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Sophomore Programs: Theory, Research, and Efficacy

Jordan, Tricia K.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1306252903

Abstract Details

2011, Doctor of Philosophy, Ohio State University, EDU Policy and Leadership.
The purpose of this study was to explore how students perceive the efficacy of a program designed for second-year students. The study population consisted of 222 juniors at a medium-sized, public, Research I, Midwestern institution; the group was comprised of both program participants and non-participants. The survey instrument, the Sophomore Program Efficacy Questionnaire (SPEQ), was designed expressly for this study, and was administered in a web-based format to the population. SPEQ items were created using existing literature and theories related to the sophomore experience. The 70-item SPEQ has distinct sections that parallel to expected sophomore outcomes: 1) program awareness, 2) pre-success indicators, 3) program participation, 4) post-success indicators (motivation level, decision-making ability, identity development, academic success, and retention rate), and 5) program efficacy indicators. Demographic qualifiers were also analyzed and summarized to determine if any distinctions exist based on individual characteristics. Specifically, race/ethnicity, gender, residence, residency status, major status, and age were all collected from survey respondents. Aggregate results showed that there were few demographic distinctions to make, however, between the sub-groups (participants and non-participants), more interesting results were discovered. Quantitative data revealed that the SPEQ instrument fit the hypothesized theoretical framework underlying the design fairly well. Additionally, in almost every case related to post-success indicators, participants and non-participants reported gains in each category; they noted positive growth from the beginning of the sophomore year to the end. Also, non-participants reported higher gains in these same variables than their participant counterparts. Participants believed the sophomore programs were generally worthwhile and they would recommend them to their peers. Qualitative data showed that even those who did not interact with the programs believed them to be a worthwhile initiative. This study supports the notion that students can recognize personal growth in the second college year, regardless of participation in sophomore-specific programming. Therefore, continued research on the second-year experience should focus on helping all sophomores get the resources they need in a way that makes sense for them and for their institution.
Ada Demb, PhD (Committee Chair)
Leonard Baird, PhD (Committee Member)
Dorinda Gallant, PhD (Committee Member)
262 p.
Education; Educational Leadership; Higher Education; Higher Education Administration
sophomores; second-year students; sophomore programs; program efficacy; students in transition; second-year programming; second-year programs

Recommended Citations

Citations

  • Jordan, T. K. (2011). Sophomore Programs: Theory, Research, and Efficacy [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306252903

    APA Style (7th edition)

  • Jordan, Tricia. Sophomore Programs: Theory, Research, and Efficacy. 2011. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1306252903.

    MLA Style (8th edition)

  • Jordan, Tricia. "Sophomore Programs: Theory, Research, and Efficacy." Doctoral dissertation, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306252903

    Chicago Manual of Style (17th edition)

osu1306252903
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© 2011, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.