Exploring Variables and Factors that Contributed to Persistance After Being Placed on Academic Probation

The
purpose
of
this
comparative
study
was
to
explore
the
student
variables
and
factors
that
students
perceive
contribute
to
persistence
after
being
placed
on
academic
probation
at
a
large
urban
community
college.
This
research
used
a
mixed-­‐methods
approach
to
analyze
selected
student
demographic,
academic,
and
behavioral
characteristics
for
a
population
of
1,337
students
who
were
placed
on
probation
under
the
college’s
academic
standing
policy.
For
the
study’s
online
survey,
an
additional
580
students
who
were
placed
on
probation
under
the
college’s
policy
and
who
persisted
were
brought
into
the
study.
The
results
of
the
quantitative
analysis
of
the
study
revealed
13
of
the
15
variables
were
found
to
be
significant
at
the
p
<
.05
level.
Further,
statistical
results
identified
that
Pell
eligible
and
advising
contacts
demonstrated
at
least
a
moderate
strength
of
relationship
for
persistence
using
the
Cramer’s
V
statistical
tests.
In
addition,
the
required
academic
probation
intervention
workshop
indicated
the
greatest
likelihood
for
persistence
by
demonstrating
a
strong
relationship
with
at
Cramer’s
V
of
at
least
V
=
.54.
The
results
of
the
qualitative
analysis
provided
insight
into
the
differences
and
similarities
in
the
probation
students’
perceptions
and
perceived
factors
that
contribute
to
academic
probation,
utilization
of
college
support,
and
required
interventions
for
the
persistence
and
non-­‐persistence
groups.
The
conclusion
from
this
study
indicated
that
keeping
the
probation
student
perspective
and
perceptions
in
mind
while
considering
the
variables
that
demonstrate
a
strength
of
ii
relationship
for
persistence
can
shape
future
policy,
processes,
programs,
and
interventions
for
this
large
urban
community
college.