Average College Students: Increased GPA & Retention
Eastern New Mexico University
Condition A: 3-credit Learning to Learn Course
Condition B: 3-credit Becoming a Master Student Course
Condition C: No Treatment
Number of students: 514
Random Group Assignment
Analysis of Variance used to control for intervening variables: SAT scores, race, sex, number of credits taken, types of courses taken.
GPA Results
LTL students had significantly higher grade-point averages than did BMS.
Difference between LTL and BMS:
F value: 8.13      Level of Significance: .0001
The .0001 level of significance means that the same result would occur in 9,999 of 10,000 replications of this study.
Retention Results
Student Attrition Rates Between Freshman and Sophomore Years
Learning to Learn 18.6%
Extended Orientation 28%
No Treatment 26.9%
Difference between LTL and EO:
F value: 4.61        Level of Significance: .0012
N = 514
Note:
"No Treatment" resulted in a slightly higher retention rate than did Becoming a Master Student.
Reference: Unpublished study by Richard Walsh, 1995