Examining How Limited Access to Academic Support Tools Affects College Student Retention and Successful Degree Completion
Location
Morgan
Session Format
Presentation
Abstract
This study demonstrates how the limited availability of scholarly aid tools influences student persistence and degree completion in higher education institutions. Drawing on four empirical studies, this research tests institutional responses, including centralized advising systems and early-alert technologies, students’ capacity to deploy artificial intelligence (AI) in scholarly support, technology platforms for collaborative learning, and the effectiveness of field facilitation in distance learning settings where resources are scarce. Together, these studies indicate that student persistence is crucial to the effectiveness of academic support tools, but their success hinges on equal access, student readiness, institutional integration, and the commitment of resources. Even though the data indicated improvements in course completion, perseverance, and student motivation, student groups still vary between resource-rich and resource-constrained learning environments. Based on the findings, to sustain student success outcomes beyond the short term, faculty and facilitator professional development must be intentional, and support materials and professional practices that advocate for digital equity must be institutionalized.
Keywords
Retention, Success
Professional Bio
Jasmine Moore, MPA is an emerging scholar who has served at Albany State University since October 4, 2017. She currently works as an Administrative Specialist Coordinator and part-time instructor, providing strategic support for academic operations, faculty engagement, and student success initiatives. Ms. Moore is pursuing the Doctor of Education (EdD) in Higher Education, with research focused on how access to academic support tools—such as advising systems, early-alert technologies, and AI resources—affects student retention and degree completion. She earned a Bachelor of Business Administration in Supply Chain Management and Marketing, with a minor in Management, from Georgia Southern University, and a Master of Public Administration from Albany State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Moore, Jasmine K., "Examining How Limited Access to Academic Support Tools Affects College Student Retention and Successful Degree Completion" (2026). Georgia Educational Research Association Conference. 74.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/74
Examining How Limited Access to Academic Support Tools Affects College Student Retention and Successful Degree Completion
Morgan
This study demonstrates how the limited availability of scholarly aid tools influences student persistence and degree completion in higher education institutions. Drawing on four empirical studies, this research tests institutional responses, including centralized advising systems and early-alert technologies, students’ capacity to deploy artificial intelligence (AI) in scholarly support, technology platforms for collaborative learning, and the effectiveness of field facilitation in distance learning settings where resources are scarce. Together, these studies indicate that student persistence is crucial to the effectiveness of academic support tools, but their success hinges on equal access, student readiness, institutional integration, and the commitment of resources. Even though the data indicated improvements in course completion, perseverance, and student motivation, student groups still vary between resource-rich and resource-constrained learning environments. Based on the findings, to sustain student success outcomes beyond the short term, faculty and facilitator professional development must be intentional, and support materials and professional practices that advocate for digital equity must be institutionalized.
