Examining the influence of different new student orientation delivery methods on academic performance and student retention

Abstract

Orientation programs are a critical component of the higher education experience, influencing student retention and academic performance. While the positive impact of these programs is well-established, a comprehensive understanding of the factors that optimize their effectiveness remains elusive. This study investigated the impact of two key factors, timing and modality, on student outcomes. The study examined the effects of a scaffolded, just-in-time orientation approach compared to a traditional, single-day format. Additionally, the influence of in-person versus virtual modalities was explored. Academic performance, quantified through grade point average (GPA) and credit completion ratio (CCR), alongside first-to-second-year retention, served as the pivotal outcome measures. Pearson’s chi-square and ANOVA testing were used in this quantitative study to analyze the data. No statistical significance was found when comparing first to second-year retention rates between the scaffolded and traditional orientation programs. It was found that students in the scaffolded program achieved statistically significant higher first and second semester GPAs compared to students who attended the traditional program. No statistical significance was found when analyzing credits completed between the two program cohorts. When looking at orientation modality, in-person versus virtual, statistical significance was found for both increased GPA and higher CCR when students attended in-person programming.