The effects of combining developmental education with life skills on first semester retention and first semester grade point average

Research has shown that developmental coursework and life skill courses positively impact retention of academically and socially unprepared first year college students. This study analyzed the impact of combining developmental English with life skills on retention and grade point average (GPA) of first semester students at a small, private college on Long Island, New York hereafter referred to as the College.; The research participants included 138 freshmen students weak in English and life skills as determined by placement exams prior to enrollment to the College. Subjects were randomly enrolled in one of three experimental conditions: a newly designed developmental success course (DSC), an English developmental course (EN001), or an English developmental course (EN001) and a separate life skills' course (HU105). Analyses tested the significance of the DSC on students' retention to the next semester and GPA and examined the hypotheses that retention and GPA can be improved in unprepared students when life skills are integrated into developmental course content. Statistical analyses (including t tests, chi-square, logistic and multiple regression) were used to determine if a relationship existed between the independent and dependent variables.; The study concluded that more students were retained in the DSC compared to students in EN001 alone or EN001 and HU105. There was no difference in mean GPA between the groups. Implications from this research build on Brittenham, et al. (2003) and Tinto (2002) who suggest that linking developmental courses with support courses is an aid to retention. This study also contributes to the retention literature and suggests curriculum change that may help reduce the attrition rate of academically challenged first semester college students.