The effects of selected variables on student retention in higher education.

Abstract

This study investigated the effects of score of the Survey of Study Habits and Attitudes - Form C (SSHA-Form C) and the composite score of the American College Testing Program (ACT-C) on student retention in higher education. College students entering the freshman classes at Bethany Nazarene College during the Fall semesters of 1978 and 1979 served as participants in the study. Students were divided into two groups, retained or non-retained. Retained students were identified as those students who entered college during the Fall 1978 or 1979 semester and completed an entire academic year. Any freshman student dropping out of college during their first year was identified as non-retained. A sample of 360 freshman students were selected to participate in the study. ACT-C test scores and SSHA-Form C scores were summarized comparing data for retained students to data for non-retained students. The two-tailed t tests demonstrated differences between the two groups on all of the scores. Data for retained students were grouped according to a measure of study orientation, the overall score of the SSHA-Form C, and a measure of academic achievement, ACT-C. A Pearson product-moment correlation demonstrated a significant relationship for retained students on these two measures. A similar significant correlation was found for non-retained students on the same measures.