Date

5-23-2025

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Rebbeca Lunde

Keywords

persistence, academic success, socioeconomic status, social integration, on-campus involvement

Disciplines

Educational Leadership

Abstract

The purpose of this quantitative, causal-comparative study was to determine the differences between a college student’s academic success based on campus involvement (low, medium, or high) and a student's socioeconomic status (low, medium, or high). This study employed quantitative causal-comparative methods to explore the impact of student characteristics on college transition and academic success. A successful high school-to-college transition was pivotal for overall achievement and degree pursuit. Focusing on 253 college students, the study examined links between socioeconomic background, on-campus involvement, and academic achievement. Participants completed the Academic Success Inventory for College Students and a survey to determine on-campus involvement. The analysis supported higher education professionals in interpreting and understanding the survey, guided by the researcher's oversight. Utilizing a quantitative causal-comparative design, the study identified trends related to student traits. A two-way ANOVA on 253 college students found that academic success was significantly influenced by on-campus involvement and socioeconomic status. A Tukey Honest Significant Difference test revealed differences in academic success among varying levels of involvement and socioeconomic backgrounds. However, their combined effect did not have a statistically significant impact on academic success.

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