in terms of first semester GPA for the matched samples [t (16) = 6.67, 
p < .01].  The average first semester GPA of the matched college freshmen who did
attend orientation between the years 1986-1994 was 2.06 on a 4.0 scale with a standard
deviation of .076.  The average first semester GPA of the matched college freshmen 
who did not attend orientation between the years 1986-1994 was 1.76 on a 4.0 scale 
with a standard deviation of .115.   
1986
GP
A
YEAR
GPA DIFFERENCES IN ORIENTATION ATTENDANCE
1987
Attending Orientation Not Attending Orientation
1988 1989 1990 1991 1992 1993 1994
48 The Journal of College Orientation and Transition
FIGURE 2. First semester fall GPA comparison of the matched group of college 
freshmen students attending orientation versus students that did not.
In addition, it was also hypothesized that there would be an unequal number of 
college freshmen who graduated from Stephen F. Austin State University who attended
orientation in comparison to those who did not between the years of 1986-1992.  Each
group was allowed 5 years to complete their degree to qualify for the graduation rate.
The graduation rate for each year was recorded.  A chi-square was conducted on the
observed frequencies for each year.  The test yielded significant results for each year
[1986 year, c2  (4, N = 1855) = 15.48, p < .0001; 1987 year, c2  (4, N = 1871) = 12.43, 
p < .001; 1988 year, c2  = (4, N = 1948) 21.81, p < .001; 1989 year, c2  (4, N = 1852) =
39.51. p < .001; 1990 year, c2 (4, N = 1802)   = 10.05, p < .005; 1991 year, c2  (4, N =
1808) = 24.09, p < .01; 1992 year, c2  (4, N = 1869) = 22.52, p < .01].  Statistically, there
is a significantly higher graduation rate of college freshmen that attended orientation
between the years of 1986-1992 in comparison to the freshmen who did not attend 
orientation during the same years.
1986
GP
A
YEAR
MATCHED FALL GPA DIFFERENCES IN ORIENTATION ATTENDANCE
1987
Attending Orientation Not Attending Orientation
1988 1989 1990 1991 1992 1993 1994
49Fall 2002  •  Volume 10, Number 1
FIGURE 3. The graduation rate differences in college students who attended orienta-
tion versus those that did not attend.
Discussion
The findings of this study indicate that there is a strong correlation between freshmen
orientation attendance and first semester grade point averages and a student’s 
persistence toward graduation.  Although a causal relationship can not be concluded,
there is statistical indication to suggest a positive correlation between the factors.  When
orientation attendees and non-attendees were matched on test scores and gender, the
same positive relationship held constant.  By controlling for these two variables, the
study suggests that the two matched groups were similar before orientation.
Consequently, the Orientation program at Stephen F. Austin State University may play 
a positive role in freshmen first semester grade point average and persistence to 
graduation.   Clearly, this study provides positive feedback for the Orientation program
at Stephen F. Austin State University.     
Similar studies at other institutions also stress the important contributions a 
comprehensive orientation program has for students.  Findings from this current study
are limited to the researched institution, Stephen F. Austin State University.  The 
different orientation procedures at individual institutions vary; thus generalizing the 
findings to other institutions is limited.   Future studies are advised to create measures 
1986
50%
40%
30%
20%
10%
0%
%
of
St
ud
en
ts
Gr
ad
ua
tin
g
YEAR
GRADUATION RATE DIFFERENCES IN ORIENTATION ATTENDANCE
1987
Attending Orientation Not Attending Orientation
1988 1989 1990 1991 1992
50 The Journal of College Orientation and Transition
to assess their program’s success.   Also, it is recommended for future studies to assess
the motivational levels of freshmen orientation attendees verses non-attendees in order to
extract this variable from the study’s conclusions.   
References
Beal, P.E., & Noel, Lee. (1980).  What Works in Student Retention:  The report of
a joint project of the american college testing program and the national center for 
higher education management systems. Washington:  NCHEMS.
Forrest, A. (1982).  Increasing student competence and persistence: the best use 
for general education. Iowa City, IA: American College Testing Program, National 
Center for Advancement of Educational Practices.  
Green, J.T., & Miller, M.T. (1998).  A comparison study of enrollees and non
enrollees in and orientation course at a two-year college.  The Journal of College 
Orientation and Transition, 5(2), 14-18.
Hossler, D. & Bean, J.P. (1990).  The strategic management of college enrollment. San 
Francisco:  Josey-Bass.


Grades, Graduation, and Orientation

https://pubs.lib.umn.edu/index.php/jcotr/article/download/2559/1967

Grades, Graduation, and Orientation

Abstract

Similar works

Full text

Available Versions

Directory of Open Access Journals