The impact of residential community living learning programs on college student achievement and behavior
This study examined the impact that residential community living learning programs have on college student achievement and behavior. Freshmen to sophomore year grade point average and student discipline infractions were the variables used to measure college student achievement and behavior. The results of the study were used to determine if living learning programs contribute to college student success to support continuous and additional funding of such programs. The sample (N=402) was randomly selected from the 2005-2006 Vanderbilt freshmen class. Of the sample (N=402), 204 resided in a residential community with a living learning program and 198 resided in residential community with no living learning program. The sample was divided into two groups, students who resided in a residential community with a living learning program and those who did not for their 2006-2007 sophomore year. Students were also grouped by gender. The sample size that resided in a residential community with a living learning program was 204, and the sample that resided in a residential community with no living learning program was 198. Data were gathered using Vanderbilt Student Information System and Reflections, computer-based student record keeping systems. Of the eight hypotheses, one was rejected as it showed a statistically significant difference. This hypothesis when tested yielded a statistically significant difference in the number of sophomore student discipline infractions in the two male groups. Males residing in a residence hall that did not have a living learning program had a significantly greater number of discipline infractions for the year. As a result of the study, a decision concerning living learning programs having an impact on student achievement and behavior must continue to be examined. This study was limited in that it only analyzed data for a specific college class for one year of the applied treatment. A future longitudinal study should include more years of data to be analyzed and include other variables such as academic major, and SAT or ACT college test scores, in addition to GPA and the number of student discipline infractions.
School administration|Higher education
Tina Lynn Smith,
"The impact of residential community living learning programs on college student achievement and behavior"
ETD Collection for Tennessee State University.