Retention and Satisfaction - Research Paper Example

Retention and Satisfaction The level of retention and satisfaction among first year college students has been the subject of diverse studies over the years. This is because these studies ensure that not only are results developed, but also that recommendations can be made concerning the best ways to ensure that there are higher first year satisfaction and retention rates in institutions of higher education. This paper seeks to make a comparison of current trends of first year student satisfaction and retention in relation to past research on the subject. Fleming and Stanway (2014) in their study to find out how the collaborative approach between facilitators and learning advisors towards ensuring student engagement found out that first year students can benefit from the process. This collaboration is imperative especially considering that it allows students to ensure that they actively engaged in their learning; making it a priority within universities to help first years in their performance. Encouraging students to ensure that they are engaged in their learning is a process which helps them remain persistent in their education and helps in an increase in retention rates. Furthermore, the study implies that with better performance within the class environment, it becomes possible for students to achieve satisfaction. The study made by Fleming and Stanway (2014) can be contrasted to a past study by Pidcock (2001) who states that there is a difference between the retention rates of Hispanic and Anglo-American first year college students. This is because among Hispanic students, there is often very little reliance on external support to ensure their retention level and instead, they tend to be self-motivated in their learning process. The same is not the case among Anglo-American students who have a need for constant support from not only their families, but also the institution to make sure that they do not drop out. This study is important because it allows for a greater perspective concerning retention rates within the different ethnicities in the United States. Polinsky (2003) states that while student retention and persistence was a measure of success in college, it failed to show accurately measure the retention rates in community colleges. This is especially the case in situations where these measurements are not able to show how students who dropped out performed in their academics. This study shows that student retention is not a determinant of success and it is instead determined through the measures taken by the institution involved to ensure that the students are able to achieve a level of interest in their studies that encouraged them to be satisfied. This is related to the provision of financial aid for students to encourage them to focus on their studies so that retention rates can be increased. McKinney and Novak (2013) in their study also state that the provision of free student aid to first year students is one of the determinant factors for their persistence in their learning. This is especially considering that there are very low retention rates among those students who do not receive any such aid because some opt to drop out and concentrate on other issues such as getting employment to support themselves. Free student aid is essential in making sure that students get some relief from financial pressures over their upkeep and tuition fees and instead helps them get to concentrate on their studies; hence higher retention rates. According to Clark and Cundiff (2011), the satisfaction and retention rates among first years is determined through the support that they receive from their instructors as well as through the facilities that are provided for them within the institution. This is an opinion related to that of Fleming and Stanway (2014) which suggests that student retention can best be achieved through the support that they receive. The effectiveness of freshman seminars is has significant importance when it comes to the development of an interest in learning among the first years. This is because it provides them with an opportunity to ensure that they are able to learn more about their personal academic interests and how to go about achieving them once they complete their first year. This study is corroborated by Hendel (2007) who suggests that first year seminars are important in ensuring an increase in student satisfaction and retention levels because being active participants in these seminars ensures that first year students are able to achieve a level of competence in their studies. Moreover, these seminars are important in helping in the promotion of first year’s confidence in their abilities to remain persistent until they are able to complete their studies. Jamelske (2007) is of the opinion that the first year experience program has a direct effect on student performance as well as their willingness to remain persistent in their studies. This is especially the case in situations where these programs play a role in helping them to not only adjust to live in college, but also provides them with skills necessary for improving their performance. This study is extremely pertinent when it comes to relating the first year experience program to student performance because it allows for the development of a better perspective concerning how student satisfaction and retention levels can be increased. This study is corroborated by that of Ryan and Glenn (2003) who also seek to show that retention rates among first years can be achieved through concentrating solely on academic performance. This study implies that if programs are developed in such a way that encourages students to have an interest and attain good grades, it becomes possible for them to remain persistent in their learning. The high level of satisfaction that develops as a result of their academic achievements can play a significant role in making sure that students are satisfied; hence a higher retention rates. Tinto (2007) makes a review of the state of student retention and explores the past and present as well as discusses the possibilities of ensuring that the retention rates remain high in the future. The first issue that he discusses is institutional action which requires that colleges take action to make sure that they reduce dropout rates. Secondly, Tinto discusses how best to retain students through the effective implementation of programs to ensure that students remain focused on their learning. Lastly, there is a discussion of the continuing problem with students from disadvantaged backgrounds who usually end up having a high dropout rate. Tinto’s study is related to that of Singell and Waddell (2010) who in their study seek to find out whether students at risk of dropping out from school can be identified and helped early enough. Their study shows that within a large institution, such a task would be very difficult because many at risk students fall through the net as a result of a large student population. Furthermore, in such institutions, it is not easy to find out those students who come from a disadvantaged background; meaning that they are sometimes unable to continue with their education and have to drop out. In conclusion, first year student retention and satisfaction is determined by many different factors. The first of these is the provision of financial aid to these students which ensures that they are able to cater for their tuition and upkeep while in college. Furthermore, there is need to develop programs designed to orient these students with life in college as well as encourage them in their academics so that they can excel in it. Finally, the discussion above has shown that it is important for students to be provided with support by their instructors so that they can feel comfortable in their new environment with the knowledge that they have the necessary backing to do well. References Clark, M. H., & Cundiff, N. L. (2011). Assessing the effectiveness of a college freshman seminar using propensity score adjustments. Research in Higher Education, 52(6), 616-639. Fleming, T., & Stanway, A. (2014). Enhancing first year student engagement: Collaborative practice in a core business unit. Journal of International Education in Business, 7(2), 137. Hendel, D. D. (2007). Efficacy of participating in a first-year seminar on student satisfaction and retention. Journal of College Student Retention, 8(4), 413-423. Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. McKinney, L., & Novak, H. (2013). The relationship between FAFSA filing and persistence among first-year community college students. Community College Review, 41(1), 63-85. Pidcock, B. W., Fischer, J. L., & Munsch, J. (2001). Family, personality, and social risk factors impacting the retention rates of first-year Hispanic and Anglo college students. Adolescence, 36(144), 803-18. Polinsky, T. L. (2003). Understanding student retention through a look at student goals, intentions and behavior. Journal of College Student Retention, 4(4), 361-376. Ryan, M. P., & Glenn, P. A. (2003). Increasing one-year retention rates by focusing on academic performance: an empirical odyssey. Journal of College Student Retention, 4(3), 297-324. Singell, L. D., & Waddell, G. R. (2010). Modeling retention at a large public university: Can at-risk students be identified early enough to treat? Research in Higher Education, 51(6), 546-572. Tinto, V. (2007). Research and practice of student retention: what next? Journal of College Student Retention, 8(1), 1-19. Read More