Extended freshman orientation participation and persistence behavior of students at a rural commuter community college

The influence of an extended freshman orientation seminar on persistence behavior, grade point average and selected constructs found in the Tinto model of persistence/withdrawal behavior is investigated. A longitudinal study tracks 1165 freshman students from five different entering classes in a public rural commuting community college. The study first determines if gains over time in freshman persistence and grade point average coincide with the development of an extended freshman orientation program. In the second stage of the research, working within the framework of the Tinto model, the influence of an extended freshman orientation program on persistence behavior is investigated. Descriptive statistics reveals grade point average increases over time do not coincide with the implementation of an extended freshman orientation seminar. During the period the orientation seminar is required, it is found more students do return for second semester and substantially more students persist to the third semester. Multiple regression analysis demonstrates a significant effect for the extended freshman orientation on persistence behavior to third semester. A positive financial gain to the college occurs. In the second stage of the study The Institutional Integration Scale developed by Pascarella and Terenzini (1980) and modified by Fox (1984) is used. Multiple regression analysis finds marginal support for the application of the Tinto model to a commuter community college environment. Analysis of different constructs found in the Tinto model reveals: (a) Persistence--freshmen with fewer dependents, lower orientation grades and lower levels of subsequent intention are more likely to persist. (b) Subsequent institutional commitment--academic and social integration have the greatest effect on institutional commitment. Freshmen with fewer dependents and lower orientation grades have higher levels of institutional commitment. (c) Subsequent goal commitment--academic and social integration have the greatest effect. Women, freshmen needing fewer remedial courses and freshmen with lower initial goal commitment and initial intention are more likely to have lower goal commitment. (d) Social integration--no significant effects are found. (e) Academic integration--parents' education has a positive effect. Women and freshmen earning higher grades in the orientation course are more likely to have higher levels of academic integration. (f) Subsequent intention--both academic and social integration have positive effects. Conclusions drawn include: The Tinto model is not effective in explaining persistence behavior in the community college. Coinciding with the implementation of the orientation program gains in retention and significant effects on selected Tinto constructs are found. A recommendation is made to continue the extended freshman orientation program.