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Developmental theory and student development: The effects of a freshman orientation course on student development
Abstract
In this study 128 undergraduate students at Christ College Irvine, a 4-year liberal arts institution, were divided into three groups: control (C), experimental group 1 (E$\sb1$), and experimental group 2 (E$\sb2$). Group C did not participate in the Master Student orientation course. E$\sb1$ and E$\sb2$ were enrolled in the course for one hour and two hours per week, respectively. The three groups were tracked by means of two standardized instruments (Student Developmental Task Inventory-2 and Cornell Learning and Study Skills Inventory), quarterly GPAs, completion of course hours attempted, remaining in college, and course grade. It was hypothesized that the participation in the class would improve scores on the standardized tests, GPAs, tendency to complete course hours and probability of retention; therefore significant differences between the groups in regard to the last three factors were anticipated since these were defined as student development. Further, the greatest difference would be found in E$\sb2$ since the course content included not only study skills but also skills which promote autonomy, mature interpersonal relationships and purpose. It was likewise hypothesized that those students in E$\sb1$ or E$\sb2$ who maintained a higher course grade in the Master Student class would also improve in student development as defined by grade point average, hours completed, and retention. The findings did not support the hypothesis that participation would improve student achievement. Nor did the participation make an overall difference in the content mastery of the Master Student course as measured by the SDTI-2 and CLASSIC. At the end of the fall quarter, participation in the course did produce a significant difference between experimental group 1 and experimental group 2 for the task Autonomy and its subtasks, Emotional Autonomy and Interdependence. The groups were again significantly different in the task Purpose and its subtask Life-Style Plans. The same relationship was found between the groups in Intimate Relationships and Tolerance, subtasks of Interpersonal Relationships. These results indicate that the instruction for experimental group 2 did indeed produce the anticipated difference between the two experimental groups in regard to psychosocial development. The strongest relationship was found between the course grade and student development. Students who participated in the course and completed it successfully, had higher grade point averages, completed the course hours that they attempted, and remained in college.
Subject Area
Higher education|Curricula|Teaching|Academic guidance counseling
Recommended Citation
Vieselmeyer, Dean M, "Developmental theory and student development: The effects of a freshman orientation course on student development" (1989). ETD collection for University of Nebraska-Lincoln. AAI9013632.
https://digitalcommons.unl.edu/dissertations/AAI9013632