Running Head: THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

The Effects of First Year Student Attitude towards First Year Seminars
Jennifer Migliozzi
Salem State University

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

Abstract
This study seeks to examine first year seminar classes and the relationship of first year
student academic performance and student attitude in regards to these classes. Specifically, it
looks to conclude if there is a correlation between student attitude and how a student performs in
his or her first year seminar class, as well as throughout the students first academic year at
university. An overview of previous first year seminar research in relation to student academic
performance and student perception provides the foundation for this research. Recommendations
for further study of student attitude and student perception of these first year classes are
provided.
Keywords: first year seminar, student attitude, academic performance

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

Introduction and Rationale

First year seminar classes are often the first class for which students register, yet these
classes are becoming the last class that students prioritize into their schedules during the
academic year. First year seminar programs are increasingly being added to universities
curriculum and many are making these courses a requirement for all students who are identified
as first-years (Porter & Swing, 2006). These programs are implemented for a variety of reasons
including facilitating students transition from high school to college, acclimating students to
college course-work, establishing foundations for college-level writing and research, and
creating academic and social communities (Barton & Donahue, 2009; Clark & Cundiff, 2011;
Fidler & Hunter, 1989; Stamatoplos, 2000; Jamelske, 2009; Nelson & Vetter, 2012).
Additionally, first year seminar programs are utilized as a strategy for retention (Padgett, Keup,
& Pascarella, 2013; Porter & Swing, 2006).
As previously stated, higher education institutions utilize first year seminar programs for
a range of reasons, but generally these programs are used to help students achieve success in
college. One aspect of this success is achieving a good academic standing or not being placed on
academic warning or probation. While these programs are created as a vehicle for student
success, in my professional experience I have experienced students complaining that these
classes take away from real courses, such as those required for their major. For this reason
students may not put their best academic foot forward with these courses. They often do not
attend class, skip or turn in assignments late and overall produce work that is inferior to
classwork in their other classes. If students do not attend or actively participate in their seminar
course, then they run the risk of not receiving the benefits of the course. Not attending or actively
participating could detrimentally influence their academic performance through their first year

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

and beyond. If students are not taking these programs seriously how does it affect their overall
academic performance at the university in their first-year and after? This study looks to address
the implications of students having poor attitudes in regards to these first year seminar classes.
Specifically it looks to address if the first year students with poor attitudes towards these courses
have a lower grade-point average than those students who do not rate their attitude as being poor.
The study seeks to conclude if there is a relationship between a reported poor attitude and
academic performance of first year students participating in first year seminar programs.
There has been substantial research in first year seminar programs and their influence on
academic performance, as well as student retention (Padgett, Keup, & Pascarella, 2013). It has
been stated that it is the most researched area of undergraduate higher education (Padgett, Keup
& Pascarella, 2013; Tobolowsky, Cox &Wagner, 2005). Research suggests that first year seminar
participants tend to have higher grades and are less likely to be placed on academic probation
(Porter & Swing, 2006). Students who participate in first year seminar programs are more likely
to have a higher GPA than their counterparts not participating (Jamelske, 2009). Additionally,
students enrolled first seminar programs enroll for a second year in greater numbers than
students who do not enroll in such programs (Clark & Cundiff, 2011; Lamg 2007). After taking a
first year seminar course, students are reportedly more engaged in campus activities and with
faculty (Barton & Donahue, 2009, Nelson & Vetter, 2012). Overall, the research indicates that
first year seminar programs positively contribute to first year students performance in academics
and their persistence at their institution.
Purpose
What is unclear in this previous research is how a students attitude affected a students
participation in the course and academic benefits of the course. While student expectations of

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

first year seminar courses have previously been studied, there are no studies that specifically
look at how first year student expectations relate to student attitudes towards first year seminar
courses (Fidler & Hunter, 1989). While student expectations and student attitudes are not the
same thing, student expectations can be correlated to student attitude. For example, it can be
reasonably assumed that a student whose expectations are not being met would have a greater
chance of developing negative attitudes than those students whose expectations are being met.
Additionally, many of these studies on first year student expectations could be considered
outdated, as they were conducted over thirty years ago (Fidler & Hunter, 1989). This researcher
could not locate any previous studies that focused specifically on student attitudes or
expectations towards first year seminar programs and how these influenced a students success in
the program and academically at the university. While student attitude is popular theme found in
higher education research, the study of student attitude toward first year seminar programs
appears to have yet to be coded and analyzed.
Audience
This study of first year student attitude and its relationship to academic performance will
benefit deans, directors and other university administrators responsible for first year seminar
programs and curriculum, as well as the faculty who teach first year seminar courses. If the
results indicate that a negative attitude towards the program affects students academically,
administrators and faculty can utilize the recommendations of the study to help students view the
program more positively. Furthermore, students will benefit from modified programming that
seeks to more actively and positively engage them.

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

Theory
Vincent Tintos Retention Theory guides this study. Tintos theory states that the ability of
first-year students to integrate into both the academic and social makeup of their university
directly relates to their retention or attrition at the university (1987). This theory indicates that a
students successful integration of academics and social activities through commitment, defined
as academic goal setting and loyalty to the university, leads to the students retention (Tinto,
1987). As applied to this study, Tintos theory indicates that my independent variable, first year
seminar programs, should influence first-year students academic performance. First year
seminar programs seek to provide students a place where academic and social integration can
develop and occur simultaneously. A student who is able to successfully begin to make academic
goals and commit to the institution is a student who is typically not greatly struggling
academically (Tinto, 1987). For this reason, one can conclude that the same factors that influence
student retention also influence student academic performance. Additionally, a program that
assists in the development of both academic and social factors should be a positive influence on
student academic performance. This study will specifically look at how student attitude towards
such programming influences academic performance.
Definitions of Pertinent Terms
When referring to first year students in this study, first year student can be identified as
matriculated students with 15 college credits or less when entering the university where this
study is conducted. Additionally, these students are defined as day students or students who
primarily enroll in classes before 4:00 P.M. This description is utilized because these are the
common characteristics of traditional first year students and was fitting for the student
population of this research studies (Salem State University, 2015). First year seminar programs

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

are defined as semester or year -long classes that are at least three credits and are required course
for matriculation and graduation (Salem State University, 2015; Porter & Swing, 2006). Poor
academic performance can be defined as a student receiving a 2.5 grade-point average (GPA) or
lower for a semester or more. This 2.5 GPA was chosen as the benchmark for poor academic
performance because it is typically indicative of a student who has been placed on academic
warning or probation. Salem State University is the institution where this study will occur. The
Carnegie Classification of Institutions of Higher Education defines Salem State University as a
medium four-year, primarily nonresidential institution; it is located in the Northeast (2010).
For the purpose of this study, student attitude can be defined as the viewpoint or feeling
of a student that affects mentioned students behavior. While student attitude will be the term
utilized in this study, student attitude could be coded as student satisfaction in previous studies
and research. Student satisfaction can be defined as the fulfillment of a students expectations.
Typically researchers studying student satisfaction are seeking to identify if students
expectations were met and what the effects were of these expectations being met or not. In
studying student attitude, a researcher looks to see how expectations or viewpoints of students
specifically influences student behavior. Since this study looks to see how a poor viewpoint
directly influences student academic performance, student attitude appeared to be the most
appropriate term.
Methods
An explanatory sequential mixed methods design will be used in this study. This design
will collect quantitative data first and then explain the quantitative results with in-depth
qualitative data. In the first, quantitative phase of the study, survey data will be collected from
first-year, matriculated, day students enrolled in first year seminar class at Salem State

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

University. The data collection will test if negative attitudes towards first year seminar programs
contribute to poor academic performance amongst the mentioned student population. It will
assess whether the independent variable of student attitudes relates to the dependent variable
academic performance. The second qualitative phase will be conducted as a follow-up and
explanation of the quantitative results. In this exploratory follow-up, interviews will be
conducted to greater explore negative attitudes of these first year students and the cause(s) of
these attitudes. The overall purpose of this mixed methods study (quantitative and qualitative) is
to explore student attitudes towards first year seminar programs at universities and the relation of
academic performance to these student attitudes (positive, negative, indifferent).
The central question of this mixed methods study is:
How do first year student attitudes toward first year seminar programs contribute
to their academic performance?
Three subquestions will also be looked at with this study. These questions are as follows:
1. Do students with a negative attitude towards their first year seminar
programs experience poor academic performance in these programs?
2. Why do some students view first year seminar programs as not
a real course?
3. Does a negative attitude toward first year seminars always lead to poor
academic performance in first year seminar programming?
4. How does the academic performance of students who have a negative
attitude towards first year seminar program compare to the academic
performance of students not enrolled in a first year seminar
program?

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

Since the central question of this study is a how questions, the explanatory sequential
mixed methods design was selected as most appropriate. The first phase of this study will be
quantitative. It will seek to collect data on first year student attitudes relating to the first year
seminar classes and record these students grade-point average. From these results of this data,
participants fitting the criteria of negative attitude and low academic performance (2.5 GPA or
lower) will be selected for the second qualitative phase. This phase will look to gather a greater
understanding and exploration of the cause(s) and/or origin(s) of these negative attitudes. A
content oriented question that is intended to be concluded from this mixed methods approach is:
To what extent do the qualitative interviews with students help to provide a more
comprehensive understanding of the relationship between first-year student
attitudes towards first-year seminar classes and first-year academic performance,
via integrative mixed methods analysis?
Significance
Overall, this study looks to add to the extensive literature about first year seminar
programs and the effects these programs have on first year students. This study will specifically
look at student attitude, which has not yet been studied in-depth in regards to first year seminar
programs. Expanding on the topic of academic performance in relation to first year seminar
programs, this study will enhance the literature on first year seminars. While others have
previously looked at the effects of these programs on first year student academic performance,
this research expects to determine if there is a correlation between student attitude and academic
performance. As this study will gather a greater data of how first year students view such
programs, it will aide in understanding how first year seminar courses contribute to other
variables, such as retention and engagement. Finally, looking at first year seminar programs

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10

through the lens of student attitude will increase the knowledge of first year students and their
experiences.
Background of First Year Seminar Research
According to the National Resource Center for the First Year Experience, over 70% of
higher education institutions in the United States offer first year seminar courses (Barefoot,
2000; Tobolowsky, Cox &Wagner, 2005). The learning outcomes of these programs can be
academic-based, social-based or both (Barefoot, 2000; Nelson & Vetter, 2012). Overall, these
programs seek to enhance the first year student experience, provide a foundation of skills for
these students as they continue through college and assist with student achievement in college
(Barefoot, 2000; Nelson & Vetter, 2012; Padgett, Keup, & Pascarella, 2013; Tobolowsky, Cox &
Wagner, 2005; Upcraft et al, 1989). First year seminar programs have been utilized for over
thirty years, but have had a recent growth in the last ten years (Fidler & Hunter, 1989). The
research surrounding first year seminar programs has followed the trajectory of these programs.
Studies about the programs first appeared in the 1980s and upturned in the 2000s.
As previously stated, these programs assist in facilitating student transition from high
school to college, acclimation to college course-work, establishment of foundations for collegelevel writing and research, and the creation of academic and social communities (Barton &
Donahue, 2009; Clark & Cundiff, 2011; Fidler & Hunter, 1989; Stamatoplos, 2000; Jamelske,
2009; Nelson & Vetter, 2012; Tobolowsky, Cox & Wagner, 2005). The colleges utilize these
programs as retention and success strategies (Barefoot, 2000, Barton & Donahue, 2009; Lang,
2007; Porter & Swing, 2006). Overall colleges want their students to remain enrolled and to do
well in their course. Schools and researchers have measured the success of these first year
seminar programs with several different variables. Academic performance, such as academic

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11

standing or grade point average (GPA), has been studied (Barton & Donahue, 2009). Learning
outcomes, such as knowledge of proper research methods have been examined (Stamatoplos,
2000). Enrollment in terms of increased and continued enrollment has also been researched.
Other researched variables of first year student success include engagement, student satisfaction
and student assessment (Barton & Donahue, 2009). All measured variables seek to evaluate
whether first year seminar programs are fulfilling their purpose and meeting their learning
outcomes (Barefoot, 2000; Tobolowsky, Cox &Wagner, 2005).
Influence of Grade Point Average (GPA)
According to Barton and Donahue, (2009) GPA and retention are most commonly used to
assess the success of student participants of first year seminar courses. GPA is a numerical
measurement of academic performance. Because higher education institutions commonly keep
record of their students GPA, it is an easily collectable variable for researchers. Many
researchers have studied the relationship between GPA and first year seminar programs and
found the relationship to be rather positive (Jamelske, 2009; Fidler & Hunter, 1989; Nelson &
Vetter, 2012). This positive relationship can be defined as an increase in GPA of student first year
seminar participants compared to students who are not participants. Yet while this positivity has
been indicated, first year seminar programs level of influence on GPA has yet to be determined.
Additionally, this positive relationship is not conclusively found across all research (Clarke &
Cundiff, 2011, Fidler & Hunter, 1989).
From the beginning of first year seminar research, there has been evidence of the positive
relationship between higher GPA and first year seminar programs. Fidler and Hunter refer to two
unpublished research reports of 1986 that indicate this relationship. Stupkas Student
Persistence and Achievement: An Evaluation of the Effects of an Extended Orientation Course

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found that the GPA of students who took a semester long orientation/first year seminar course
was 0.71 points higher than students who only participated in an one-hour or four-hour
orientation prior to the beginning of the academic year (Fidler & Hunter, 1989, p. 222). Hopkins
and Hahns unpublished research from the State University of New York College of Cortland
found an increase in first year seminar participants GPA after just one semester (Fidler &
Hunter, 1989, p. 222). Similar results have been found in recent research as well. Jamelske
(2008) studied student GPA year one year after students completed a first year course. Without
taking into account his control groups, student participants of first year courses had a 0.101 point
raise in their GPAs (Jamelske, 2009, p. 387). Statistically, this raise accounted for a 5% increase
in GPA (Jamelske, 2009, p. 387). Since its implementation in the 1980s, first year seminar
courses have positively influenced first year student GPA and have maintained that positive
influence in their continuance.
One might argue that Fidler and Hunters presented research from 1986 is irrelevant due
to its date. Yet this original, unpublished research that Filder and Hunter present showcases how
influential first year seminar courses were at their onset. This notion provides reasoning for why
these programs continue to exist and thrive today. Looking the results of Stupkas and Jamelskes
research, there is numerical evidence of how first year seminar programs have worked to
increase first year participants GPA from the twentieth century to the twenty-first century. It can
be concluded that since their creation, first year seminars have consistently been helping students
achieve academic success.
Research also indicates that it is not just typical first year seminar courses that contribute
to increased GPA. Pike, Hansen and Lin found that the participation in first year seminar learning
communities positively influenced student grades (2011). Student participants had higher GPAs

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13

for their fall semester than student nonparticipants (Pike, Hansen & Lin, 2011). First year
learning communities can be defined as students enrolled in multiple courses that all share a
theme; one of the courses of the first year learning community is the first year seminar (Pike,
Hansen & Lin, 2011). Pike, Hansen and Lin state that their research is consistent with previous
research on first year learning communities (2011).
And while different types of first year seminar courses, such as the mentioned learning
communities, provide the same academic benefits, transition and orientation courses do not.
Research suggests that these courses cannot be utilized as a substitute for first year seminar
course. In Barton and Donahues research of the effects of three credit first year seminar courses
vs. the effects of one credit transition courses, the researchers found that student participants of
the first year seminar course had a higher GPA compared to the student participants of the
transition courses (Barton & Donahue, 2009). Barton and Donahues findings are similar to
those of Stupka, which Fidler and Hunter presented. Barton and Donahue conclude a transition
course does not have the same academic benefits of a first year seminar course, while Stupka
concludes that orientation sessions also do not have the same academic benefits (Barton &
Donahue, 2009, Fidler & Hunter, 1989). The correlation between Barton and Donahues research
and Stupkas research are significance for the same reasons that the correlation between
Jamelskes research and Stupkas research is. These correlations express the unchanged
importance and positive influence of first year seminar courses on student GPA over the last
thirty years.
As mentioned previously, however, the positive relationship between first year seminar
courses and increased student GPA has not been indisputably concluded. In their research, Clarke
and Cundiff found no correlation between higher GPA and first year seminar courses (2011).

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While Clark and Cundiff identify that those in their study who participated first year seminar
courses entered college with a lower GPA, their findings take that variable into consideration.
Theirs is not the only study that did not find student participants of first year seminar courses
have a higher GPA. Fidler and Hunter present Fidlers unpublished Research Summary
University 101, which found that student participants of the University of South Carolinas
University 101 had similar GPA to those students who did not participate. This research is
important because it conveys that it is not guaranteed that participating in first year seminar
courses will improve student participants GPAs.
Limitations of GPA Research
The research that displays a positive relationship between higher GPA and first year
seminar classes and the research that does not show such a relationship are both limited. Each
study discussed here only measured such a relationship at one particular institution. The
researchers did not collect measurements from different institutional types or from different first
year seminar courses and curriculum. Because of these limitations, it is more difficult to gather a
greater understanding of the overreaching impact of first year seminar courses at higher
education institutions in the United States. I also experienced similar limitations in my research,
as it was also only conducted at a single institution.
The previously presented research raises the question as to why some first year seminar
programs help increase participants GPA and others do not. There are additional variables of
these specific programs that must be identified and studied to assist in the understanding of this
disparity. It is for this reason that the study of student attitude is pertinent to add to this existing
research. A negative attitude towards first year seminar courses could be a reason for Clarke and
Cundiffs findings. Additionally, a positive attitude toward first year seminar courses could have

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15

been an influence of Jamelskes research. This current research measures how participating in
first year seminar courses influence students academically, but there is little-to-no research
measuring how students participation and the level of this participation influences the effects
and/or benefits of first year seminar courses.
Influence of Retention and Persistence
Academic performance is not the only element researchers have studied the influence of
first year seminar courses. Besides GPA, rates of retention and persistence are two other
variables examined. For the purpose of this study, retention can be defined as continuance of
enrollment at a higher education institution, while persistence can be defined as the continuance
of enrollment, registration for courses, course attendance and progression at an institution (Porter
& Swing, 2006). Occasionally, the terms are used interchangeably. Persistence is more
commonly studied in depth than retention is. The reason this commonality in first year seminar
research could be due to the notion that persistence can be viewed as better indicator of student
success. Most importantly, persistence measures student progression at an institution. While
retention refers to if a student is remaining at a college, persistence refers to a student is
advancing and taking the steps towards graduation. Both variables seek to measure student
enrollment.
Porter and Swing measured the effects of first year seminar on persistence at 45 higher
education institutions (2006). In their research they looked at five different content areas that a
student should experience and/or learn in their seminar courses. They discovered that students
who rated their first year seminar course as being effective in at least one content area were more
likely to persist at the institution (Porter & Swing, 2006, p. 103). Porter and Swing referred to
this idea as student perception (2011). Students who had a more positive perception of course

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content were more likely to persist, although this likeliness was not notably substantial (Porter &
Swing, 2006, p. 103). In Clark and Cundiffs research, they found that students who had a higher
GPA during their first year and those who participated in a first year seminar program were more
likely to enroll in a second year at their institution (2011). Jamelskes research indicates that
students who reside on campus and enroll in a first year have a higher retention rate (2009). The
rate increases by 11.8% for residing on campus and additional 6% for taking a first year seminar
course (Jamelske, 2009, p. 385). These three studies indicate that while first year seminar courses
lead to increased enrollment, they do not do so on their own. Other variables supplemented with
the participation in first year seminar courses lead to this continued enrollment.
First Year Student Perception
Porter and Swings discussion of student perception indicates that a positive perception of
first year seminar courses can have positive effects on persistence (2006). While their study does
not state the academic performance of students in these seminar classes, it is pertinent to this
study because it demonstrates the influence of student perception and student attitude. It shows
that how a student views a course can affect other variables of a students experience at college.
It lends to the idea that individual student views are a variable that can affect a students
experience with a first year seminar course. Roszkowski and Sovens study of student
perspective also contributes to their notion. Their study primarily focuses on learning perception
and expresses that the higher a student rates the usefulness of what she is learning, the higher the
amount of learning the student will report (Roszkowski & Soven, 2010, p. 81). Also, a
correlation between the variables of usefulness of learning and amount of learning and what
students expected to learn was found (Roskowski & Soven, 2010). Specifically, if a student was
expected to learn something and deemed that something to be relevant to them, the student was

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more apt to report that they had learned that topic or content. Vander Schees research yielded
similar results (2011). Vander Schee found that students reported less anxiety about general
education course requirements when they were able to take them in the form of first year seminar
classes in subject areas that interested them compared to other general education classes (Vander
Schee, 2011, p.385) All research studies express that student perception as a measurable variable
on the effects of first year seminar courses.
Porter, Swing, Roszkowski and Soven and Vander Schees research expresses the notion
that student perception is shaping and greatly influencing student experience at college (2006;
2010; 2011). This viewpoint, whether it be referred to as student perception, student expectation
or student attitude, should not be overlooked. Porter and Swings and Vander Schees research
indicates that how positively a student views a courses content influences the students decision
to return to university for another year. Vander Schee found that students were about 20% more
likely to persist compared to those who did not take a first year course (2010). Roszkowski and
Sovens research indicates that the better the course material meets the students expectations, the
more likely the student will say he has actually learned the material.
Porter and Swings research, as well as Roszkowski and Sovens and Vander Schees,
research shows that how a student interacts with a course is just as important to how the course
effects the students achievement and success, as the university determined learning outcomes
are (2006; 2010; 2011). Student attitude is another variable that falls under the umbrella of
student interaction. This research study seeks to identify how student attitude, whether positive
or negative, influences students experiences with first year seminar course and therefore how it
influences variables of student success, such as GPA. Porter and Swing, Clark and Cundiff and
Jamelskes research all indicates that an additional variable applied with the participation in a

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first year affects student retention (2006; 2011; 2009). This study seeks to see if the additional
variable of positive student attitude combined with participation in a first year seminar
contributes to a students academic performance in the class and in their first year enrolled in
college. While it has concluded that first year seminars positively influence GPA, there has been
no conclusion just how much of an influence student attitude towards first year seminars is on
GPA (Fidler & Hunter, 1989; Jamelske, 2009; Nelson & Vetter, 2012; Pike, Hansen & Lin,
2011). Overall, this study seeks to examine already research variables GPA and academic
performance in relation to student attitude in regards to participation in first year seminars.
Implications for Practice
Previous research indicates that first year seminars have a rather positive effect on first
year students. Research shows both participation in first year seminar classes positively influence
student retention and GPA (Fidler & Hunter, 1989; Jamelske, 2009; Nelson & Vetter, 2012; Pike,
Hansen & Lin, 2011; Porter & Swing, 2006, Clark & Cundiff, 2011). Both retention and GPA are
common variables colleges use to measure success (Barefoot, 2000; Nelson & Vetter, 2012).
Therefore first year seminar classes directly contribute to student success at a higher education
institutions. For this reason, first year seminars should continue to be implemented in universities
across the country. These classes are providing benefits not only to the students enrolled in them,
but also to the universities who create and provide these courses. For the universities, first year
seminars are helping their students secure a moderate-to-high academic performance and
establish their academic footing at the university, which therefore facilitates student satisfaction
(Fidler & Hunter, 1989; Porter & Swing, 2006; Tinto, 1987). Overall, first year seminars are
advantageous to the students enrolled in these first year seminar and the universities who enroll
those students in such courses.

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Barefoot and Fidler indicate that it is important that these first year seminar courses be a
central part to first year students first academic year (1996). They suggest that these courses
either be a requirement or part of the colleges overall general education, as well as contain and
teach academic content. Gardner and Koch suggest that a program must have a focus that is
related directly to its higher education institution and the first year experience specific to that
institution (Gardner & Koch, 2013). Porter and Swings, Roszkowski and Sovens and Vander
Schees research indicates that these attributes of college courses can be positive variables in
student perception of such courses. It is perceived that positive perception of a course can lead to
greater self-reported learning and less anxiety about fulfilling its general education requirement
(Porter & Swing, 2006; Vander Schee, 2011). Research indicates that relevance of course
material to students can lead to a more positive perception of courses. This positive perception
can lead increased student learning. So the courses where students found the academic content
more pertinent to them were the ones that students reported a higher amount of learning
(Roszkowski & Soven, 2010). For those looking to create a new first year seminar program or
improve an existing program one should keep this research in mind. By tailoring to their student
population and their academic needs and interests, first year seminar courses can expand their
benefits.
Suggestions for Future Research
As it is found that student perception influences student learning, further research
specifically focusing on the variable of student perception of first year seminars could provide an
increased understanding of how student perception influences students academic performance in
first year seminar courses and throughout their first year at university. While this study measured
student attitude of the overall first year seminar class, further research could measure student

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perception of the academic content of these first year seminar classes. Students would be asked
to rate the usefulness of material learned, as well as how interesting and enjoyable they found the
content they were taught. Along with the ratings of first year seminar usefulness, interest and
enjoyment, students would be asked to provide their overall GPA and their first year seminar
class grade. Researchers would code the ratings of usefulness, interest and enjoyment to provide
an overall perception rating that would found to be positive, negative or indifferent. An analytic
discussion of the found student perceptions in relation to academic performance would then be
completed to gather an understanding of if and how perception contributes to academic
performance.
Methods
An explanatory sequential mixed methods design should be used in this furthered study.
This design will collect quantitative data first and then explain the quantitative results with indepth qualitative data. In the first, quantitative phase of the study, survey data will be collected
from first-year, matriculated, day students enrolled in a first year seminar class. The data
collection will test if positive student perception, specifically in terms of usefulness, interest,
enjoyment, of first year seminar programs contribute to higher academic performance amongst
the mentioned student population. It will assess whether the independent variable of student
perception relates to the dependent variable academic performance. The second qualitative phase
will be conducted as a follow-up and explanation of the quantitative results. In this exploratory
follow-up, interviews will be conducted to greater explore student perception of these first year
seminars and the cause(s) of this perception. The overall purpose of this mixed methods study
(quantitative and qualitative) is to explore student perception to first year seminar programs at
universities and the relation of academic performance to this student perception (positive).

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

21

The central question of this mixed methods study is:

How does first year student perception of first year seminar programs contribute
to their academic performance?
Three subquestions will also be looked at with this study. These questions are as follows:
1. Do students with a positive perception of their first year seminar
programs experience higher academic performance in these programs?
2. Do students with a negative perception of their first year seminar
programs experience a poor academic performance in these programs?
4. How does the academic performance of students who have a positive
perception of their first year seminar program compare to the academic
performance of students who have a negative perception?
Since the central question of this study is a how question, the explanatory sequential
mixed methods design was selected as most appropriate. The first phase of this study will be
quantitative. It will seek to collect data on first year student perceptions relating to the first year
seminar classes and record these students grade-point average and first year seminar class grade
data. From the results of this data, participants fitting the criteria of both positive perception and
high academic performance (3.5 GPA or higher) and negative perception and low academic
performance (2.5 GPA or lower) will be selected for the second qualitative phase. This phase will
look to gather a greater understanding and exploration of the cause(s) and/or origin(s) of these
positive and negative perceptions. A content oriented question that is intended to be concluded
from this mixed methods approach is:
To what extent do the qualitative interviews with students help to provide a more
comprehensive understanding of the relationship between first-year student

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

22

perception of first-year seminar classes and first-year academic performance, via

integrative mixed methods analysis?
Filling Gaps in the Research
As mentioned previously, there has been extensive research completed in the area of first
year seminar programming, but there is a lack of research in student perception as it directly
relates to first year seminars (Padget, Keup & Pascarella, 2013; Tobolowsky, Cox &Wagner,
2005). There has been shown to be academic and retention benefits of first year seminar courses,
but research regarding how student engagement and views affect these benefits is a newer
research area of first year seminars and is therefore quite limited (Fidler & Hunter, 1989;
Jamelske, 2009; Nelson & Vetter, 2012; Pike, Hansen & Lin, 2011; Porter & Swing, 2006, Clark
& Cundiff, 2011). This research relating student perception of first year seminar academic
content to student academic performance would expand the subject areas of first year seminar
programming research, as well as the overall knowledge of first year seminar programming, its
benefits and the first year student population that the programming serves.
Conclusion
Universities offer first year seminars to help transition students from high school to
college, acclimate them to college course-work, establish foundations for college-level writing
and research, and create academic and social communities (Barton & Donahue, 2009; Clark &
Cundiff, 2011; Fidler & Hunter, 1989; Stamatoplos, 2000; Jamelske, 2009; Nelson & Vetter,
2012). And while previous retention and academic research leads one to believe that students are
benefiting from these classes in the aforementioned areas, further research needs to be completed
to see how the students themselves are reacting to these classes (Fidler & Hunter, 1989;
Jamelske, 2009; Nelson & Vetter, 2012; Pike, Hansen & Lin, 2011; Porter & Swing, 2006, Clark

THE EFFECTS OF FIRST YEAR STUDENT ATTITUDE

23

& Cundiff, 2011). Additionally, this research can help determine the best practices to achieve the
listed learning outcomes of these first year seminars. Further research in the areas of student
attitude, student expectation, student perception and student satisfaction could lead to greater
knowledge of the benefits of these classes, as well as locate areas of improvements of first year
seminar programming. Researchers could discover additional benefits that students recognize
they are gaining through first year seminar participation that had been previously overlooked.
Conducting more research and expanding research subject areas to student perception and
student attitude will only lead to greater knowledge and comprehension of first year seminar
programmings roles in first year students first year in college and beyond.

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24

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