A Study of Factors Contributing to the Success of Students Repeating Courses

This mixed methods study analyzed both the factors that cause students to repeat
courses and the characteristics of students associated with success when attempting a class for
the third and final time at a large community college system. The quantitative portion of this
study analyzed five years of statewide data with 12,930 third attempts of a course by 10,431
students. The majority of third-attempt students (62.8%) received a C or better and 71.6%
received a D or better. Commonly repeated courses were gateway courses such as English
composition, math courses, and anatomy courses. Proportional analysis was used to compare
third-attempt student success in each course to the average third-attempt success rate, and to
the general student population success rate for each of the courses. Chi-square and binary
regression analysis were used to compare student demographic characteristics of gender, race,
Pell eligibility, and age against third-attempt success. All showed statistically significant but
weak associations with success. Age showed the strongest association with success, with older
students performing better. Linear regression showed a strong correlation between cumulative
GPA and third-attempt success. The qualitative phase of this study analyzed 103 third-attempt
appeal forms to determine common obstacles to and strategies for success in courses. This
analysis was aligned with the Braxton, Hirshy, and McLendon model for student persistence in
commuter colleges. Students who reported physical health, or mental health issues were less
likely to be successful on their third attempt than the other students.