College of Graduate Studies: Theses & Dissertations
Term of Award
Spring 2026
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Education
Committee Chair
Elise Cain
Committee Member 1
Steven Tolman
Committee Member 2
Cordelia Zinskie
Abstract
When universities effectively implement first-year seminars, a popular type of support designed to assist students during their initial year of college, they can meaningfully boost the academic performance of first-generation college students. This study examined whether first-year seminars influenced the academic outcomes of first-generation college students at a specific institution compared with those of their continuing-generation peers. Specifically, it investigated the extent to which course modality (face-to-face, online, or hybrid) influenced variation in first-semester grade point average (GPA) and first-to-second-year retention after controlling for race, sex, and first-generation status. The sample included 7,848 first-time undergraduate students. Multiple linear regression was used to analyze first-semester GPA, and logistic regression was used to analyze first-to-second-year retention. The results of this study indicated that course modality was a statistically significant predictor of grade point average (GPA) and first-to-second-year retention. First-generation student status, race, and sex were also shown to be statistically significant for first-semester GPA and retention. The results of this study highlight the potential for further research through longitudinal and multi-institutional studies, as well as through detailed socioeconomic and course modality analyses. Regarding future practice, educational leaders should strive to improve first-year seminar courses, especially those offered online, and more intentionally support first-generation and underrepresented students.
Recommended Citation
Dodd, Keia, "The Influence of First-Year Seminar Course Modality on the Academic Outcomes of First-Generation College Students" (2026). College of Graduate Studies: Theses & Dissertations. 3108.
https://digitalcommons.georgiasouthern.edu/etd/3108
Research Data and Supplementary Material
No
Included in
Academic Advising Commons, Accessibility Commons, Educational Leadership Commons, Higher Education Administration Commons, Instructional Media Design Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
