The Impact of a First Year Living-Learning Community on First-Generation College Student Academic Success and Persistence

Abstract

The purpose of this study was to examine the effect of participating in a first-year living learning community on academic success, defined as grade point average at the conclusion of the first year of college, and persistence to the beginning of the second year of college for first-generation college students in comparison to their continuing-generation college student peers at a regional, comprehensive, public university. Archival data were used from the institution’s student information system. This study’s research design utilized statistical analysis techniques to determine the relationship between participation in a first-year living learning community and academic success and persistence to the beginning of the second year of college. Twelve research questions were posed. To address these research questions, 30 hypotheses were tested using binary logistic regression models, two-factor ANOVAs, and three-factor ANOVAs. The study’s sample consisted of 840 first-year students matriculating at the institution during the fall 2014 academic semester.The results from the study indicated that participating in a first-year living learning community had a positive effect on persistence to the beginning of the second year of college for first-generation college students. First-generation college students who participated in a first-year living learning community were more than twice as likely as first-generation college students who did not participate to persist to the beginning of the second year of college. The variable academic readiness, defined as academically ready with ACT scores in a range of 21 and above and academically not ready with ACT scores in a range of 20 and below, affected the relationship between first-generation college students’ participation in a first-year living learning community and academic success. First-generation students who were academically ready for college and participated in a first-year living learning community had a higher average grade point at the completion of the first year of college than first-generation college students who were academically not ready and participated in a first-year living learning community. The findings of the study may be used by higher education leaders to better collaborate and provide the programs and services to best support first-generation college students as they navigate the transition into college.